Resources:
Bolima, D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm
Sunday, January 29, 2012
Double Entry Journal #4 Own the Word
Resources:
Bolima, D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm
Wednesday, January 25, 2012
Double Entry Journal #3
This reading was very interesting for me, especially since I grew up in an area that has a dialect common to West Virginia. This reading described many ways to go about literacy development for students with dialects. One of the most important things I have read was that these children should be allowed to use their dialects in the classroom. I think this is very important for students. By not allowing them to speak how they were raised, it makes them feel as if they should be ashamed of how they and their community are. It stated in the reading that test scores and writing languages increased by allowing the students to speak how they do and compare that to the English language. This brings me to the second thing that I learned about literacy development. I found it very interesting that by allowing the students to continue to use their language, it made their scores and education better. I thought this was great that the students could see the differences between the way they speak and the common "English language." I believe this practice is better than making the students stop speaking their language completely. I believe this is a better solution to having students understand English. They can see what and how they are speaking compared to others. I have also found that by doing these kinds of literacy development, it can inspire students to continue to learn and achieve higher. By using a students own cultural traits to help them learn is amazing.
If more teachers in West Virginia taught this way, more students could be successful at reading, writing, communicating, and many other areas of studies. If we want our students to be successful, then we should teach in a way that would allow them to be able to reach success.
When I was in school I had wonderful teachers who allowed the students to talk how they did at home. The teachers would allow discussions and talking the same as having a conversation. These teachers also wanted the students to succeed, so they had to write in "proper English." Looking back I think this was a great technique to use in order to make the students feel involved and part of the class. I also had some teachers that weren't so good with the literacy instruction of non-dialect students. A few of the teachers I had would correct the students if they mispronounced a word and have them say it "correct" before moving on. I don't believe this was good literacy instruction for these students. First it singles them out and also makes them not feel smart or good enough. Maybe if these teachers would have practiced good literacy instruction, they would have succeeded more.
There are many relationships between the strategies presented in the article and inclusive practices. The one I see most present, is the fact that these strategies include all students no matter how different. It includes and allows everyone to speak how they are usually do at home. I think this is a great practice for all teachers.
Teaching About Resources is a great writing about the dialects in students. The great thing about this article is that it is written by Kirk Hazen from West Virginia University. This is great because being in West Virginia there can be many different dialects. I would really recommend reading it.
Resources:
Epstein, P., & Herring-Harris, L. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print/resource/3655
Hazen, K. U.S. Department of Education, Center for Applied Linguistics. (2001). Teaching about dialects. Retrieved from website: http://www.cal.org/resources/digest/0104dialects.html
If more teachers in West Virginia taught this way, more students could be successful at reading, writing, communicating, and many other areas of studies. If we want our students to be successful, then we should teach in a way that would allow them to be able to reach success.
When I was in school I had wonderful teachers who allowed the students to talk how they did at home. The teachers would allow discussions and talking the same as having a conversation. These teachers also wanted the students to succeed, so they had to write in "proper English." Looking back I think this was a great technique to use in order to make the students feel involved and part of the class. I also had some teachers that weren't so good with the literacy instruction of non-dialect students. A few of the teachers I had would correct the students if they mispronounced a word and have them say it "correct" before moving on. I don't believe this was good literacy instruction for these students. First it singles them out and also makes them not feel smart or good enough. Maybe if these teachers would have practiced good literacy instruction, they would have succeeded more.
There are many relationships between the strategies presented in the article and inclusive practices. The one I see most present, is the fact that these strategies include all students no matter how different. It includes and allows everyone to speak how they are usually do at home. I think this is a great practice for all teachers.
Teaching About Resources is a great writing about the dialects in students. The great thing about this article is that it is written by Kirk Hazen from West Virginia University. This is great because being in West Virginia there can be many different dialects. I would really recommend reading it.
Resources:
Epstein, P., & Herring-Harris, L. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print/resource/3655
Hazen, K. U.S. Department of Education, Center for Applied Linguistics. (2001). Teaching about dialects. Retrieved from website: http://www.cal.org/resources/digest/0104dialects.html
Sunday, January 22, 2012
Double Entry Journal #2 "Tall Tales of Appalachia"
"...I can say with some authority that the strange, woebegone place called Appalachia and the hillbillies who inhabit it are a myth -- one devised a century ago to justify outsiders' condescension and exploitation."
I have lived in West Virginia all my life and agree completely with this quote. Most of the things seen on TV and in the movies is made up for the entertainment value. The very same thing has happened to the "hillbillies." I will agree there are parts of West Virginia that even I wouldn't want to go to, but most of our state is just beautiful and filled with people who love it. Many "city" people want to portray WV this way because it makes great film and comedy. I believe people show West Virginians this way because they just really don't know how else to. They know WV us a farming, take care of yourself kind of place so they stretch the truth to something outlandish for profit. Most of the people who are writing and producing these kinds of things have never spent a day in WV so how could they know how most of the state really acts. Many great people have came from WV and have accomplished great things.
I will agree that sometimes people in WV can be a little crazy but that doesn't mean everyone is illiterate and ignorant. I'm sure every state has a few people that they aren't proud of but none of those states have bad reputations such as West Virginia's.
West Virginia has a rich culture that should be celebrated, not ridiculed. Most people are VERY proud to be West Virginians.
I chose to include the picture above because this is what should be shown on TV and in the movies. The culture of West Virginia. The talented people who have played music for generation or made toys and quilts by hand. This is the kind of things that should represent WV.
Resources:
O'Brien, J. (2003, May 10). Tall tales of appalachia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html
Guest. (2010, May 13). [Web log message]. Retrieved from http://blog.cityfolk.org/2010/05/puppets-and-tales-from-appalachia.html
I have lived in West Virginia all my life and agree completely with this quote. Most of the things seen on TV and in the movies is made up for the entertainment value. The very same thing has happened to the "hillbillies." I will agree there are parts of West Virginia that even I wouldn't want to go to, but most of our state is just beautiful and filled with people who love it. Many "city" people want to portray WV this way because it makes great film and comedy. I believe people show West Virginians this way because they just really don't know how else to. They know WV us a farming, take care of yourself kind of place so they stretch the truth to something outlandish for profit. Most of the people who are writing and producing these kinds of things have never spent a day in WV so how could they know how most of the state really acts. Many great people have came from WV and have accomplished great things.
I will agree that sometimes people in WV can be a little crazy but that doesn't mean everyone is illiterate and ignorant. I'm sure every state has a few people that they aren't proud of but none of those states have bad reputations such as West Virginia's.
West Virginia has a rich culture that should be celebrated, not ridiculed. Most people are VERY proud to be West Virginians.
I chose to include the picture above because this is what should be shown on TV and in the movies. The culture of West Virginia. The talented people who have played music for generation or made toys and quilts by hand. This is the kind of things that should represent WV.
Resources:
O'Brien, J. (2003, May 10). Tall tales of appalachia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html
Double Entry Journal #2 "As Soon As She Opened Her Mouth!"
"....children who experience other people in their lives reading and writing for many different reasons in the years before they begin school are better equipped conceptually to make sense of -- the beginning reading and writing instruction in their schools."
I absolutly agree with quote from the reading. Many children who are great at school have been read to as a child. They have had a lot of experience before entering school so they feel like they are already equipped to handle the situations they are placed in. Children who are left alone and not read to or introduced to any type of literacy tend to not excel in school because they feel like they can't. I believe learning starts at home first. If you work with your children, read to them, show them book and writings they will be able to succeed. Many people think that just because a family is low income and the parents had a hard time in school, the child will also not succeed.
I believe that if you are low income you can still help your child. Talk to your child even if your can't read. Parent should tell their children stories, this can also help develop their literacy.
"...teachers and schools must accept, believe, and act upon the belief that children of poverty are learners, have been learning since birth, are ready to learn at anytime, and will learn."
I believe that no matter where a child comes from be it poverty or upper class, they can learn someone just has to take the time to work with them. This is why I am becoming a teacher. I want to be able to make a difference in some childs life. I want them to know that they are important and can learn and succeed just like everyeone else.
Literacy knowledge is something children develop during their preschool years. It does not mean that they know how to read and write like adults but they know parts of it. For example children think that reading is saying words out loud because this is what they have been introduced to. This is an example of print literacy. Non-print literacy would be knowing that a picture has colors but not knowing what they are.
Stereotypes can really interfere with literacy instruction. If a teacher believes that a student is low class and "ignorant", they feel like they shouldn't waste their time trying to help them learn. They feel like since their parents are "white trash" and illiterate, their child will grow up the same. Schools and teachers contribute to the poor literacy in schools because they do have these stereotypes they should look past. Teachers and principals can deny what these parents want for their children because they believe they don't really know what they are talking about. This can lead to major problems later for the child like Donny in the reading.
If you have a hard time communicating, using language, and have a lower social class these children many times get put aside. Society puts a strong emphasis on speaking right and feel that leads to your intelligence. If you don't speak "proper English" you must not be smart. People have a big misconception that if your can't use language right, you won't be able to read or right. I believe the way you speak has nothing to do with being able to read and write. You will just read and write in your own language, it won't prevent your from doing it.
Schools and teachers can improve literacy instruction by first believing that all students can do it. If they believe in everyone, all students will be more confident and try harder.
I don't believe anyone speaks "proper English". Most people I know have an accent or say words a little differently. I know many intelligent people and they way they talk has no effect on them being smart. I don't think people should be judged by the way they speak, it should be what they have to say that matters.
Resources:
Purcell Gates, V. (2002). As soon as she opened her mouth. In L. Delpit & J.K Dowdy (Eds.), In The skin that we speak: An anthology of essays on language culture and power.
Richard C. Owen Publishers, Inc, (n.d.). Parents-reading at home. Retrieved from website: http://www.rcowen.com/Parents.htm
I absolutly agree with quote from the reading. Many children who are great at school have been read to as a child. They have had a lot of experience before entering school so they feel like they are already equipped to handle the situations they are placed in. Children who are left alone and not read to or introduced to any type of literacy tend to not excel in school because they feel like they can't. I believe learning starts at home first. If you work with your children, read to them, show them book and writings they will be able to succeed. Many people think that just because a family is low income and the parents had a hard time in school, the child will also not succeed.
I believe that if you are low income you can still help your child. Talk to your child even if your can't read. Parent should tell their children stories, this can also help develop their literacy.
"...teachers and schools must accept, believe, and act upon the belief that children of poverty are learners, have been learning since birth, are ready to learn at anytime, and will learn."
I believe that no matter where a child comes from be it poverty or upper class, they can learn someone just has to take the time to work with them. This is why I am becoming a teacher. I want to be able to make a difference in some childs life. I want them to know that they are important and can learn and succeed just like everyeone else.
Literacy knowledge is something children develop during their preschool years. It does not mean that they know how to read and write like adults but they know parts of it. For example children think that reading is saying words out loud because this is what they have been introduced to. This is an example of print literacy. Non-print literacy would be knowing that a picture has colors but not knowing what they are.
Stereotypes can really interfere with literacy instruction. If a teacher believes that a student is low class and "ignorant", they feel like they shouldn't waste their time trying to help them learn. They feel like since their parents are "white trash" and illiterate, their child will grow up the same. Schools and teachers contribute to the poor literacy in schools because they do have these stereotypes they should look past. Teachers and principals can deny what these parents want for their children because they believe they don't really know what they are talking about. This can lead to major problems later for the child like Donny in the reading.
If you have a hard time communicating, using language, and have a lower social class these children many times get put aside. Society puts a strong emphasis on speaking right and feel that leads to your intelligence. If you don't speak "proper English" you must not be smart. People have a big misconception that if your can't use language right, you won't be able to read or right. I believe the way you speak has nothing to do with being able to read and write. You will just read and write in your own language, it won't prevent your from doing it.
Schools and teachers can improve literacy instruction by first believing that all students can do it. If they believe in everyone, all students will be more confident and try harder.
I don't believe anyone speaks "proper English". Most people I know have an accent or say words a little differently. I know many intelligent people and they way they talk has no effect on them being smart. I don't think people should be judged by the way they speak, it should be what they have to say that matters.
Resources:
Purcell Gates, V. (2002). As soon as she opened her mouth. In L. Delpit & J.K Dowdy (Eds.), In The skin that we speak: An anthology of essays on language culture and power.
Richard C. Owen Publishers, Inc, (n.d.). Parents-reading at home. Retrieved from website: http://www.rcowen.com/Parents.htm
Wednesday, January 18, 2012
Double Entry Journal #1
Inclusive education is incorporating diverse students in to a classroom. Inclusion is meant to include a variety students. It includes students who are varied in their abilities, socioeconomic statuses, ethnic groups, and many, many more. Inclusive classes include students who vary with diverse needs and abilities.
All inclusive schools have characteristics that they all have in common. One of these characteristics is having a sense of community. Every child is encouaged to participate and is respected as part of the communicty. Every child is encouraged to do the best they can. Another characteristic they all share is having parents as partners. Parents are incorporated as part of the problem solving team and can put their ideas for their child in to action to make sure what is best for the child is being done. They are able to make their wishes and concerns known without feeling like an outsider to the school.
For students to become more responsible and effective in the inclusion process, they should be allowed more participation in the community. Students can participate in cooperative groups, be peer mediators, or even tutor younger children. By doing these types of things students can feel like they are part of something bigger.
I found an article and picture about inclusive practices on ehow.com. I chose this because first of all I liked the picture. However, after reading the article I really enjoyed it. It had many of the same points and positions as the other article. Link
Citations:
Inos, R. H., & Quigley, M. (n.d.). Research review for inclusive practices. Retrieved from http://www.prel.org/products/Products/Inclusive-practices.htm
Ketley, C. (2011, May 27). Proponents of theories of inclusive education. Retrieved from http://www.ehow.com/info_8498143_proponents-theories-inclusive-education.html
All inclusive schools have characteristics that they all have in common. One of these characteristics is having a sense of community. Every child is encouaged to participate and is respected as part of the communicty. Every child is encouraged to do the best they can. Another characteristic they all share is having parents as partners. Parents are incorporated as part of the problem solving team and can put their ideas for their child in to action to make sure what is best for the child is being done. They are able to make their wishes and concerns known without feeling like an outsider to the school.
For students to become more responsible and effective in the inclusion process, they should be allowed more participation in the community. Students can participate in cooperative groups, be peer mediators, or even tutor younger children. By doing these types of things students can feel like they are part of something bigger.
I found an article and picture about inclusive practices on ehow.com. I chose this because first of all I liked the picture. However, after reading the article I really enjoyed it. It had many of the same points and positions as the other article. Link
Citations:
Inos, R. H., & Quigley, M. (n.d.). Research review for inclusive practices. Retrieved from http://www.prel.org/products/Products/Inclusive-practices.htm
Ketley, C. (2011, May 27). Proponents of theories of inclusive education. Retrieved from http://www.ehow.com/info_8498143_proponents-theories-inclusive-education.html
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