CH 14

The chapter changed my view of technology in the classroom. I had often thought that technology overshadowed the content of a course in most cases. However, Kajder offered a different approach to the use of technology in classroom. Kajder approached technology as simulant for students’ interest. This perspective makes sense.  Often, students may think reading is boring. However, when a form of technology is applied to a reading assignment the student may be more interested in the reading itself. For example, most students are social media consumers. An instructor can use this interest by asking students to create a twitter page for a character.

Furthermore, I was intrigued by Kajder’s thoughts on blogging.  Blogging gives students their own place to express their thoughts. Their thoughts are not simply stacked in a pile with other students’ musings. This allows the student to own their writing. I also liked the idea of using a blog as a class. A great way to utilize this may be to assign a serial novel to the class. Students would be assigned a blog entry. The first student would start the story, and then each student would add to the story. After every student has posted, the blog contains a short story created by the entire class. In this instance, the technology would aid the content, not be the central focus of the assignment. I think that this is an important distinction that many educators, from my experience, may fail to realize.

I also liked the idea that technology can open students’ writing to a “real” audience. This gives the student’s writing worth. The purpose of an assignment may not only be to obtain points, but to create a piece of writing for others. I would assume that the want for acceptance of their work outside of the classroom would motivate students to work well. Also, a “real” audience from people outside of the classroom would create a third space for the student. However, making a student’s work public could upset some parents. Parents would definitely need to be aware of the nature of the assignment and give their permission. 

CH 5

I liked the concept that teachers must create an environment for good discussion. With class sizes so large, speaking out may be even more intimidating to students than ever. Therefore, having students discuss questions in groups may be a great way to combat this problem.  It is easier to speak to 3 other peers than 30. This small setting also allows students to speak more often in the conversation. Furthermore, discussing questions in groups first would also allow students time to prepare their thoughts before they presented to the class. A student may feel more comfortable speaking on a topic they have had time to develop than speaking extemporaneously on a topic. The same idea can be implemented in freewriting. A professor implemented this tactic in one of my college courses. Since the class was held in a lab, it was easy to type our thoughts about that days reading. It was easier to discuss our ideas with the class after we had time to flesh out our own thoughts.  Another way to create comfortable environment is to play the role of facilitator not judge. I have been in many classrooms where instructors ask a broad question with a specific answer in mind. If the student does not guess this answer, they may feel humiliated or jaded against the teacher. I have found that I will stop answering questions if a teacher plays the role of judge.

I also liked the idea that students needs to assume responsibility for their readings. Often I find myself even glazing over passages. If students have to interact with the text before class, they will more likely be able to discuss better. My high school English teacher gave us the discussion questions as a homework assignment with the reading. When we came to class the next day, she knew we were ready to discuss the chapters of our novel. I like this approach and think that it would be a beneficial way to keep students accountable and interacting with the text. 

Delpit Chapters

            I really liked the idea of “demanding success” from students. In high school, I had a teacher that did not allow students to fail tests. If a student failed, they would retake the test. I plan on implementing that same concept in my classroom. Students can only achieve the goals the instructor sets for them. Therefore, educators should set high goals and believe students can achieve those goals. Thus, the “no fail” policy may create this environment. Another way to create this environment would be to ensure that each student is participating. Letting students pass through semesters without voicing their opinion in class discussions is not okay. Teachers should make sure everyone is participating. If students feel like the instructor wants to hear what they have to say, the student will be more engaged.

            Furthermore, I appreciated the idea of relating content to the students’ cultural backgrounds. I found that this concept was related to the concept of third space. Students’ lives at home and school should not be entirely separated. Students can write essays about personal experiences or complete creative projects that incorporate their own interests. For example, a student could create a soundtrack for a novel with appropriate music they are interested in.

            I thought that the mention of dialects was also interesting. Students should not be forced to only read and write formally in the classroom. A fun way to experiment with this concept in an English classroom would be the practice writing for different audience. Students could use their own dialect for informal audiences, but also practice formal writing for formal audiences. 

Chapter 8

Chapter 8’s topic was very interesting to my particular interests. Coming into Olivet, I had decided on completing an ESL minor. However, once I entered an ESL classroom, I quickly realized that ESL was not the area of concentration for me. I found that the lessons were extremely standardized in nature. I was also frustrated that I could not help students or understand their discussions when they were completing activities in their first language.  Looking back, I was experiencing the same frustrations that ESL students experience in English speaking classrooms. Not knowing be able to understand a reading or class discussion would be frustrating for students just like it was frustrating for me.

Furthermore, I noticed that students spoke out in class during the Spanish speaking portion of the day, but sat silent during the English speaking portion of the day. Students were scared to use the language they were learning because they feared being wrong. With this said, it is important to develop an environment in ESL classrooms, and all classrooms for that matter, where acceptance of others’ voices is praised. If ESL students do not feel comfortable in their classrooms, they will not feel comfortable using English. If they do not use English, they are less likely to learn English. Therefore, teachers need to create a classroom environment were students feel that their voice matters, even if they may make some grammatical mistakes.

However, I liked that the authors emphasized the students’ ability to understand the content in their own language. Therefore, educators must decide if language acquisition or academic fluency is more important. While schools can teach both, it would be harder to develop each of these skills. No matter which approach is taken, an area must be sacrificed in some one. That is why ESL curriculum is problematic for schools, teachers, and, most importantly, students.