Posts Tagged 'dreams'

What’s the Big Idea?

It’s been a while since I’ve posted.  I’ve been caught up in evaluating the other group of multigenre projects.  I do have more to share about those, and will post examples soon. But in the mean time, classes have been coming along and I wanted to share a few thoughts about what we’ve been doing.

I can’t believe it is only a month until semester’s end. Even though my two classes come from different programs (elementary and middle grades are separate programs in our college), they are both approaching an “end” of sorts.  For my middle school Language Arts group, they are coming to the end of their main semesters studying literacy. Last semester they studied middle grades literature, and this semester they’ve had content area literacy and my writing pedagogy course. As far as required literacy core courses, that is it. Next semester they are back to spending a lot of time in the schools.

My elementary school class is coming into their last month of coursework before student teaching. They’ve had two courses in reading, my language arts course, and children’s literature.

As you might imagine, these endings, along with the hectic rush of this time in the semester, bring up a lot of emotions in the classes – some of them conflicting.  The students seem excited about the end of the semester, but there is also a palpable weariness. They are overwhelmed by all the different approaches and strategies they’ve learned – this is only compacted by the impending awareness that soon they’ll be implementing many of these ideas daily with students. Even though they are overwhelmed by what they’ve learned, they also seem to feel anxious about not knowing enough. I hear, over and over again, “how am I going to DO all this???”

Through all of these emotions and a fair amount of exhaustion, I try to keep the students learning and thinking. A couple of weeks ago, it felt like the right time to start telescoping back out to try to focus on some of their “big ideas” for literacy teaching.  I was inspired by this post about simplicity at Two Writing Teachers. I invited my students to start trying to think about how they will begin their lives as literacy educators. I asked them: What are the simple principles that form the core of your vision for literacy teaching?  How does the way you plan to organize your time and space reflect that vision?  We’ve worked on timelines, maps, and other exercises to try and get the vision to begin to come together on paper.

One reason for this process of developing a vision is to give them a place to start when they get into their classrooms.  But, I admit, there is another reason, too. Sometimes I worry about the future of these young teachers – so bright and full of energy, ideas, and fire. With class sizes growing, resources disappearing, and, most troubling, the thunder of emphasis on test scores and standards, I fear that what we’ve worked on in our courses will quickly be swallowed, perhaps even smothered by the onslaught of the structure of schooling.  So, we are taking a little time to try to develop their vision. I hope they keep their core principles posted somewhere near their desks, as touchstones to refer to and expand upon as they continue to develop as teachers.

As my students thought and wrote, I also took the time to articulate my vision for literacy classrooms. Of course, it is a work in progress, and has changed a lot this year.  I thought I’d share it here, along with this wonder: what “big ideas” you return to again and again as a teacher?

Beth’s Vision for the Literacy Classroom

My students will know that I care about them.
I will know them and their lives and what matters to them.
I believe that my students have important things to say and I value their voices.
I am committed to helping them find ways to express themselves and their insights in a manner that allows them to be heard and understood by others.
I encourage my students to take risks and make mistakes in my classroom and in the world at large. I believe this is one of the main ways that we learn. I strive to model risk taking, and reflecting, rethinking, redoing, and renewing practice in my role as a teacher/co-learner.
I want my students to love reading and writing (broadly defined) and learning, and to know that engaging in reading, writing, and learning can enable them to grow as teachers and as people.

Beth Friese – 4.1.10


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