We are reading Chapters 5 and 6 or just 6? I can't remember. Try to post as close to midnight as possible. Some of us are having trouble it seems. Thanks Arianna for setting up the initial blog. We need to establish jobs for this week as well.
I don’t think we could have picked a better book for our English book club assignment! After reading the last portion of our book I’m amazed at how much Christensen gets done in her class. I really think giving students the research task Christensen gave to her students made her students more responsible for their learning. Even though it’s risky to let go of the curriculum as she did, it still turned out to be a great learning opportunity for both her students and for herself. I don’t know about anyone else, but I don’t ever remember doing a research project like Christensen’s students did. In high school, my research papers were very bland and boring. The topic was always assigned and we just wrote a paper about it. Never did I actually get hands on in the research process. What she did was make students act like historians/teachers and I really think they learned more because they were so engaged in their topics. And even though she admits that there were students who got side tracked and just rode along their group’s project without putting real effort in, she does say that overall the majority of students put in a hundred and ten percent. Honestly, I probably would have been really lazy to do something like her kids if my teacher never set those kinds of standards and expectations in class. So I think the reason why these students did so well was because Christensen set an example for them and really made sure that they knew what was expected of them.
Christensen’s book really exposed us to the different aspects of being an English teacher and I really think that we’ve all benefitted from reading it because it made us think about what we can do to grow as future English teachers. I think she stresses the importance of making learning a student center experience and I really think with the ever changing expectations of education, the only way for us to help our students learn is if we put their learning in their hands and make them mold their learning experience. We have to give all our students the opportunity to grow and learn. Not too long ago I was watching CNN (that doesn’t happened to often) and they had this segment where the head education guy (I don’t know the correct term for his position LOL but he’s the education guy in our government) was talking about believing in everyone of our students and instilling in them that they can all make it because if we don’t they doubt their ability and cut themselves short. (Which I think is absolutely true). As teachers in general we need to learn to look past the statistics that say certain students are just going to fail and truly believe that each and every one of our students can grow and learn. Yes, they’re all not going to be geniuses but they can all make progress and I think that was her message at the end of the book that every student can do it, we just need to change common misconceptions and look for all of our students’ special gifts.
Christenson portfolio technique provides students with the change to witness and reflection upon their process of writing. I really like the way she has students save every piece of writing from “mess ups” to finished essays. I think that sometimes a student’s work that they might think is bad may actually be the start to another idea, or a topic that keeps coming up. These pieces of writings may capture what is central to the writer or student. Christenson keeps these writing folders so that students can analyze and reflect upon their own work. I think it is important to look back on previous work, topics you wrote about, and the style.
I think an important aspect that Christenson points out is that when teachers evaluate and put a grade on a piece of writing, it impacts the piece greatly to the student. A student may feel strongly about the topic or story, but when the teacher administers the grade, “the learning experience is taken away.” The student thinks that they are molded into that grade instead of taking the piece, learning from it, and growing. Christenson makes it clear that her students are evaluated but share that process with the teacher. Her expectations for students are high and students respect the choice and variety of work they can produce and choose from.
Christenson’s portfolios showcase a mixture of different genres and topics. Students can express their own insights, growth, and understandings. I think it is important for students to produce a variety of material to show their connections with the literature and world. I agree with Christenson in which she thinks it is essential for students to make connections with their life and literature. Along with the components of the writing, Christenson wants a deeper analysis in it, to demonstrate their personal and analytical knowledge.
As a future educator, I plan on using portfolios in my classroom and adopting Christenson's style of the writing folder to save students work. I want to make students feel as if their work, both personal and academic wise counts as more than a grade. I want students to learn about themselves as people and acquire their own voice.
Michelle, I completely forgot about the portfolio technique! OMG...that was another thing I wanted to comment on. I really liked how she tried to have students see how the portfolio method is used outside of a classroom and show them that it could benefit them in their English class as well. I have to agree with you and Christensen; I think it's really important that we keep all pieces. I know during my senior year my teacher had us keep everything from outlines to drafts and the finished pieces, even the scribbled ideas we initially wrote on loose leaf as a part of our brainstorming task. I really liked the way she used the portfolio method because she had students evaluate their own pieces and see their own progress. I think she really gives students the opportunity to show their understanding through a variety of ways.
Oh and in addition to my first post, I forgot to mention that what she did with the research process was really time consuming and made it more difficult for herself but she still was able to help students learn through their experience with the material they found and studied and later presented. Just reading what she had to do kind of overwhelmed me but I think in the long run all that work pays off because its those kinds of learning experiences that students will never forget.
The reading for this week focused on an important issue in our schools, immigration. Now-a-days we see more and more students whose families immigrated here or even they themselves took the trip over as children. It is hard for such students to find their identities because they are torn between traditional ways and fitting in to the American way of life. I found it not only controversial but very interesting how Christensen decided to go about the topic in her class. “…my decision to teach about immigration-not just the traditional version, but the more dangerous and unspoken version that examines why large numbers of immigrants are discriminated against based on color, nationality, or politics. I wanted my students to read behind the media rhetoric that vilified millions of human beings” (pg 145). Linda was adamant about students seeing the multiple sides of immigration and not just how the American text books and media displayed it. She wants her students to see how other people were treated in “the land of the free home of the brave.” The research groups teaching the class a lesson on a specific group of people is a great way to have the students take control of the classroom and feel like they are in charge of their learning. “Before students started their research, I modeled how I wanted the lessons taught by presenting Chinese and Japanese immigration” (pg 146). Linda always makes sure to show the students what is being asked of them so they are not overwhelmed are confused. During the project Linda provided time in class to work and research. “At the end of the period of research/preparation time, students turned their information in to me so I could see if they had made headway, run into a block, needed a push or help” (pg148). She is always guiding them along the road to completing assignments. “A week or so prior to presentations, groups submitted lesson plans. I met with each group to make sure all the requirements were covered…” (pg 152). Her students have a support system in the classroom that allows them every chance for success. Even further we see how she is there for them outside as well, “…when Meghan and I met one Saturday at the Oregon Historical Society…” (pg 151). This is a woman who wants her students to get real substance and information to teach the class so she met with them on the weekends to help them find substantial sources. Not only does she want them to be engrossed in great historical references but she also wants them to spread their wings and experience other cultures. “I am sure some students would be more interested in researching their own past than researching the past of others. But sometimes, in order to surface issues of race and class inequality, it is necessary to move beyond our personal histories” (pg 149). Linda loves having students discover their own histories but she sees the value in exposing kids to other people and their traditions. Linda’s classroom is an amazing learning environment where the students really find meaning in their own lives as well as their peers.
In chapter 6, one thing I rally liked and will probably try to demonstrate in my own classroom is informing my students about what I expect and want from them. She states " I started the fourth quarter by outlining my goals an expectations." What a great thing to do. Now students realize you are trying to help them, they have the notice in advanced to start work they might be lagging behind on and it sets your classroom up in a fully functioning manner. I would start this from the first day of school rather than the fourth quarter. I also liked Christensen's involvement in her students research. One statement explained that she was actually researching and reading the books her students would have access to and realized they weren't really anymore helpful or critical than the text books they use in school. what I liked about this was she became involved. She didn't just assign the task to students and watch them squirm to the finish. she made sure that the students would be able to do great work and would have effective resources to use in their process. More teachers should be like this so students think you care about the assignments you give them.
The immigration project that is outlined and provided at in chapter six was something that really stuck out to me. Not only could you use this as an icebreaker for students in the beginning of the year, but also, if you notice students having trouble or causing trouble with other students culturally different. AS Christensen said in this chapter, at the end of this unit, students were no longer classifying others as simply "Chinese". now everyone has a cultureal identity and is proud to share it. Not as easy task in schools so diverse as the one Christensen worked in.
(sorry guys, i just got back to school and was without internet last night and this morning)
I think that these last few chapters were very inspriational for me as a future english teacher. Instead of focusing on just chapters 5 and 6 I decided to scan the last couple of chapters to see what Christenson had to offer. As I read through my groups blogs, they had already touched on many of the points that stood out to me. Tina mentioned the section where she took a risk to let go of the curriculum. I think that this move takes a lot of courage, and I feel like many teachers want to do that, but are too scared to. This is why I feel much of our curriculum is very bland and more geared for when we did not have technology. As teachers, who are in a posistion to be fired, many are too scared to just chuck everything out the window and start new. Although risky, I believe that if curriculum was revised more recently, more children would be motivated to learn and would be more engaged in a classroom setting.
Also, the main topic of our reading was immigration, and the words of wisdom and projects that Christensen shared with the readers really made an impact as to how I hope to run my classroom. Everyone should be proud to share their identity and many of these tasks are designed to do just that.
Lastly, by doing the projects with her students (reading and researching along with them) Christensen is more able to understand where they are coming from and what they may be trying to explain. I remember my teacher in middle school doing this as well. I remember thinking that if my teacher could do it, then I could do it and it motivated me to stay on task. I also feel like it would make students less hesitant to ask a question or for help.
Our final book club meeting went great. We all highlighted our favorite points of discussion and parts. We all loved how Christenson turned the classroom over to her students. She let their voices be heard and let them have control over important issues and topics. During the Immigration section, she allowed students to follow their own nationality. She expanded the classroom beyond the walls as she had students look at different perspectives and notice different things that aren't usually in a textbook.
Other than these two ideas and strategies, we really enjoyed her personal method with the students and interaction. The tea party was a great way for students to personally engage in the story as the roles for the characters. She let students experience every character in the story and the appropriate attitudes to go along with that character for the time period. Her portfolio method also stood out to us because she saved every piece of student work. The portfolio method let students watch their growth as a writer and display a variety of pieces.
We highly recommend this book because it contains a variety of lesson plan ideas, actual lesson plans, student work, examples, and more. Christenson explicitly explains herself and why she does things. She teaches for justice in the classroom and creates a safe, tolerant environment. We think that these lessons and ideas can be adapted for different grade levels and other subjects.
I'm so glad that this book was such a success for you. I love it, too. She has a new book out that looks even more interesting to check out as future English teachers - I think it's the Joy of Teaching. Thanks for your thoughtful engagement with this book and with each other.
I don’t think we could have picked a better book for our English book club assignment! After reading the last portion of our book I’m amazed at how much Christensen gets done in her class. I really think giving students the research task Christensen gave to her students made her students more responsible for their learning. Even though it’s risky to let go of the curriculum as she did, it still turned out to be a great learning opportunity for both her students and for herself. I don’t know about anyone else, but I don’t ever remember doing a research project like Christensen’s students did. In high school, my research papers were very bland and boring. The topic was always assigned and we just wrote a paper about it. Never did I actually get hands on in the research process. What she did was make students act like historians/teachers and I really think they learned more because they were so engaged in their topics. And even though she admits that there were students who got side tracked and just rode along their group’s project without putting real effort in, she does say that overall the majority of students put in a hundred and ten percent. Honestly, I probably would have been really lazy to do something like her kids if my teacher never set those kinds of standards and expectations in class. So I think the reason why these students did so well was because Christensen set an example for them and really made sure that they knew what was expected of them.
ReplyDeleteChristensen’s book really exposed us to the different aspects of being an English teacher and I really think that we’ve all benefitted from reading it because it made us think about what we can do to grow as future English teachers. I think she stresses the importance of making learning a student center experience and I really think with the ever changing expectations of education, the only way for us to help our students learn is if we put their learning in their hands and make them mold their learning experience. We have to give all our students the opportunity to grow and learn. Not too long ago I was watching CNN (that doesn’t happened to often) and they had this segment where the head education guy (I don’t know the correct term for his position LOL but he’s the education guy in our government) was talking about believing in everyone of our students and instilling in them that they can all make it because if we don’t they doubt their ability and cut themselves short. (Which I think is absolutely true). As teachers in general we need to learn to look past the statistics that say certain students are just going to fail and truly believe that each and every one of our students can grow and learn. Yes, they’re all not going to be geniuses but they can all make progress and I think that was her message at the end of the book that every student can do it, we just need to change common misconceptions and look for all of our students’ special gifts.
Christenson portfolio technique provides students with the change to witness and reflection upon their process of writing. I really like the way she has students save every piece of writing from “mess ups” to finished essays. I think that sometimes a student’s work that they might think is bad may actually be the start to another idea, or a topic that keeps coming up. These pieces of writings may capture what is central to the writer or student. Christenson keeps these writing folders so that students can analyze and reflect upon their own work. I think it is important to look back on previous work, topics you wrote about, and the style.
ReplyDeleteI think an important aspect that Christenson points out is that when teachers evaluate and put a grade on a piece of writing, it impacts the piece greatly to the student. A student may feel strongly about the topic or story, but when the teacher administers the grade, “the learning experience is taken away.” The student thinks that they are molded into that grade instead of taking the piece, learning from it, and growing. Christenson makes it clear that her students are evaluated but share that process with the teacher. Her expectations for students are high and students respect the choice and variety of work they can produce and choose from.
Christenson’s portfolios showcase a mixture of different genres and topics. Students can express their own insights, growth, and understandings. I think it is important for students to produce a variety of material to show their connections with the literature and world. I agree with Christenson in which she thinks it is essential for students to make connections with their life and literature. Along with the components of the writing, Christenson wants a deeper analysis in it, to demonstrate their personal and analytical knowledge.
As a future educator, I plan on using portfolios in my classroom and adopting Christenson's style of the writing folder to save students work. I want to make students feel as if their work, both personal and academic wise counts as more than a grade. I want students to learn about themselves as people and acquire their own voice.
Michelle,
ReplyDeleteI completely forgot about the portfolio technique! OMG...that was another thing I wanted to comment on. I really liked how she tried to have students see how the portfolio method is used outside of a classroom and show them that it could benefit them in their English class as well. I have to agree with you and Christensen; I think it's really important that we keep all pieces. I know during my senior year my teacher had us keep everything from outlines to drafts and the finished pieces, even the scribbled ideas we initially wrote on loose leaf as a part of our brainstorming task. I really liked the way she used the portfolio method because she had students evaluate their own pieces and see their own progress. I think she really gives students the opportunity to show their understanding through a variety of ways.
Oh and in addition to my first post, I forgot to mention that what she did with the research process was really time consuming and made it more difficult for herself but she still was able to help students learn through their experience with the material they found and studied and later presented. Just reading what she had to do kind of overwhelmed me but I think in the long run all that work pays off because its those kinds of learning experiences that students will never forget.
I just spoke with Arianna and she said she has no internet in her house so she'll get her post up here when she gets it back! :)
ReplyDeleteThe reading for this week focused on an important issue in our schools, immigration. Now-a-days we see more and more students whose families immigrated here or even they themselves took the trip over as children. It is hard for such students to find their identities because they are torn between traditional ways and fitting in to the American way of life. I found it not only controversial but very interesting how Christensen decided to go about the topic in her class. “…my decision to teach about immigration-not just the traditional version, but the more dangerous and unspoken version that examines why large numbers of immigrants are discriminated against based on color, nationality, or politics. I wanted my students to read behind the media rhetoric that vilified millions of human beings” (pg 145). Linda was adamant about students seeing the multiple sides of immigration and not just how the American text books and media displayed it. She wants her students to see how other people were treated in “the land of the free home of the brave.” The research groups teaching the class a lesson on a specific group of people is a great way to have the students take control of the classroom and feel like they are in charge of their learning.
ReplyDelete“Before students started their research, I modeled how I wanted the lessons taught by presenting Chinese and Japanese immigration” (pg 146). Linda always makes sure to show the students what is being asked of them so they are not overwhelmed are confused. During the project Linda provided time in class to work and research. “At the end of the period of research/preparation time, students turned their information in to me so I could see if they had made headway, run into a block, needed a push or help” (pg148). She is always guiding them along the road to completing assignments. “A week or so prior to presentations, groups submitted lesson plans. I met with each group to make sure all the requirements were covered…” (pg 152). Her students have a support system in the classroom that allows them every chance for success. Even further we see how she is there for them outside as well, “…when Meghan and I met one Saturday at the Oregon Historical Society…” (pg 151). This is a woman who wants her students to get real substance and information to teach the class so she met with them on the weekends to help them find substantial sources. Not only does she want them to be engrossed in great historical references but she also wants them to spread their wings and experience other cultures. “I am sure some students would be more interested in researching their own past than researching the past of others. But sometimes, in order to surface issues of race and class inequality, it is necessary to move beyond our personal histories” (pg 149). Linda loves having students discover their own histories but she sees the value in exposing kids to other people and their traditions. Linda’s classroom is an amazing learning environment where the students really find meaning in their own lives as well as their peers.
( sorry it's late)
ReplyDeleteIn chapter 6, one thing I rally liked and will probably try to demonstrate in my own classroom is informing my students about what I expect and want from them. She states " I started the fourth quarter by outlining my goals an expectations." What a great thing to do. Now students realize you are trying to help them, they have the notice in advanced to start work they might be lagging behind on and it sets your classroom up in a fully functioning manner. I would start this from the first day of school rather than the fourth quarter. I also liked Christensen's involvement in her students research. One statement explained that she was actually researching and reading the books her students would have access to and realized they weren't really anymore helpful or critical than the text books they use in school. what I liked about this was she became involved. She didn't just assign the task to students and watch them squirm to the finish. she made sure that the students would be able to do great work and would have effective resources to use in their process. More teachers should be like this so students think you care about the assignments you give them.
The immigration project that is outlined and provided at in chapter six was something that really stuck out to me. Not only could you use this as an icebreaker for students in the beginning of the year, but also, if you notice students having trouble or causing trouble with other students culturally different. AS Christensen said in this chapter, at the end of this unit, students were no longer classifying others as simply "Chinese". now everyone has a cultureal identity and is proud to share it. Not as easy task in schools so diverse as the one Christensen worked in.
(sorry guys, i just got back to school and was without internet last night and this morning)
ReplyDeleteI think that these last few chapters were very inspriational for me as a future english teacher. Instead of focusing on just chapters 5 and 6 I decided to scan the last couple of chapters to see what Christenson had to offer. As I read through my groups blogs, they had already touched on many of the points that stood out to me. Tina mentioned the section where she took a risk to let go of the curriculum. I think that this move takes a lot of courage, and I feel like many teachers want to do that, but are too scared to. This is why I feel much of our curriculum is very bland and more geared for when we did not have technology. As teachers, who are in a posistion to be fired, many are too scared to just chuck everything out the window and start new. Although risky, I believe that if curriculum was revised more recently, more children would be motivated to learn and would be more engaged in a classroom setting.
Also, the main topic of our reading was immigration, and the words of wisdom and projects that Christensen shared with the readers really made an impact as to how I hope to run my classroom. Everyone should be proud to share their identity and many of these tasks are designed to do just that.
Lastly, by doing the projects with her students (reading and researching along with them) Christensen is more able to understand where they are coming from and what they may be trying to explain. I remember my teacher in middle school doing this as well. I remember thinking that if my teacher could do it, then I could do it and it motivated me to stay on task. I also feel like it would make students less hesitant to ask a question or for help.
Our final book club meeting went great. We all highlighted our favorite points of discussion and parts. We all loved how Christenson turned the classroom over to her students. She let their voices be heard and let them have control over important issues and topics. During the Immigration section, she allowed students to follow their own nationality. She expanded the classroom beyond the walls as she had students look at different perspectives and notice different things that aren't usually in a textbook.
ReplyDeleteOther than these two ideas and strategies, we really enjoyed her personal method with the students and interaction. The tea party was a great way for students to personally engage in the story as the roles for the characters. She let students experience every character in the story and the appropriate attitudes to go along with that character for the time period. Her portfolio method also stood out to us because she saved every piece of student work. The portfolio method let students watch their growth as a writer and display a variety of pieces.
We highly recommend this book because it contains a variety of lesson plan ideas, actual lesson plans, student work, examples, and more. Christenson explicitly explains herself and why she does things. She teaches for justice in the classroom and creates a safe, tolerant environment. We think that these lessons and ideas can be adapted for different grade levels and other subjects.
I'm so glad that this book was such a success for you. I love it, too. She has a new book out that looks even more interesting to check out as future English teachers - I think it's the Joy of Teaching. Thanks for your thoughtful engagement with this book and with each other.
ReplyDelete