01.27.08
Posted in Introductions at 9:42 pm by edla7550
To find your way to your peers’ blogs click on the URLS posted under “Spring 2008 Student Blogs” on the right-hand side bar on this blog.
Again just to remind you that your Reflection Weblog Entry #1 is modified slightly and reads now as follows:
a) Compose your own blog entry #1 but DO NOT post it on your blog yet. Bring the printout of this reflection to class for discussion;
b) Hold off with composing peer responses to weblog entry #1.
Please make sure to post your ABOUT PAGE introductions on YOUR OWN BLOG, if you have NOT done so yet.
I wish you all happy blogging and fruitful conversations!
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01.07.08
Posted in Introductions, welcome at 7:05 pm by edla7550
As you already know, this semester each of you will set up a blog linked to this course blog on which you will post your writing. More specifically, on a weekly basis, you will compose a reflection weblog entry (a blog post) to share with larger audiences. In this post, you should develop your critical questions, explore tensions, and offer solutions to problems/issues under discussion in the course readings. You will also comment briefly on peers’ reflections. I hope that you will all find thinking and writing on the blog a refreshing and empowering learning experience. For more details about this assignment, please see our course syllabus.
Your first task is to post an introduction entry in the “About” page, which will give you the opportunity to introduce yourselves as educators to others in this course and beyond. Tell us something about your expectations from this course. You may think of this post as a mini “mission” statement or contract. Let us begin the journey.
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11.03.06
Posted in Pedagogy at 10:28 pm by edla7550
I have just come across a couple of posts that are related to our recent conversation in class on classroom management. Post I: Classroom Management Part I discusses professional literature with some practical suggestions. Post 2: Classroom Management Part II describes additional helpful classroom management strategies. Check them out yourselves.
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10.31.06
Posted in Pedagogy at 12:37 am by edla7550
Here are some closing thoughts on preventing classroom management and discipline issues that I would like to share with you, based on our class discussion and in response to your posts this week. I hope you will find them helpful. Please feel free to add to this list your own ideas and suggestions too.
- Have clear rules and regulations, involve students in their composition and reinforcement;
- Be consistent in your classroom management policy;
- Focus on prevention, good planning, and conflict-resolution;
- Get to know your students well and their interests, passions, dreams, desires, and needs as learners and as persons;
- Get to know their needs as appropriate to their age group;
- Learn to speak the language that they can understand and relate to;
- Balance between regularities and variety in classroom procedures;
- Offer a range of assignments that engage students in various modes of thinking and learning (e.g., visual, oral, writing, speaking, drawing, acting out etc);
- Make all students accountable for their learning (individually or in group work);
- Provide variety in texts in terms of genres, modes, cultures, authors, and styles they represent;
- Use Young Adult (YA) literature to complement the works from the cannon;
- Stay positive and upbeat even if you or your students may have a bad day;
- Encourage and model to students praise, respect, and appreciation of all contributions to learning and building a supportive classroom atmosphere;
- Ask around when challenges arise;
- Read professional literature to continue to educate oneself about the origin of common discipline problems and effective ways to resolve them.
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09.27.06
Posted in Shakespeare, Think-alouds at 3:32 pm by edla7550
As you continue exploring the potential of Shakespeare’s works in the English classroom, consider this question:
What active methods can you use to help your students to overcome the “language barrier” of Shakespeare and create meaning, humor, and lasting emotion when staging his work in the classroom? Many of you mentioned this concern in their comments this week. Discuss the strengths and challenges of the methods and approaches you select.
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Posted in Shakespeare, Think-alouds at 2:58 pm by edla7550
I pulled out interesting ideas, favorite practical applications, and thought-provoking leads that caught my attention in your response to the above question posted on this blog last week. This will help us to see the direction of our evolving conversation about teaching Shakespeare in our course.
Ms. Scarbary reflects on the ways to help students make connections between Shakespearean and contemporary discourses in her post, The Everyday Language of Shakespeare. Ellen thinks that one way to accomplish this goal is through a careful analysis of complex yet vibrant characters in Shakespearean works. I think that such an analysis can be easily applied to our students’ lives and the interesting people and peers they regularly interact with. Additionally, in his response to Doborah Appleman’s discussion of literary theories (2000), Jim noted that exploring Shakespeare’s works through multiple literary theory lenses would help students to grow as “critically thoughtful citizens who are able to see and appreciate diverse viewpoints.” I consider this task as one of the core responsibilities for the English teacher community at large. Jim, thank you for bringing it forth in this discussion.
Cynthia offers to expand the definition of language beyond words by drawing on another means of meaning representation such as music. Ed calls for paying careful attention to difference and repetition in Shakespearean works and the way these devices affect the reader.
Delbert suggests an examination of the use of language as reflective of the Shakespearean and contemporary times. Such close language analysis is also reinforced through a practical application in the posts, Who Loves Shakespeare Now? and Much Ado about Shakespeare. The application in the former post is meant to help students to examine the ways in which literary devices such as repetition or rhyme, just to name but a few, can enhance the writer’s intent.
The applications recommended in the latter post focus on the ways to make Shakespeare’s language more accessible to the student.
Ann, Veronica, and Michelle stress the importance of active methods in helping students both experience and understand music, vibrant characters, and themes that ring true in all of us.Finally, Lashley shares the ways to incorporate props in preparation for staging Shakespeare’s works.
What an impressive array of observations, practical suggestions, and questions for future consideration! Hats off to you all for the good work.
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09.19.06
Posted in Shakespeare, Think-alouds at 11:35 pm by edla7550
In his works, Shakespeare is renowned for his use of “music” in language, for words that lucidly and famously evoke what it sometimes means to be human. He is also famous for vibrant characters and themes that ring true in all of us, irrespective of culture, age or geographical location.
How can you help students understand the power of his language, appreciate the beauty of his speeches and recognize the universality of characters and themes in Shakespearean and contemporary discourses?
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09.08.06
Posted in Introductions at 11:06 pm by edla7550
My initial review of the introduction posts by members of our course revealed multiple educational and professional goals. They range from searching for answers to puzzling questions about theory and research, through seeking advice and strategies for practice, to expressing desires to model to our students ways of learning, engaging with literature, and composing. Some of you would like to explore the potential of blogging for classroom teaching through your personal journeys on the blogs that you have created for this course. All these goals are excellent. I also believe that they will be highly appreciated by your students.
I am proud of the unique educational backgrounds that you bring with you to this course; just to name but a few: in-depth knowledge of literature, art, music, philosophy, literary theory, and teaching. I am convinced that all these experiences will only enhance our discussions and explorations of theory and pedagogy of English instruction in EDLA 7550.
I invite you to become co-constructors of theory and pedagogy in this course and beyond, and I, in my role as a more capable other, will do my best to support you in this process by providing examples and questions for thoughtful explorations and modeling decision-making that will come for you naturally with experience.
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08.29.06
Posted in Introductions at 1:57 pm by edla7550
Anne Davis, a nationally recognized pioneer in modeling the use of modern technologies for classroom adoption—and our guest speaker in class last week, has recently published a special welcome note for all members of our EDLA course. Here is an excerpt from what she wrote to you all about the possibilities that are waiting for you in the blogsphere community of learners:
…you have a wonderful opportunity here to create a vibrant example of learning for your future students and your future colleagues. You can create a community of learning unlike any you have had before. It is in your hands. I know you will rise to the occasion! It is an opportunity that not many students at the university level get.
We consider ourselves fortunate to have had her in our class. She was so helpful in assisting us in setting up our individual blogs. Thank you, Anne.
Visit her blog for a complete welcome post and perhaps leave her a comment/thank- you note of your own.
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08.25.06
Posted in Introductions at 5:36 pm by edla7550
This first weblog entry gives you an opportunity to introduce yourselves as educators to others in this course and beyond. Tell us something about your expectations from this course. You may think of this post as a mini “mission” statement or contract.
Happy writing.
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