My Learning Letter

Dear Reader,

Upon my completion of English 493, Teaching Literature to Adolescents, I would like to reflect on what I have learned in this class. English 493 has made me think about who I want to be as a teacher and how I can become that teacher.

In this course, I have completed a book talk, mini lesson, and a unit plan. I am proud that I attempted all of these assignments, and completed each with a monumental amount of care and thought. For my book talk, I chose Looking for Alaska by John Green. I chose this book because I would like the chance to try to use it in my future classroom. I think many students can relate to what Green writes about, and may lead students to be engaged in the text. I want to be the kind of teacher that considers her students interests and lives, and apply it to the classroom to allow students as much room to grow as possible. Looking for Alaska deals with issues many teens face. If students have a chance to confront those ideas in a academic setting, they will be engaged while working toward state standards and unit objective. Also, John Green helps give teachers supplement material and ideas how to use his books in the classroom. (Which is fantastic and helpful for both new and veteran teachers.)

In my mini-lesson, I subjected my peers to my first attempt (ever) at teaching material I created. It was a requirement to use pop culture in some way, but I didn’t want to take the easy way out with a meme. I chose to use a comic because it appeals to reluctant readers and students who love comics. Using a comic also gave a fresh second reading that can be helpful for students understanding of the material. I wish I would have waited to group the students and would have given guided notes to help their discussion and reading of the comic.

I am extremely proud of my unit plan. I put a lot of blood, sweat, and tears into its creation. (Not really the blood or sweat, but I did cry in frustration a few times.) I got really down on myself a few times because obviously if I can’t write a unit plan perfectly I won’t be a good teacher. After talking to a few students, and having the last class discussion, I felt better about the fact that this was a hard project. I sighed in relief when I realized I wasn’t the only one who struggled. I learned that I was to allow a lot of guided discussion time with lots of practice. I don’t want to be a teacher that lectures. I want to be a teacher that helps her students do activities and readings to improve their skills. I want to be the teacher that picks exciting material and students actually want to come to class. (I loathed one of my English teachers, so I want to be the exact opposite of her. I don’t want students to dread coming to my class.) The unit plan gave me a look into all the work teachers put into their ideas. I actually had fun when I wasn’t having a mental break down. Poe is one of my favorite authors, so it was nice to explore the endless possibilities I could do in a classroom. I also loved the idea of a creative project instead of a paper. (There’s still part of me that wants to get an art minor because crafts are life.) Writing papers develop important skills, but there are other skills that are just as important for students. (Not all students will go to college, and that is perfectly fine.)

We have gone over a ton of ideas and theories in class. We have talked about Common Core State Standards. I like the idea that I could have a chance to create my own units and curriculum as I follow standards. I liked that the article “Teaching to Exceed the English Language Arts Common Core State Standards” by Beach, Thein, and Webb talked about the goods and bad of CCSS in the classroom. I think that article paired with the CCSS website will be a nice resource to refer back too while teaching. Along with standards, we have discussed how to assess students on standards. It’s a wild idea to me that we create the way we assess our students, (unless it’s set by the school.) As long as I make sure my rational for everything makes sense, assessing students will be effective.

In our discussions and readings, we also talked about discussion, social justice, pop culture, and empowerment in the classroom. All of these topics are extensive on their own, but I think they work well together. All of these ideas should be used in the most appropriate way for students to learn about literacy and the world around them. Discussion and open dialog classrooms give students time to explore ideas without a teacher telling them exactly what they need to know. Students aren’t vessels waiting to be filled with knowledge, they are learning individuals who should be guided and given opportunity to arrive at the answer, or at least think about the answer. (This includes giving appropriate wait time.) Students don’t necessarily need to become social justice warriors, but they should be aware of problems and oppressions in their local area, state, and country. (Knowing problems in other countries could benefit students as well, but I think local is the best teaching tool.) Pop culture helps students engage in the lesson and build bridges to their life outside the classroom. Pop culture can also make a lesson fun, and who doesn’t love a fun lesson. It is important to empower our students and allow them to realize what they have to say is important. I like the idea of bringing the typical outside world into the classroom. (Hip hop and poetry sounds like a great idea!) All these ideas are just the tip of the iceberg when thinking about having a meaningful classroom space for students. I feel like the longer I’m in the program and when I’m physically in the classroom, I will learn what works best for me and my students.

I also think that the books we read (I Read it, but I don’t get it and Readicide) will be important tools for me as a teacher. Readicide has helped me want to get back into reading, but also has allowed me ideas on how to not overwork students. Reading is important, and the more we have students read where choice and interest are involved, the more they’ll be engaged in the classroom. I Read it, but I don’t get it will help me organize the reading assignments, so students have a chance to comprehend what they are reading. I love the double entry journals, so I will definitely use them for my classroom.

Participating in this class has allowed me to think of who I want to be as a teacher. I have realized, I do feel a responsibility to help students become productive young adults. This includes allowing open dialog and giving students the chance be answer hard questions. Also, integrating students’ interests will allow them room for self-exploration and time to think about who they want to be. I know teachers need to follow the standards set by their state, but I think there is no reason to use that as an excuse why you can’t integrate student interest in the classroom. I also want to back my units with pop culture, social justice, and history, news, or facts. I think it’s important for students to engage with class material, and connect the material to outside the classroom. I remember being in high school, and I hated when teachers treated me like a child. Some teachers refused to talk about things that were happening in everyday life. We didn’t ever discuss race issues or politics. I think students should be treated like adults in the classroom. They need to have time to form their own opinion about different topics, and they can’t do that if we’re shielding them from the world. Of course, topics need to be age appropriate just like the material that is chosen. As a teacher, I want to help my students learn the literacy skills that are important for future academics, job opportunities, and participation in things outside the classroom (voting, traveling, and experiencing and appreciating other cultures to name a few.) I hope to be a great teacher, and this class has given me an introduction on how to do so. I will learn more about who I am as I participate in my own classroom and with my future mentor teacher.