Lit & Lit 1 - UH - Swim - F2006

Lit & Lit 1 - UH - Swim - F2006
Kia Ch. 8-Make the School Day Encourage Writing

I love the idea of doing interviews in the classroom. I think the students would love the interaction and find out a lot about their classmates. I was able to each the Lit session on Thursday and Friday (yes, Friday) this last week, so I asked the kids to share their thoughts on each other's writing. We only read 2-4 writings, due to time constriction, then I asked, "Would anyone like to share something they liked about____'s writing, and Does anyone want to know something more about____'s writing after each one. I was nervous the first time, because I didn't know how they would respond, but they liked it. The second day, they felt unbelievably comfortable. I had to pick and choose who could respond, because so many wanted to ask questions for more info. This was a great moment, especially when a student said aloud, "I like this, because it gives me ideas on what I can write." I think interviews and open ended questions like this can really spark some that we may not otherwise reach.

Lit & Lit 1 - UH - Swim - F2006

Lit & Lit 1 - UH - Swim - F2006
Kia Ch 7-Surround the Children with Literature

After reading Ch. 7, the thing that sticks out most at me is the fact that we can bring in authors. I was so excited to hear this. It is especially valuable when the children can see that the people who write "real books" are real people. I remember some of the younger children at Mokapu Elementary. If they saw a teacher outside of school, say at the grocery store, they would be so confused. They ask, "Aren't you suppose to be at school?" They don't realize that teachers also go grocery shopping and don't live at school. It would be a real plus to "bring to life" an author.

Kendrah's 9,10, & 11 Grave's Reflection

In Chapter 9, it discusses what a teacher might want to know about writing. First, there is child practice which involves 5 questions. There is also teacher practice, which also includes 5 questions and is important as well in process of writing. For example, some questions discussed for student practice involve: what to do when a child only writes about one topic and won't complete his or her work. I've learned that repetition is important for children. It enables a child to control most components that will help in his or her success. Also, when a child doesn't complete a task, perhaps the teacher should give the child time and monitor his or her behavior. Sometimes children just need a break or time to think. Secondly, there is teacher practice. From the five questions that focus of teaching issues, one that interests me is, "how do I handle the problem of grading?" I've learned that children should be graded on their best papers. Let the children choose their best work because they want to be remembered for their best work, just like adults.

In Chapter 10, it discusses the topic of helping children to speak first. It is important to listen to what the student has to say in conferences. This chapter talks about giving time for the child to speak. Sometimes trust needs to be built before speaking begins. The chapter also discusses ways in which a teacher can hold successful conferences, which include: speaking without words, ask and wait, realizing that children have things to teach also, and to look for potential. Also, teachers can follow what the child is saying and engage in topic, ask questions that the child can answer, and help the child to focus.

Lastly, Chapter 11 is about questions to teach. Children are asked questions that they might become able to ask on their own. This chapter also discusses that conferences work best when children can ask their own questions. There are many questions that can be asked and they include: Opening questions, following questions, process questions, questions that reveal development, and more. These are all types of questions that will help a conference be successful, as well as in writing.

Carol's Reflection on Graves, Chapters 6 & 7

Sitting near a lamp with my needle and floss, I looked at the clock. It was 2 am and I knew that all over our town of Antioch, moms were up helping their kids bind their books just like I was doing because entries had to be in by noon. Every year, our county held a Young Author's Writing Project where kids from kindergarten to grade 12 wrote and submitted fiction and non-fiction works for judging by members of the community. Winners were awarded ribbons and gift certificates for Borders at a district-wide ceremony. But the biggest award for the authors was having their books displayed at various locations in the community. My kids each won twice and still remember how validated they felt as authors when they'd see strangers picking up their books to read.

Chapter 6 reminded me that publishing is tangible evidence of a child's creativity and hard work. As a parent I agonized about which errors to correct and which to leave as is, so I appreciated the guidelines for teachers in dealing with errors. As a teacher I understand the value of publishing and want to help my students feel the pride that comes with creating books.

When I read Chapter 7 while lying on the beach with my older daughter, I started reciting Mrs. Andersen's chosen poem out loud and -- just like her class -- my daughter had it memorized by the third time. (Then she got mad at me because she couldn't get "a-rum-a-tee-tum" out of her head for an hour.) I especially like that poems are learned without a printed sheet. I'm always impressed when I hear long Hawaiian chants because I know they were learned by hearing them repeated and so the chant is always with the person, the same way that Mrs. Andersen's class carried their poems with them for use anytime. My mentor teacher successfully uses rhythm and poetry to help her students remember facts, and poetry will have a place in my classroom too.

Chelsea's Reflection on Graves (Ch. 9-11)

I decided to write my reflection on Chapter 10: Help Children Speak First.
This chapter was mainly about having writing conferences with the
students. It's funny because I have always had the fear of children not
responding to my questions. I always wondered what I would say if they
just looked at me with a blank stare. From reading this chapter, I have
learned that you need to have patience while having writing conferences
with the students. You need to be able to sit there quietly for up to 45
seconds before the student might actually say something. Yes, it's going
to feel like you are sitting there for an hour with no speaking, but waiting
for the child's response is showing them that you are open to listen to
whatever they may have to say about their writing piece. I think for the
first few times, it might feel a bit awkward sitting in silence for that period
of time, but if you push the child to give you a response, you may scare
them off in what they have to say. You just need to give them a chance
to think a little about what they would like to tell you about their writing
piece. I am hoping to have enough time to have writing conferences
with my own students one day. Conducting writing conferences can be
very interesting, especially for the teacher. The teacher will be able to
get to know their students better just by listening to what they wrote in
their simple writing piece. We may think that children don't really have
interesting things to write about, but unbelievably, children have a lot
of interesting things to write about. The students can even the teach the
teacher a few things. Interesting chapter!

Megan Gilbert's Reflection- Graves chap. 9-11

I’ve decided to write this reflection on chapter nine alone because it interested me the most out of the chapters we had to read. Chapter nine was about some of the most common questions teachers have about writing and the answers to these questions. The first category of questions was about the child’s practice in writing. These questions included what to do when the child only wants to write about one topic, won’t revise, is worried about convections, can’t find a topic, and won’t complete his work. The chapter ensures that when children chose to write about one topic for a long time, there is a reason for it. The teacher should accept this, carefully take note of the child progress in writing, and take the topic seriously. Children don’t like to revise because they don’t like to “mess up” the page and they are use to leaving their writing as it is after they are finished. Teachers need to teach their students the importance of correcting a piece of writing to make it presentable to the public. To those students who are overly concerned with convections, the teacher must communicate that convections don’t matter during the drafting process. It is ok to make mistakes because they can be corrected later during the editing and revising processes. Finally, this chapter emphasizes that all writers go through dry periods. However, if the student continually does not finish their work, it is important to conference with the student about their unfinished work to uncover the problem.

The second category is that of teacher practices. These questions included how to find time to teach writing, publish writing, see if skills are taking hold, teach children to work independently, and the problem of grading. Teachers find time to teach writing by making it a priority and taking the time from different curriculum areas. Making time for publishing starts in the summer with the teacher making the bookbindings. Then, during the year, the teacher should enlist the parent’s help. A teacher can learn if the skills are taking hold through keeping a record of skills, writing folders, and holding conferences. Students will learn to better work on their own through set routines and a sense of strong group consciousness. Finally, children should be graded on their best work. I agree with a lot of the solutions presented in this chapter and I believe it will be an excellent resource for the future.

Christina Lim
ITE 313

GRAVES CHAPTER 4


Mr. Bangs’ classroom management strategy clearly wasn’t working for him before he decided to do a complete overhaul of his procedures. Mr. Bangs’ first decision about not being interrupted probably made a significant impact, as well as his new class routines. He still ran into problems, but that was to be expected. I like the part when he says that his class’ consciousness came about when they realized what they were accomplishing together. I also like that Mr. Bangs constantly called attention to the things that the students could do, instead of what they lacked. The mail project was also a good idea, but I can see why it would get monotonous for, the teachers as well as the students, but Mr. Bangs’ modification to the project was a great idea. I think that he could have even expanded it more to include an entire range of people throughout their community.



GRAVES 5

I enjoyed reading this chapter as well, because it shows you how to conduct a modeled writing session. I particularly like the large sheets of paper, because they are easier for everyone to see, and are probably more fun for younger-aged children to watch. I also like the idea of asking the children about what to write about, and if I get stuck, to ask them what they want to know next. This gives them a chance to become a part of my writing process. I agree that modeling will change your class, but for the better of everyone involved. I am attracted to this idea, because when I have my future class, I also want it to be a community-type environment, wherein everyone helps each other to better the community as a whole.


GRAVES 6

I found it interesting that 1st and 2nd grade children can compose 2-3 books a week; I wouldn’t have thought that they would be so eager to compose that many pieces. I enjoyed the helpful tips the book gives on how to properly correct a child’s piece of writing. I also agreed that by implementing this process before a final meeting is held will save critical time that can be more efficiently used by both the teacher, as well as the child. I also thought that the tips on how to save money on bookbinding can be very useful for all teachers who want to save money, as well as show their students cheap, alternative ways of making home-made books. The topics on cummulative books and individual books are good examples that children can work with to develop a great story!

GRAVES 7

This chapter was more of a case-study format. I did enjoy reading about these teachers who thought outside of the box in order to make literature more interesting for their students. I particularly liked what, Mrs. Peckrull did with her students, I could see myself role-playing and acting out the character’s role. I think that is such a catchy way of getting kids into literature; it sound like it would be a lot of fun!

Kendrah's Reflection Chapter 6/7

I found that Chapter 6, Publish Writing in the Classroom, was an interesting chapter to read. It reminded me of when I was in elementary school and every year my class an I would publish at least one of our own writings at the end of the year. Our writing were ones that we worked hard on throughout the school year. This chapter went over why publishing should be done.It stated, why write if one will not publish, especially for children. Children enjoy sharing something they have worked really hard on and took the time to accomplish. This chapter also goes over a brief publishing conference. It gives an example of what kind of questions that could be asked when a child finds it difficult to choose one of his/her writings to publish. Lastly in this chapter, it shows how a book is binded and what the final product should look like.

Poem: Let's Keep the Kids in the Dark

Let’s Keep the Kids in the Dark

written by Greg Swimelar

We’ve kept the kids in the dark
For so long now
A little longer won’t hurt.
Let’s not tell them
That patriotism is often promotion
For war-making.
Let’s not tell them
How our meat gets to the table.
Let’s not tell them
That the coral reefs
Are dying and
That islands may disappear.
Let’s keep those textbooks coming
That are screened and filtered
By right wing,
Nationalistic, ethnocentric xenophobes,
And written and published
By the Grand Corps.
The textbooks that water things down;
That simplify, touch on
And explain away.
The textbooks that protect
The myths of the status quo,
Well supervised by those
Who are paranoid
About losing their life style.
Yeah, we can sacrifice the kids
For a few more years
Of the good life.
And if we need to fight a war
To increase or protect
What we think should be ours,
Let’s let our kids do it.
Not all of them, don’t you know --
Just the ones
We keep in the dark.

A Poem: Jesus y Alberto

Jesus y Alberto

Written by Greg Swimelar

Jesus plays the small box accordion
And Alberto plays his trumpet.
Together,
On the lane leading to the Picasso Museum.
There is no money in Alberto’s trumpet case
Lying on the ground in front of them.
He looks out of the corner
Of his eye
While they play
To see if he can read
Facial expressions communicating enjoyment
Or satisfaction
With their music.
That’s number one.
He’s also looking for hands.
Hands reaching into pockets
Or purses
For those metal pieces
That will buy his grand-daughter’s Easter dress.
Jesus doesn’t have to look.
Alberto looks for him.
He just plays and thinks,
And daydreams:
How did the years pass so quickly?
I wonder if Noelia will get well.
What do I look like sitting here?
What would my mother say if she were alive?
Later, Alberto and I will stop by the tapas bar
If we do OK.
I think we’ll do OK.
“Alberto…what do you think?”
“We’ll do OK.”

Reflection to Graves Chapter 6-7

In the sixth and seventh chapters of his book, Writing: Teachers and Children At Work, Donald Graves talks about the importance of publishing children’s work and surrounding them with literature in the classroom. He states how important children feel when their work is published and how much it develops them as a writer. He also says that every child should get to publish something within the first three weeks of working with writing. Graves goes on to talk about surrounding children with literature, by children and professions, so that the children will have access to more information and topics. He also states how important it is to treat all writings the same, no matter who wrote them, because if teachers do not do this then the students will feel like their writing is not worth as much.

Graves brings up some interesting observations from his experience in the classroom. I remember when I was in elementary school publishing a book with laminated pages was only for those who were fast enough to finish on time. Once the books were finished each student got a single opportunity to read his or her book to the class and then the teacher told everyone to bring home their books and never bring it back again. The things that my elementary teachers did are almost the opposite of what Graves teaches. I hope that as more people read this book they will begin to offer the students of the future more than my generation received in elementary school.

Kieu's Graves CH 6 & 7

Anyone can publish their work. And it isn't that difficult or complicated. Well, I didn't know that! Back in grade school, a bibliography was always required, stapled at the very end of a paper. (Now, this doesn't mean that it is no longer required. It just doesn't seem to be as big a deal.) I remember looking on the inside of the front cover to find the copyright date, the company who published the book, and also where the company was located. I had no idea who these people were, but I knew where London and New York were. Books that I have read were never published inside a first or third or fifth grade classroom, so I never even considered that there was such a thing. Each time I heard or read about authors preparing to publish their work, it was an elaborate and quite fancy process. I am beginning to see, though, that anyone can publish a story and it does not need to be sent to a big company and it most definitely does not need to cost thousands.

I liked how the three teachers mentioned in this chapter went about surrounding their students with literature. It's so important for students to feel that their work is "good enough". They need to know that their work is just as signficant as the work of authors who make millions for their books. Otherwise, the effort that they put into their writing would be limited. Mrs. Anderson's method of choral speaking may be something that I would like to try in my own classrooms. My teachers used to always pass out papers and ask us to memorize whatever was on the paper, and I would always have trouble. I, too, found that reciting these passages out loud (without any paper before) was most effective for me in my attempts to memorize the material. Even to this day, I tend to chose this same type of learning.

Megan Gilbert's Comment on Chelsea's Reflection

Chelsea, I was glad to read about your experience with publishing. It sounded like it was not only fun and beneficial to you, but also impacted your partner as well. I think it's grewat that you were able to encourage a younger writer in that way. I never had the experience of publishing in elementary school. Maybe that's part of the reason why I don't particularly enjoy reading now. I hope to encourage my students to write and publish and hopefully they will develope a love for writing. Thanks Chelsea!
Megan

Megan Gilbert's Reflection- Graves Chap. 6 & 7

Chapter six is about publishing students’ writings in the classroom. It states that publishing is a major part of the developmental process of writing and it should be shared with many audiences. This chapter stresses that the children should write every day and should publish a least one out of every four or five pieces. It is important for teachers to hold writing conferences with the children in order to monitor process and encourage interest. The chapter ends with suggestions of successful binding techniques for students’ literature and also an encouragement to get other people, like parents, involved in the childrens’ publishing process. I don’t remember ever publishing a book when I was in elementary school and if I ever had, I’m sure my parents would have saved it. I will definitely incorporate publishing in my writing program and hopefully that will encourage my students to write and be proud of what they have created.

Chapter seven emphasizes that our students should be surrounded by literature in our classrooms. It states that when children are surrounded by literature, they are able to take suggestions from the books being read to them and incorporate them into their own writings. The three ways this chapter suggests that literature should be incorporated into the classroom are to intertwine the literature, reading, and writing programs, each program evolves, and the children hear, read, and share literature. In conclusion, the chapter reminds us that our students are at a critical point when they are able to start composing their own works and we as teachers should be very sensitive to that fact. I agree that surrounding our students with literature would be beneficial to their developmental process as writers.

jaimie k's reflection to graves ch. 6 & 7...

I think publishing sounds like so much fun! It’s a great way to help kids become more excited and interested in writing. As I’ve said many times before, I personally don’t enjoy writing; but there’s something about seeing your work published. I remember in elementary we used to have these books that the school would publish. They were compilations of students work in every grade. I know I made it in there at least once. I was so proud of myself because I knew other people would be reading it. It was especially nice to hear praises from my parents, grandparents, family members, and peers.

There’s that sense of pride and accomplishment the students can gain. They want to show everyone, they want everybody to see that their work was good enough to be published in a book.

When Graves was talking about publishing for an audience, I thought of Mem Fox. Graves says, “publishing solidifies the reasons for writing in the first place. It’s like how Fox says to write for purpose. There’s meaning behind the assignment and it’s a real life situation. The kids are actually going to receive feedback from their audience; therefore they’ll work harder, produce better quality work, and feel more of an accomplishment when it’s through.

That also ties in with chapter 7. If the students know that their writings will be shared during class time and treated as literature, then again they’ll work harder. Then they know that there’s an audience for each of their writings; their peers.

I love that Graves explains, in detail, all of these great ideas. Hopefully when I become a teacher, I can implement these things into my curriculum.

Chelsea's Reflection on Ch. 6 & 7 (Graves)

I decided to reflect just on Chapter 6: Publish Writing in the Classroom
because I feel like I can relate more to what is being told in the chapter.
This chapter is mainly about publishing students' work in the classroom.
I feel like I've read about this many times before, but I like it because
it refreshes my brain every once in a while. Anyway, I like that there
are examples of different ways to bind children's stories together, as
well as what materials are needed in order to bind a child's story
together. I would really like to publish my students' written pieces in
my own classroom. I think it would be fun and productive for my
students. I remember when I was in the sixth grade, I published my
own story with my first grade reading buddy. The title of the book we
made together was "The Three Bears." We thought together about what
the story would be about, and what kind of pictures we would want to
draw. Although we both couldn't draw very well, we were proud of work
at its finishing piece. I enjoyed that project very much, so I would think
that my students would enjoy it just as much. It may be a lot of work,
but the students will learn and have fun with it.

Jaime's Reflection-Graves (Ch.4& 5)

In Chapter Four of Donald Graves’ book, he introduces us to Mr. Bangs. He is a teacher who was willing to change his teaching methods in order to become a better teacher and to have a classroom with responsible and independent learners. I think it’s great of Mr. Bangs to realize that his teaching style was not good for the kids. I think all teachers need to evaluate their teaching methods. Teachers need to take into consideration that maybe the students shouldn’t always be blamed for not knowing how to do something. It could be because the teacher is not doing a good job at teaching the lesson.

In Chapter 5, Donald Graves states that children need to see their teachers write in front of them. Modeling in front of the students helps teachers understand their own writing and it also changes the teachers’ relationships with a class. Up until this semester, I’ve never had a teacher write in front of me. I assumed the teacher always knew what they were going to write. I’ve never seen a teacher contemplate what to write or even make errors in grammar. Everything always seemed perfect. My perception was that a good writer never struggled with their thoughts. I find comfort in knowing that all writers struggle with their thoughts.

Coby's Reflection to Graves Chapter 4 and 5

In the fourth and fifth chapters of his book, Writing: Teachers and Children At Work, Donald Graves talks about organizing one’s classroom and writing with one’s students. Graves recalls the story of a new teacher named Mr. Bangs who restructured his classroom from one that depended on him for everything to one that was almost independent of him. This allowed Mr. Bangs time to give private or small group conferences to his students. Mr. Bangs stressed independence and responsibility in this system; however, it is mentioned that for one to make this system work he or she will have to apply it in every subject matter and not just writing. Graves also brings up the fact that most adults have seldom seen people write, which means that most children probably have never seen someone write. By writing in class with the children on normal sized paper, a giant piece of paper, or an overhead projector a teacher can show his or her children an example of how to write. Furthermore they can go over all of the steps of a writing workshop in this way.

I really enjoyed the ideas that Graves shared in these two chapters. I like the idea of an independent classroom that does not rely on a teacher to play referee but instead gives the teacher the freedom to teach in small groups. I will have to commit Graves and Bang’s strategies to memory so that I may use them in the future. When Graves said that adults have not seen many people write and children have seen next to no one I realized that it is not fair to ask children to do something that they have never seen done before. That’s almost like giving them clay, showing them a sculpture, and telling them to recreate it. This could be a reason why I was so lost in grade school language arts and why I started to dislike it so much. I will keep in mind that whenever I do a lesson on writing I must also show the children an example of a person going through the writing process while thinking out loud. These ideas and revelations are wonderful and I hope that I will be able to put them to good use in the future.

Kieu's Graves CH 4 & 5

A lot of people tend to think a quiet classroom is a productive classroom. While that is true in some cases, there are many instances where it is most beneficial for the students to talk and work amongst themselves. Like in Mr. Bangs's situation... I think it's everyone initial goal to run a tight ship where the students are following all the rules and quietly working at their tables without ever getting up to move about. Admittedly, that is how I think about running my classes sometimes. I have this image of other teachers and possibly even the principal walking by my class and seeing my kids walking around the classroom and talking to each other. However, I am learning that there is a difference between a classroom where the students are just sitting around talking about nothing and one where the whole class is working cooperatively. I think as the "grown up" in the classroom, we tend to underestimate our kids' abilities. In my experiences working with younger children and teens, they have proven me wrong many times. I really like the idea of whole class discussions where everything is laid out to be cut into pieces and put back together and I like the idea of students helping each other, especially if I am busy with another student.

Chapter 5 seems to be something that we have read and talked about a million times already, so it kinda served as a review for me. Let's hope that we are all pros at writer workshops by the time we are done here!

Maceyu's graves ch. 4, 5

Graves chapters 4 and 5 go more into depth about how to run a writer’s workshop. I thought it was kind of neat to see how Mr. Bangs came up with the idea for writer’s workshop. I am glad that he figured out a way to make his students become more independent writers because now when I start teaching, I already know this way of teaching.
Another thing I liked about the chapter was the portion about the teacher who was afraid because she was “not a writer.” I liked the fact that she went into the classroom and told her students that she needed help writing. I think it’s important to be honest with your students because they can see through lies. Your students should know that you don’t know everything. If you don’t know something, you shouldn’t go on pretending like you do know it.
In chapter 5, there is a section about a teacher who is modeling for his students how to choose a topic. I thought all of the topics were very interesting, and I actually wanted to hear about each one. I guess that goes to show that you really can turn anything into a piece of writing. Whenever I can’t think of any ideas for my writing, I should remember that fact and just list any ideas I can.
It seems that writer’s workshop is helpful because it also helps with classroom management. Am I correct in this assumption, or do you have to first establish management in your classroom?

Macey's graves ch. 2, 3

Chapters 2 and 3 talk about a writer’s workshop and how it is conducted. It will be extremely helpful to me as a teacher because it gives examples of situations that might occur and what to do in these situations.
The hardest thing for me to do in my own writing is to think of a topic. For this reason, I am pretty sure that I will have a hard time helping my students who are having trouble thinking of a topic. Although I will need to practice, from reading the chapters, I at least know what I should do to help. I learned that I should be very encouraging and ask questions that allow the students to be the teacher.
I like the way the chapters broke the parts of a writer’s workshop up so that it was easy to follow. Each part of the workshop seems like it is important and very necessary for success. I look forward to learning more about the writer’s workshop and how to hold one.

Lit & Lit 1 - UH - Swim - F2006

Lit & Lit 1 - UH - Swim - F2006
SORRY!!

I can't go to sleep until I clear this up. I feel like I may have titled my Randall piece wrong. The "Randall?!!" title was meant to show my confusion, but the more I looked at it after I published it, the more uneasy I felt about the title. It seems at first glance to not mean what I meant for it to mean-confusion-I thought I was the only one.
I am sympathizing with you. I, too, have this fear. I think it is good to have a certain amount of fear; it is what keeps us on our toes. It takes a lot to admit to fear in a public setting like this.
Thank you, Randall for your honesty. I feel more normal knowing I am not the only one with fear.
Kia

Coby’s Reflection To Graves Chapter 2-3

In the second and third chapters of his book, Writing: Teachers and Children At Work, Donald Graves talks about running a writer’s workshop and helping children choose topics. Graves goes over the steps of a writer’s workshop which would be: setting the atmosphere, visiting individual students, allowing the students to share with each other, and having the students file their writing into a writing folder. He also says that teachers can help their students with brainstorming ideas by knowing what their students are interested in, reading other literatures to them, and coming up with a list of four topics as a class.

I enjoyed reading these two chapters because they gave me simple applicable tips for running a writer’s workshop. I especially like the idea of writer folders so that every idea that a student comes up with is saved and can be used for future projects. “Nothing gets thrown away” sounds like a very efficient statement. I could even use this idea for my own personal hobby writing projects. Another great idea is reading different literatures to the students so that they may put together a plot for their writing using ideas that they have gathered from other stories. The last thing that I learned from this reading is how important it is to know your students and their interests. It actually helps to boost their academic, or at least their writing, skills. The writer’s workshop concept excites me because in Greg’s class it has given me a place to be creative and have fun with my thoughts. The main goal of my teaching philosophy is to make learning a fun activity rather than a boring chore.

Lit & Lit 1 - UH - Swim - F2006

Lit & Lit 1 - UH - Swim - F2006
Randall-What?!!

Just remember to be a great leader, we must first learn to be great followers. We have great leaders teaching us here; we have nothing to fear, but fear itself. Read the speech given by Nelson Mandela, "Our Deepest Fear."

"Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. We ask ourselves, who am I to be brilliant, gorgeous, talented, and fabulous? Actually, who are you not to be? You are a child of God. Your playing small doesn't serve the world. There's nothing enlightened about shrinking so that other people won't feel insecure around you. We are all meant to shine, as children do. We are born to make manifest the glory of God that is within us. It's not just in some of us, it's in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others."

Think about it. I carry these words with me all the time. You and all of us will be fine.

Lit & Lit 1 - UH - Swim - F2006

Lit & Lit 1 - UH - Swim - F2006
Kia_Graves_Ch. 6-Publish writing in the Classroom

I liked how this chapter showed you exactly how to make books for the children. You can get very creative with these and integrate art so as to meets the standards for both subjects. Now it seems that the children are using more technology than paper when it is for something big, so is there something to be said about this? Is there a way to bring back the "old time" feeling of writing a book on paper or is this something we are going to have to adjust to-writing for publishing on the internet, etc.? Only time will tell. For now, I think it is exciting to make these books. I keep trying to think of ways to get my fifth graders write a book, but I don't know how to fit it in their already tight schedule.
When it talked about enlisting the parents for help, I want to know where they got the teachers who would take the time to explain to the parent the details in the writing process instead of just, "Here's the paper, cut it, and staple it together." That's all I've ever experienced with any of the teachers whether it was with me or another parent. I think the parents always have the right to know the details. Too many teacher's get territorial and afraid of criticism, I think. I will let my parents know what is going on. Maybe they would be more willing to volunteer if they realize how much work is involved.

Carol's Reflection on Graves, Chapter 5

Hmm. Should I tell my students that I am going to write and I need their help, or should I tell them to worship me and write what I want them to write? I appreciate how this chapter acknowledges that kids are loaded with ideas but just need the right amount of encouragement and modeling to get them out. Once again, questions are the means of getting students to realize that they know more than they think they do.

Teacher and students learning to write together and supporting each other sounds like a great model scenario, but since filling a blank page with stories only you can create is so personal, I wouldn't fault a shy child for hesitating to expose himself so intimately to other students. During class last week I recounted an incident and although I shared my story freely with my colleagues, I later thought "Ooops." I sure exposed a lot of myself in my writing -- my insecurities, my love life, my philosophical beliefs, my regrets. I know there won't be any negative consequences in our class; we're all grown up. But there could be in an elementary class. Kids are still young and they could tease during recess or use information to their advantage. As a teacher, how can I provide a safe environment for my writers? Establishing rules that are later broken won't save a kid from embarrassment or hurt. Having shy kids write but not share doesn't contribute to the feeling of community either. Has anyone considered this and come up with an approach?

Lit & Lit 1 - UH - Swim - F2006

Lit & Lit 1 - UH - Swim - F2006
Kia_Graves_Ch.5-Write with the Children

I felt like I was in class with Mr. Swimelar. I now have something to look back on when I forget details he has taught us. What a valuable tool! This is something I would love to do with my students, but I don't know where or when the opportunity will come. It may not be until I have an actual job as a teacher, but I am excited about it. I feel there is nothing new to report about this chapter, because we live this chapter out in class every Monday. The more we hear it; the better it will stick.

Can You Organize CH.4 Randall

I don't know about the rest of you, but my mentor teacher seems to be very-organized. Much like the way Mr. Bangs was during writing. It doesn't matter what time of day it is or the subject, my mentor will know what he has to do. In a way, this intimidates me for the fact that I want to be able to have that when I begin teaching. Organizing your book bag, desktop, and clothes are a piece of cake when compared to organizing a classroom. Seeing as how Mr. Bangs wasn't able to feel the satisfaction of a well-organized classroom in his first year, I know that it will take extra time and experience as a teacher to truly discover what works and what doesn't. However, the fear remains that after all of this pre-service teaching and when we are finally thrown into that lion's den, I will be one to fail...

Lit & Lit 1 - UH - Swim - F2006

Kia_Graves_Ch.4-Organize the Classroom for Writing

Let me start off by saying that Mr. Bangs is a courageous man. Seeing as how he is prior military, it is understood why he used to run the classroom in a "tight-ship" manner. Many think sloppy class, sloppy thinking. I am one who sees this. My saying is cluttered room, cluttered mind. It takes a lot for one to recognize and be willing to make changes necessary to get students more responsible for their own creations. After reading this chapter I see even more importance in getting our children on the track of thinking individually-to take charge of their own writing. I see that even though I share many of the same fears as Mr. Bangs, it is possible to make these changes in the classroom and get positive results from the students. It just takes a lot of patience, not to mention-elbow room to work your magic, and you would have to be at a school where the administration allows this kind of teaching style.
I really like the letter idea. This not only opens up the world to the students, but it allows them to find their place in society at a young age. We could be teaching future presidents, doctors, or lawyers. Who's to say we won't spark the next governor of Hawaii using this writing style that allowed the student to find their vioce at the age of 10. Imaginge that. A 10 year old who feels comfortable enough to explore adult responsibilities and take on the world's toughest issues. We all remember the questions. What would you do if your were the president of the United States? What would a 10 year old say if he/she knew someone in the political field was going to answer his/her letter? The letters are just like the books; they depend on the positive response. I think the letters will produce this same postitive response allowing even more variety from an array of audiences, keeping the students engaged, while creating lifelong learners.

Kamealoha's Reflection

Graves Reflection Ch. 4&5

As I was reading chapter four I came across a great quote. “I think that kids need that feeling of predictability if they are going to learn.” This was said by Mr. Bangs in his story that he tells. I have learned this from experience. The children that I am working with have a new teacher for the remainder of the semester. There regular teacher went on maternity leave so now they have a sub.

I got to observe them when there regular teacher was there. She had there days planned out the same every week so that they new what was expected of them. However this new teacher does things a little different, not wrong, but just different. I noticed that since there weeks are not as planned out like they were used to the kids are a little more rowdy. I too think that children need consistency and predictability in there lives.

I think that there are some great ideas in chapter five about writing with children. Some of these I think will work really well in our writing time at Kapalama. The question in the beginning of this chapter got me to thinking. I don’t recall ever seeing my teachers write in front of us. I even find it funny that some people don’t like to be watched when they are writing. My boyfriend can’t stand when I try to read his writings when he is working on them. I on the other hand like to have people read when I am writing so that I can get there input.

Help Guide Children to Choose Topics Randall

The power of choice is alive and well. I am glad that we are learning the importance of letting students take control over what they write. As teachers, we are their guides to becoming unafraid of the writing ghost. Throughout elementary school, I don't remember having the opportunity to write about my own interests without the help of story starters and lead sentences. In a way, I think this held me back from growing into a mature writer early on in school. It wasn't until college when I was really pushed to write on topics of my choice and I believe this enabled me to become the writer that I am today.

There was one conversation that I had with one of our classmates recently and she told me that her school did a good job at preparing her for the English courses in college. It seems like at her school, they made an effort to make students write as much and as often as they could. For me, taking my first college level English course was a challenge because I was not introduced to the type of intense writing as our classmate was. If only we all had the this same kind of opportunity. Even though she complained that at the time she hated it, it still gave her a crucial element to her foundation as a writer.

I can only hope to be able to give the same type of education that she received. Well, maybe not the whole not liking it part, but I would be honored if I could prepare my students for college in the same way. I've got a hunch that allowing our students freedom to choose their writing pieces (things that really come from the heart), might just be the key to literacy.

Carol's Reflection on Graves, Chapter 4

By appearances Mr. Bangs' classroom looked like it was in order, so it took some self-reflection for him to realize that he needed to change its structure. I remember seeing firsthand the difference between an adult controlling kids with fear and children learning to control themselves by taking responsibility when observing my young nephews with their very strict stepfather years ago. They were always in line whenever he was around and people would say to their stepfather, "What well-behaved children!" But "well-behaved" is just an observable action at a point in time and says nothing about the character of a child. Bangs cared about his students' character and wanted to give them responsibility, ownership of their work, and a feeling of accomplishment by organizing his classroom in a way that nurtured these qualities. I'm pretty confident that I won't make the same mistake as Bangs; I don't think I can scare anyone into behaving! But constant self-refection will be important in my own teaching so that I can eliminate my students' dependence on me and help them to feel responsible and successful on their own.

The importance of each child independently having a place and purpose in the room and then feeling accomplishment as a group was illustrated for me when Jaimie and I were assigned a group of kids to be on our props and costume committee for our 5th grade play. One student in particular normally just seems to go through the motions in class. But after being assigned a responsibility within the group, she came alive and wanted to help all she could. In fact, all of the students jumped in during crunch time and helped get everything ready even if they weren't assigned that particular job because they wanted to help out the group. The play was successful because of individual efforts within that committee. It certainly turned into a "look what we can do" moment! The experience of putting on the play helped me to resolve to provide many opportunities for such moments in my own classroom

Coby's Reflection to Mem Fox Chapter 11

In the eleventh chapter of her book, Radical Reflections, Mem Fox talks about the fact that almost every main character in children’s books are males. She says that by the time children are five years of age this fact has instilled certain gender stereotypes into them. These stereotypes range from things such as girls have to be dainty and boys cannot cry. Fox explains that these stereotypes “stunt” human potential and are detrimental to our society.

Mem Fox brings up a very interesting point in this chapter. Her observation has led me to realize how few female heroines there are in children’s stories, cartoons, and other media. The only characters I can think of are The Paper Bag Princess, Princess Mononoke, and Kim Possible. I also agree that when boy see nothing but masculine males in popular media it causes a negative result which may lead to anything between repressed emotions to self hatred. The same goes for girls, when they see nothing but helpless females in popular media they may start to believe that they are not as capable as boys. I agree that the lack of female heroines in children’s stories is pretty detrimental to our society in general. As a writer it is my job to work against this problem and ensure that I do not accidentally perpetuate it.

Megan's Reflection

Megan Gilbert- Reflection, Graves 4 & 5

Chapter four talks about Mr. Bang’s classroom and how he manages it to positively effect his students’ writings. I admired how he saw something that encouraged his own writing and applied it to his own classroom. That showed that he relates to his students not only as their teacher, but also as a fellow writer. It was not an easy process, but he struggled through because he knew that his students would benefit from the process. I like the process that was introduced to this classroom because it taught the students how to help and support each other in their writing. It also allowed the teacher to be able to talk with each student about his or her writing and get to know a little bit more about them personally.

Chapter five is about sharing the writing process, as writers, with our class. It highly stresses modeling writing in front of the class. It is stated that students are anxious about writing and teachers maintain this friction by not writing themselves. Children think that adults can magically create novels without breaking a sweat. Our students need to know that there is a process to writing that everyone, young and old, go through. The rest of the chapter goes through the steps of writing and a few good ways teachers can positively and clearly model writing. This made me think of the class we had when Greg brainstormed out loud in front of us. It was interesting to hear what was going through his mind as he went through this process, and I also think it would be beneficial to our students to see us go through the process as well.

"Halt! Who Goes There?", Randall...

I started reading this chapter on an elliptical at the gym I work out at. This was the first time I used the elliptical while reading, but the bikes were taken. If anyone has ever used the elliptical, you would know that it is a fairly difficult machine to use especially while reading. Not only do you have to move your legs in a constant motion, but you also have to worry about those darn arm handles that move back and forth and could possibly knock you off of the machine if you're not careful. However, I decided to give it a go anyways.

Once I began the chapter, it was easy to follow along with. For some reason, when you read a story you can become so wrapped up in it that you forget that you are doing anything else. I really liked how the chapter was set up because in a weird way I felt like I was the LAT that was coming to speak to the Language Arts Thinkers with my briefcase. I guess in stories your imagination can take you anywhere. For me, the KATG had this really deep sounding voice and was very serious about not letting me through the gate. The part that truly made me feel like the LAT was when the KATG said you must allow me to search your bag for certain essentials and forbidden items. The reason this made me feel like the LAT is because it caused me to evaluate what I know about Language Arts.

I feel like I'm beginning to think like a Language Arts Teacher. I may not know all there is to know, but I'm sort of getting the big picture of the things not to do. Hopefully, by the time I begin to teach I'll be equipped with a strong sense of literature so that I can face that gate keeper mysely and prove my worth.

jaimie k's reflection to graves ch. 4 & 5...

These two chapters are very interesting; but to tell the truth, they kind of scare me. It sounds like there’s so much to do and this is only for one subject area. It seems overwhelming. Don’t get me wrong, the ideas are great and they sound very effective. I like the idea of modeling writing for the students. It’s a great way to get kids started on their writing.

I guess it was more chapter four that worried me. There were so many angles, so many things it seemed Mr. Bang had to establish just to get through writing. He had conferences, but in order to do that he had to make sure the rest of the class didn’t bother him. And to make sure they didn’t bother him he had to go over with them what helped, what they knew, new helping roles, and increase the access they had to each other. All this just so he could have quiet, uninterrupted conferences.

What if I as a teacher can’t accomplish this? What if it’s too much for me? What if I can’t see all these little goals that need to be achieved to get to the big goal? These thoughts frighten me. Make me think that maybe I won’t be as great a teacher as I hope to be. Of course I’ll try my best; but there’s only so much trying you can do before you realize you’re stuck. Everything sounds simple to do when you read it in books, but will I be able to apply them in real-life situations?

Reflection To Fox Chapter 3

In chapter three of her book, Radical Reflections, Mem Fox reviews and reflects upon Donald Graves’ philosophy, look at the needs, processes, and reasons of real writers and then recreate them in the classroom. Fox talks about how important it is to let children choose their own topics, have a sense of purpose, give them an audience, and help them through the drafting and conferencing stages. Lastly she ends with a warning that these steps are not set in stone and they should remain flexible.

Chapter three of Radical Reflections seems like nothing but a copy of Graves’ book. I tend to enjoy reading Graves’ book more just because those ideas are his own which leads me to respect him as an author and a teacher. The problem may be that I am expecting Fox to say something radically profound or come up with an amazing breakthrough that just is not happening. I have read some very positive reflections about her sixth chapter, however; and I look forward to seeing what everyone is so excited about.

Jaime's Reflection- Graves (Ch. 2&3)

In Chapter 2, Donald Graves suggests children seven through eleven years old should write down three or four topics as part of the writing process. It is easier to choose between four topics than it is to think of just one topic. After a child chooses a topic, they’re allowed to discuss their topic choice with their friend. I think that’s a great idea because they can share some of their own thoughts about each others topics. They can also get different ideas that they can add to their writings. I remember writing as being a very quiet activity. I remember my teachers gave us a topic to write about and we had to finish it before class ended.

In Chapter 3, Donald Graves suggest that teachers should get to know their children. Teachers need to know the students likes and dislikes. I know all my fourth grade Kapalama students’ names but I don’t know all of their interests. I’ll definitely make it a point to get to know them better then that way if they need help with their writing I’ll be able to give some suggestions.

Jaime's Reflection- Mem Fox (Ch.6)

I actually enjoyed reading Chapter Six, “Halt! Who Goes There?” I thought it was interesting that she used dialogue in this chapter. I found it easier to read and I enjoyed her wit and humor. I like the way she introduces her Four R's by relating a story to it.

In this Chapter, Mem writes about the 4 R’s: Relationships, Reality, Rejoicing in Choices and The Return of the Affective. I think the relationship between a teacher and students are very important. A teacher should try and learn about the child’s interest, fears, or goals. This will help them form a bond with one another so that the student and teacher are comfortable with each other. I think it’s also important for the child to know some things about the teacher. I really liked my fifth grade teacher and it’s probably because we did share a bond. I remember her stories she shared with us about her family and she was very open about her personal life.

Chelsea's Reflection on Graves (Ch. 4&5)

In Graves' book, Chapter 4: Organize the Classroom for Writing was about
a teacher, Mr. Bangs, that had a good set up for his students to write, in
which he learned a lot from. He learned from his mistakes as the days
went on with his writing block, and tried to fix those mistakes to make
things better for the children to write. I like that Mr. Bangs had conferences
with his students on their writing. This way, the children would get a lot of
feedback for their writing. I don't know how good having conferences would
work though because the teacher has to have a lot of other work ready for
the kids to do when they finish their own writing if the teacher is still
meeting with other students. I also liked the fact that Mr. Bangs let his
children write letters to other students and people of the community by
creating a little mail delivery post. The students must have been excited
for the first part to send out and receive mail from people. I still get excited
today when I get something in the mail. It's sad that the children didn't
really keep up with it for the whole school year because they started to get
bored, but Mr. Bangs made it more exciting for them by writing their letters
outside of the school to people of the community.

In Chapter 5: Write With the Children, is basically about teachers having to
write along with their students or model the writing. I agree much with
this chapter. I think it is a very good idea for a teacher to write with his/her
students. I believe, the students will become more respectful. Modeled
writing can be a lot of fun. Teachers interacting with students about a
topic they chose together, and possibly even starting off their own story as
a class. There are a few ways to model writing for the class. I think any way
is useful for the students, whether it be just writing your own story when
they are writing theirs, or standing up in front of the classroom, writing
step-by-step how the writing process goes and providing examples. My
mentor teacher did a modeled writing for her students one day, and they
were having a lot of fun with it, and also getting much accomplished.

Jaime's Reflection- Graves (preface-pg.10)

In the preface of his book, Donald Graves says what he believed twenty years ago still hold true. He believed that children want to write. He still believes that today but he added that children only want to write if we let them. Classrooms today have changed dramatically. Teachers are faced with having to teach double the curriculum all within the same number of hours.

Donald Graves makes many good points in his book. I think it’s great to have children choose their own topics. It makes sense because a writer can only write about what they know. Having kids choose their own topics or writing about personal things is also an easy way for kids to start writing. He has six fundamentals in the teaching of writing. His fifth fundamental would have been very surprising to me if I didn't witness Greg do this in class. Children need to hear and witness their teachers thinking out loud as they’re writing. I don’t ever recall my teacher thinking out loud. I just assumed they knew exactly what they were going to write.

Jess' Reflection - Graves - Ch.4, 5 & 6

In chapter 4, I liked the fact that the teacher re-evaluated his teaching style. He was aware that he needed a change. I am one that likes discipline in the classroom. If I see that it is interferring with what the students need then I will adapt and change just like the teacher did in ch. 4. I also like the writing idea at the end of the chapter. The idea of having the students start out writing to classmates, then other classes and eventually other students in the neighborhood maybe another state is an idea that I would want to use with my students.
In chapter 5 one of the first things mentioned is that teachers NEED to write with the students. When the teacher writes with the students, the process is done out loud so the students can hear it. The students need to hear about the topic choice, how to get started on the piece, looking for a better work and so on. I have seen all three ways of Model Writing performed with the students. The first one, just sitting with the students and writing, is performed in our Lit class every Monday. The second, using large sheets of paper clipped to the board, in a technique that my mentor uses in her class. The last one, using the overhead projector, is one that I have seen quite regularly in other classes.
While I was reading ch.6, I realized that I have never heard about having the work published. The first time I heard about publishing work was the first day of this class. I think it is a wonderful idea for little kids to see their work in books. It is definitely something that I will keep in mind for the future.

Kieu's Graves CH 2 & 3

My target grade level is the fifth grade, but reality reminds me that I may not have my first choice when I start teaching. I honestly don't know how I would do in a kindergarten or first grade classroom. I have always wondered, "How in the world do you teach younger children to write?" They can't spell and they probably don't know where to place their punctuation marks. However, I think I'm now learning that writing isn't always about words or complete sentences, like they stressed in school. I now see that pictures and single words are a form of writing. Even talking is a step in the writing process. A lot of times, we sit there and get stuck on our writing, but once we talk with another person, our ideas and thoughts flow. My six-year-old nephew writes all the time. I think his favorite sentence is, "I love you!" Not to mention his full name. We have such a well-defined definition of what writing is.

It's really important for us to know our students, from little things such as their favorite flavor of ice cream to something as serious as their family history. Not only are we preventing ourselves from making ignorant comments, students feel special when they hear that we remember things they've told us.

Kieu's Mem Fox Reflection- CH6

Far too often, I pick up a book and struggle to read the pages assigned in class. Sometimes, I have to read a sentence five times before I can absorb what I've read. Mem Fox's chapter 6 was not one of those cases. At first, I thought it was a bit silly for her to write this chapter the way she did. Yet, as I read on, I found that I actually liked the change in style. It's different. Her personal stories helped make the reading more interesting and easier to understand.

I believe the most important aspect of my future classroom would be "relationships". Not just the relationship between my students and myself, but also between students and with parents. I have heard that it is important to be their teacher and not their friend, but I think I may disagree with that. There has to be a balance of both in order for the relationship to be successful. As the teacher, my role would be to encourage my students to put their best effort into any work and to guide them through whatever difficulties they may have. As their friend, I would share my experiences with them the way they would share their experiences with me. I think it's unfortunate, but a lot of teachers (some that I have had) have this 'holier than thou' attitude towards their students. It's important for them to see that we make mistakes all the time and that it's okay for them to make mistakes as well. Furthermore, I would try to include parents as much as possible. If we want our students to succeed, parents and teachers need to work together more often to help provide continuity once the child leaves the classroom and goes home.

Kendrah's c/5 Reflection- Graves

In Chapter 5, Write with the Children, I learned that writing can be done in various ways. It is important for the student to see the teacher partake in the writing process and model their writing. Telling the class what you are going to write about and why you chose a topic will encourage the students to do the same and come up with ideas of their own. Large sheets of paper and an overhead projector may be ideal to do model writing.
Another part of the writing process is the composing session. In the composing process, the teacher chooses a topic that can be thought about in front of the class and explained. The teacher writes so that the children can visualize the words. These are topics one can feel just by talking. When a topic has been chosen and demonstrated, comments should be written to find out ways that the piece can be written better or how it can be made more interesting when read.
Overall, modeled writing "provides many opportunities for choice and for a wide range of development within the classroom." There are many levels in the writing process. These levels show that every part of the writing process is important. Modeling also helps teachers understand their own writing and they will be able to help the students in return.
When I become an educator I plan to write with the children. I can't remember if my teachers contributed as much as they should've. I believe it's important to take part in lessons needed to be done. Also, the chapter mentions that the class becomes closer and each individual contributes by sharing their own experiences. Therefore, all the members of the classroom model for each other. I will make sure that I model my own writing for the children so that that they will find it helpful in their own writing.

Kendrah's c/4 Reflection- Graves

I found Chapter 4, Organize the Classroom for Writing, very beneficial. The chapter starts off when Mr. Bangs tells his story of how he used to manage his classroom. Mr. Bangs was a man of discipline. He felt that in order for a classroom to have structure, the teacher needed to have structure in his or her teaching. He told the children what to do and when to do it. He realized that he needed to let the children have responsibility and to not depend on him for instructions all the time. So, Mr. Bangs decided to change his old ways.
In order to change his classroom, he first started with small group conferences, which consisted of 3 to 4 students. Mr. bangs realized that the other children would interrupt frequently because they were unsure of their actions. They wanted to do it the way Mr. Bangs wanted it. So, Mr. bangs made a rule that no one will interrupt when conferences are in process and that the children will find ways of their to solve problems. He had to find classroom routines to benefit himself as a teacher as well as his students.
Mr. Bangs realized that his job wasn't quite over yet. After he noticed that the room could run reasonably well without him, he introduced peer help. Instead of him asking the questions about a piece read, he slowly gave the responsibility to the students. They were learning how to ask questions about writing, how to be specific, and how to help themselves. Eventually, the class realized that they were accomplishing together.
I think this was an interesting chapter. I wondered about my own past experiences in classrooms. I wondered if my class was a herd waiting to be told what to do or if we accomplished together instead. I'm thankful that Mr. Bangs decided to share his story, I am more aware of what actions I will take in my own classroom. I want my students to listen to me but at the same time be independent. I hope to use this type of classroom management one day.

Jess' Reflection - Graves- Ch.3

What I noticed more in this chapter was the memory attempt. At this moment I can tell you all of my students' first name. Their last names, I cannot remember mostly because I cannot pronounce them. When I was reading over this section, I quickly tried to run down the middle list for each student to see what I could come up with. I have learned a little bit about each one to be able to put something on paper. I found it amazing that some teachers cannot remember their students' names. To me, that is one of the most important things for a teacher to do. As a student, it would make me feel important to know that my teacher knows my name. I would not feel very good about my self if she didn't know my name. Note to self: make sure I learn all my students' name even if it is their first name!

Jess' Reflction - Graves - Ch.2

When I started this chapter, I immediately saw myself in the teacher. I am not a huge fan of writing. I knew that if I had to teach it I did not think I would be very good at it. When I was in school, I was never given the choice on what to write. I didn't like to write at all. We were pretty much treated the way it mentions in the chapter - here is your paper, your topic, get busy, you have 45 minutes until you turn it in. That was all. Maybe that is one of the reasons why I do not like to write. It is really the same with reading. It is not that I am not good at it, I just don't like to read for readings sake. It has to be interesting for me to read recreationally. If I HAVE to read it, then I will but not on my own free will.
I really like the way this chapter seperates the age groups and shows ways for each to get into writing. Some of the things mentioned in the book so far I have been able to see some similar approaches in the class room that I am in this semster. The students have a folder for writing and each morning when they come into the room they get their folder and get busy. When the students are done, the folder is checked by the teacher for the days writing and is put away until the next day.
I feel this book will teach me alot about writing. I think it will give me a different outlook on writing when the book is finished. Who knows, by the end of this class, I may like writing.

Coby's Reflection To Mem Fox Chapters 1 and 2

Reflection to Mem Fox Chapters 1-2

Throughout the first two chapters in her book, Radical Reflections, Mem Fox leaves her readers with a moral and examples of it being applied. Her basic moral is that caring is the key to success. To be successful children need to care about what they are writing about and who is reading their drafts. Teachers can also help their students by caring about what their students are writing about. Fox goes on to talk about the different classes that she has held and some of the strategies she has taught.

The only things done by Fox in these first two chapters are copy Graves and talk about her experiences. I understand that the book is called “Radical Reflections,” hence it will be filled with a lot of stories but other than that she is only echoing Graves’ philosophies. The difference between their books is Graves goes into more detail, is a little better at writing, and has original ideas. Sometimes Fox makes her metaphors so complex that instead of interesting the readers she just confuses them. So far the reason for reading Fox’s book escapes me, but perhaps that will change in the later chapters. However, I find it ironic that I am not caring about a book that is telling me to care.

Sei's Reflection on Graves Ch. 5

“Write With the Children”
Graves Reflection (Chapter 5)

Reading Chapter 5, “Write With the Children”, has made me realize just how important it is for teachers to write with/alongside/in front of their students. Not only is this technique highly effective to improving the students’ writing, but it may also prove to be beneficial to the teachers as well.

It’s important for children to actually see their teachers participating in the writing process. For one thing, seeing it with their own eyes can eliminate all the preconceived notions about adults and writing. Watching an adult form sentences and choose certain words will prove to them that adults may also have trouble with writing and these words aren’t “dictated to [them] from on high”. Another reason it’s essential for teachers to write with the students is that the children “need to hear the teacher speak aloud about the thinking that accompanies the [writing] process”. As the teacher speaks of his/her thoughts or thinks out loud, as you may call it, the students are getting an idea of the thinking process that goes along with the writing process. They’re getting to actually listen to what’s supposed to be going through their minds at certain steps of the process.

This chapter is inspiring to me, not only as a future teacher, but also as a writer. As a teacher, it inspires and motivates me to put the effort and have the courage to do WHATEVER it takes to give the children a good education. Although writing has always been my forte, I have to keep this in mind if I were to be hesitant or unconfident about teaching a subject that’s not necessarily my strong point, such as Art or Science. As a writer, it inspires me to keep writing and practice alongside my students. Learning is a never-ending cycle and it’d be ideal for us to keep on working at things, even though we may be pretty good at it already.

Sei's Reflection to Graves Ch 4

Chapter 4 was short, straight to the point, and sweet. Graves uses Mr. Bangs’ classroom and techniques as an example of how to deal with classroom dynamics and behavioral management. As educators, it’s important to provide our students with the best education possible. To do this, however, we must also provide a classroom that is convenient and beneficial to our students’ learning. It is an inevitable fact that what we, as educators, expect in our students’ behavior in the classroom reflects on what kind of work they’ll be producing. According to Graves, “Children couldn’t, on one hand, be told to be responsible for the information in their selections and learn to control the process of writing and, on the other, take no responsibility for the conduct of the classroom.”

According to Mr. Bangs’ technique to effective classroom management and learning, we must first help the children to help each other. During sharing sessions, it’s important to establish a sense of trust amongst the classmates. It may start off a little rough with some rude comments here and there, but as the year progresses, the children will learn “how to talk about writing, how to be specific, and how to help themselves”. After they have learned how to help each other, the class must participate in “group consciousness”. The children will work harder and cooperate with one another once they realize that they are accomplishing great things together, as a whole. Whether it’s publishing a book together or holding conferences with other classes, they will feel a sense of ownership, responsibility, and recognition. With all these things intact, it’s assumed that the classroom management will come automatically.

After reading this chapter, it’d be safe to assume that classroom dynamics; assigned work; and classroom procedures/environment are all closely correlated. I think that it’d also be safe to assume that a classroom with poor behavior is due to the students’ lack of interest, lack of confidence to do work, or lack of the feeling of ownership as a group. Keeping these things in mind, I know how to judge on whether I’m doing my job, as a teacher, right or not. =)

Sei's Reflection to Graves Ch. 3

In chapter 3, Graves places the emphasis on the importance of allowing children to choose their own topics. According to Graves, “writers who learn to choose topics well make the most significant growth both information and skills at the point of best topic. With the best topic the child exercises strongest control, establishes ownerships, and with ownership, pride in the piece”. This is to say that children write best and learn best when they are allowed to choose their own topics. Actually, they can learn best and write best when they are taught the proper procedures of choosing the best topic.

I can definitely relate to this chapter. There have been times in the past when I had been given an assignment to write about that not only didn’t interest me, but I knew nothing about. I found myself not doing as well on these types of assignments in comparison to those that I had been given the freedom to choose what to write about or what to research. You see, it was odd for me to do poorly on writing assignments because English is the subject that I excel in. Keeping my old experiences in mind while looking at the researched facts, I will try not to make the same mistakes that my teachers have made in the past. The secret to the successful teaching of writing is being given to me by Donald Graves and I’d be an idiot not to take advantage of that opportunity.

With every positive outcome, there is a catch. This is to say that all good things come with a price. Graves goes on to say that allowing the children to choose their own topics will automatically give the teacher a bigger workload. Yes, we, as teachers, may have more work to take home or more to read, but that shouldn’t be the focus of our attention. If we were good teachers, we wouldn’t care about the extra reading or time that we would have to put into our grading as long as our students are learning to the best of their abilities. It is our role, as teachers, to provide students with the utmost mind-stimulating and beneficial education-no matter what the cost is!

Sei's reflection to Graves Ch 2

In Chapter 2, Donald Graves provides a step-by-step instructional guide to surviving day one of teaching the subject of writing. Although many teachers are hesitant of teaching writing more than any subject, according to Graves, teaching writing is not so different or not much more difficult of a task. To teach writing, the teacher must be knowledgeable about the process, the student, and the subject.

When working with seven- through eleven-year-olds, there are 5 steps to teaching writing. In step one, the teacher should “set the tone” by writing with the children. It is important that the students see that the teacher is also writing. In this step, it is important to think of 3 or 4 topics that not only interest you, but also your students. Step two involves “showing your topic choice”. Along with the class, brainstorm ideas of possible topics then give the students some time to pick one to write about. It is essential that the teacher shows the students how he/she came up with the topics. Let the children start writing and you also start writing, but make it a point to let the children know that you are not to be disturbed when you are writing. “Visiting” is step three. It is at this time that the teacher should go around the classroom and see how the kids are doing. It is important to reiterate to the specific student what he/she wrote about. In this way, the child can “receive the work” and through open questions, the teacher can pose more ideas for the child. “Sharing” is step for and it is to be done at the end of each class period. The children may be asked about how the class session was; the work of a few students maybe shared; and for one or two selections, the child may be asked one or two questions about his/her work. The last and final step is the “folder”, which is a manila folder that each student has to store his/her work.

When working with six-year-old children, the session will start off a little different, but the process will be the same for the most part. These children are given blank pieces of paper along with the choice of medium that they want to write with. They may be able to choose between pens, crayons, pencils, markers, or anything that makes them feel most comfortable. It is vital for the teacher to observe and watch the way these children manage the space of the paper and what they call “writing”. They are then given time to write and share, just like the older kids.

Once again, Graves has provided me with a very useful piece of information. Although I may not follow him exactly step-by-step, it’s such a relief to have a guideline or starting point. It’s so comforting to be given the idea of what to do instead of having to figure it out by myself and not knowing where in the world to start.

kia_graves_ch2_ch3

Lit & Lit 1 - UH - Swim - F2006
When reading chapter 2, I couldn't help thinking about John in my fifth grade classroom. He is the one I talk to every class as does the teacher to the 7-11 year-old group. I constantly have to ask hom questions to keep him moving. That is until last week. He seems to be taking off. I told him he was a writer this past week just like Greg said. It has definately boosted his confidence as a writer.
Chapter 3 was nice, too, but I don't know if I will get a chance to let the students pick their own topic. My school has a new "already-made" lesson plan that covers the entire school year, and the teachers have been asked to follow it. This doesn't leave any time for creativity since the daily writing prompts are already made. I hope that I will be able to incorporate these writing techniques in the future with my students. I think it would definately make a difference in the attitudes of the children as writers.

kia_fox_ch6

Lit & Lit 1 - UH - Swim - F2006
I liked the fact that the dialogue was in the form of a play. I found it to be an interesting layout. I thought a lot of this chapter was repeating from other chapters, though. I needed the dialogue in the form of a play to keep me interested as a reader. I do agree with what she is saying: first have a relationship, second let them make choices, third it has to be reality for the writer, and last make it affective.
I have a few papers from my Eng. 100 class that still move me. I think to myself, "What happened to me?" It is exactly what Fox is saying. I have been writing without purpose for so long, and without positive response, I might add, that I have lost my drive. The relationships have been lacking. I haven't been able to make choices. By not being in control of my writing, it has no reality for me. Still, I know it can be affective. I know I can do it. I just have to put the effort back into my writing, and Fox is helping me to see that. If I find myself as a writer, I can help others find themselves.

jaimie k's reflection to graves ch. 2 & 3...

I really think I’m going to learn a lot from this book. Graves has great ideas and he writes them in detail so we as teachers can apply them to our own teachings. Such as in chapter two when he talks about how to help students find topics to write about. I think this is a great idea. And it’s such a simple idea, yet I’ve never thought about it before. It’s like what we did in class when we did brainstorming. We each just sat there and thought of different topics to write about. The awesome thing about it, and I guess what makes it work, is the fact that you can write anything you want down on the paper. Nothing is the right or wrong answer; it’s just whatever comes to mind. And technically, you can write about anything. It’s true that not all of them will be very exciting stories, but it’s good to let your mind flow with ideas. One idea tends to lead to another idea, and that idea leads to yet another idea, and so on.

Coming up with ideas on the spot is another story. I know I used to get frustrated when my teachers told me that we were doing a free write or to write about a topic of our choosing; because sometimes I get writer’s block, and then I can’t think of anything good to write, and then I’m stuck. I too used to wish my teachers would just tell me what they wanted so I could just write it. That’s probably because I remember getting fed topics all the time, so my mind became less independent on myself. Graves is right. We need to stop giving them so many topics to write about, and teach them to think for themselves.

Knowing our students is the perfect way to help them choose topics. It’s pretty interesting to see how little teachers actually know their students. I know if you asked me right now, I wouldn’t know much about most of my students except for their names; and that may not be including their last names. So I do think it’s important to get close to our students on more personal levels.

A Randall in Possum's Clothing, Ch. 4

Mem Fox is very inspirational. After reading, A Fox in Possum's Clothing, I wanted to discover all sorts of books like Possum Magic. I believe as a teacher, this will prove to be a challenge. Nowdays, many teachers use basal texts to teach reading, but that's not the type of teacher I want to be. Even if it means I will have to spend extra time in the library and many visits with the librarian, I want to have literature that will offer an all around life experience. Which is why I hope I'll be able to make a collection of books that will do more than show words to my students, but instead will have loving relationships, fine writing, and stunning illustrations.

Sei's Reflection on Fox, Chapter 6

Mem Fox is, in every essence of the word, truly a “writer”. In chapter 6, Mem reaches out to her readers with stories within a dialogue within her book. She truly practices what she preaches about writing and literacy with her dialogue between the LAT (Language Arts Teacher) and the KATG (Keep at the Gate). The dialogue in this chapter is a very creative writing technique that Fox has used to captivate and intrigue us, as readers. I must admit that the style of the writing may be difficult to read and comprehend for some and maybe even uninteresting to others. I found the task of reading this chapter a little more arduous than the others that we have previously read from this book, but I tried to stay focused on the main points and ideas that I can take away from the piece.

Fox has revealed the Four Rs to the effective teaching of writing. RELATIONSHIPS is the first key component to the teaching of language arts. It is through the loving relationship of a mother and daughter duo, which happens to be Fox’s sister and niece, that we learned of the necessity of love to learn. Fox goes on to state that it is important to get to know one’s students; to be delighted in each other’s company; and to create an environment in which the students feel safe, protected, and happy enough to concentrate on their learning. I couldn’t help but to feel really warm-hearted when I read this. Just as Mem Fox had revealed that her sister was a paraplegic, I learned that it’s important to open ourselves up to our students. It’s opening ourselves up and making ourselves vulnerable that makes the student want to open up themselves and try their best in our classes.

In the REALITY component of teaching language arts, Fox introduces the readers to the “Three W Test”. The 3 W are “Why, Who for” and “Who cares?” This is to say that students will better participate and learn when they know that their assignments are authentic and for good reason. Of course, after reading this, I only want to teach assignments that matter to the students. I want to assign and teach concepts that will remain with them for a long period of time.

REJOICING IN CHOICES is the component that entitles the writer to the choices of a wide variety of genres and styles of writing. It is our role as teachers to give the students the opportunity to “rejoice in choices”.

The last component is THE RETURN OF THE AFFECTIVE. This is to say that the heart is also something that should be nurtured with education. Education isn’t only about touching the minds of children. It’s through beautiful literature, stories, and experiences that the hearts and emotions of the students and teachers can be stimulated. When the hearts of students are stimulated through well-thought out activities and assignments, the learning component is automatically triggered.

People often misconceive teaching and learning as processes that only involve lecturing, homework, and practicing. To be an effective teacher, I always want to be knowledgeable of all the techniques and components of great teaching. After reading a number of chapters from Mem Fox’s book, I think this’ll be a good guide and tool for me to utilize in the future.

Kamealoha's Reflection

Graves 2&3 Reflection

Chapter two was just talking about the writing process. It made me think of the writer’s workshop that we have been learning about in class. I like all of the ideas that are discussed in this chapter. “Instead of giving writing to children, you will share it with them” I think that this is a great passage from the book. I think that it is a great idea to write with your children. From what I have been observing in my fourth grade class I noticed that the teacher gives the topic and then sits down and lets the kids work. I think that it would be better if she shared the writing with them. A lot of what this chapter talks about is what we have been discussing in class the past few weeks.

Chapter three is about helping students choose there own topics. When I read the first page of this chapter it made me think about my class again. It said that when older children are given a chance to make their own decision on what they want to write about they panic. When they are given the chance to make their own decision after so long of being told what to write they have a hard time deciding. This is true because my mentor starts everyday off with a journal topic on the board. The students are good at getting started on their topic right away. But one day she gave them a chance to choose what they wanted to write about and they took forever deciding what they were going to write about.

This chapter also talks about getting to know the children. This made me think about what we will be doing in our classes. I have already started getting to know the kids. I know all of there names already. It is just the matter of getting to know there likes and dislikes. I think that I know about half of the classes’ interests. Some of them are still a little shy. I think that by reading to them everyday that I am there is helping them to open up to me.

Carol's Reflection on Graves, Chapters 2 & 3

Chapter 2 is a great little manual for the writer's workshop that could reassure the most hesitant writing teacher. Again, it reinforces the practice of a teacher showing the writing process instead of lecturing about it. I’m certain that the students in my fifth grade class would be so much more motivated if they were able to watch and learn how the teacher decides on a topic, verbalizes as she begins to write, and then visits them to let them know that, yes, she sees what they are communicating with their writing, and then helps them reveal more information. I appreciate the troubleshooting guide, especially what to do when faced with a student who has a blank paper. Questions always seem to cure a lack of inspiration!

We are given tools to help our students find topics in chapter 3. The idea of really knowing our students is central to many different areas of the teaching experience. Here it allows us to help them realize what they can write about with some confidence that they are experienced and knowledgeable on the topic. Another tool to help them find a topic is having them listen to their peers. I’ve seen my students get an idea for their daily writing prompt by listening to what their peers are writing about and then saying, “Oh yeah! I remember something like that happened to me once.”

Graves ends both chapters with encouragement that even though the process may not go smoothly in the beginning, students will eventually learn to write this new way and trust their judgments when looking for topics. My job as a teacher of writing is to believe in the process, offer support, and be patient while I wait for my students to take off on their own.

October 1, 2006

Kamealoha’s Fox Chapter 6 Reflection

“Halt Who Goes There?” was the chapter six title. When I first read it I was wondering what it was going to be about. Then I had seen that it was written like a dialogue from a play. I thought it was going to be fun to read it because I found that I enjoy reading play writes.

This chapter was very good reading. I really liked the way that it was written. I thought that the first thing that Mem pulled out of her bag was very important. I think that forming “relationships” with your students is very important. For students to listen and respect you I find that it is good to start a relationship with them. She also said that it is important to make things homelike and safe for them.

I also liked what was said in the chapter about how Mem said that you can not expect someone to write on command. This made me think about how I was feeling in class last week. I was having trouble with my thoughts so I did not write as much as I usually do. I was also having trouble focusing on what I wanted to write about.

I really like what Mem said about using stories to connect us to our lives. I think that by having a story to teach with your lesson it gets children more interested in what you are trying to teach. I agree with Mem that it gets people to listen more willingly. I think that is why when I am writing some of my reflections I try to relate them to my life so that way I can remember them easier.

Carol's Reflection on Fox, Ch.6

“Relationships” was the object that appealed most to me in the LAT’s briefcase. My ideal classroom would be run like a family where the members know each other well because the atmosphere is safe and encourages students and teacher to reveal themselves. I had such an atmosphere in my first-grade class at a private school where I was an assistant teacher. We all got along very well and the students naturally helped and encouraged each other. And when the day was over, my students would hug me and I would pat their head in a sincere act of affection that was also reflected in my teaching as well as their learning.

“The Return of the Affective” was also meaningful to me. The emotions I feel when reading one of my better journal entries can be as intense as they were when I first wrote it. Literature has the power to touch students in this way and can give “emotional nourishment” to them.

It is significant that Fox uses stories to illustrate her concepts. Stories give students a collection of ideas to add to their literary bank. Particularly in Hawaii, stories connect us to our culture and our ancestors and give us a sense of who we are. The anecdotes recorded by my fifth-grade class from their parents were excitedly shared and helped give them a new understanding of their families. Personal stories will always be valued in my own classroom.