Nov 2 Class

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  • Look at the Guide for English as a Second Language
  • Nov 2 Class

    1. 1. Welcome Back! <ul><li>Learning Contexts </li></ul>
    2. 2. Overview of the Day <ul><li>Quick overview of the rest of the term </li></ul><ul><li>Focus on you as teacher </li></ul><ul><li>Focus on the complexity of the classroom </li></ul><ul><li>Red Maple, White Pine Reading for next term </li></ul>
    3. 3. Announcements <ul><li>Hand in your multigenre assignment for Michael in your small group class Thursday or Friday. </li></ul>
    4. 6. November Schedule Monday Tuesday Wednesday Thursday Friday 2 3 Large Class 4 5 A-8:30-10:50 D-12:30-2:50 6 B-8:30-10:50 9 10 Large Class 11 12 A-8:30-10:50 D-12:30-2:50 13 B-8:30-10:50 16 D-8:30-10:50 A-12:30-2:50 17 8:30-10:50 Prof 155 in A237 B-12:30-2:50 18 19 A-8:30-10:50 D-12:30-2:50 20 B-8:30-10:50
    5. 7. Flow Writing <ul><li>The most rewarding part of teaching was. . . 3 minutes </li></ul><ul><li>The most challenging part of teaching was. . . 3 minutes </li></ul><ul><li>I did not expect. . . 3 minutes </li></ul>
    6. 8. Advice to New English Teachers <ul><li>Consider the reflections you have just written as you take several minutes to read the list of hints for new English teachers. Mark ones that you enacted or ones that would have been useful for you to know. </li></ul><ul><li>Talk to two or three colleagues next to you about your thoughts. </li></ul>
    7. 9. ‘ Becoming’ as Teachers (Ruth Vinz) <ul><li>‘Becoming’ requires continuous reformulations of the self as teacher. </li></ul><ul><li>It means un-knowing some of our present understandings. </li></ul><ul><li>And it means not-knowing. That means acknowledging the ambiguity and uncertainty of teaching. </li></ul>
    8. 10. John (student teacher) on un-knowing <ul><li>It’s amazing how little I questioned assumptions about what we do with these kids. I remember my seventh grade English teacher “invited” me into an after-school reading group. It included less than a dozen top readers. It was a big deal, and I felt special. Why not? Now I have to think again why I just assumed this group should be selective. Why only the students who the teacher thought worthy? I might have done the same thing with my students if we hadn’t been provoked into thinking what this kind of thing means. It’s been helpful to search through our own experiences and learn from them. </li></ul>
    9. 11. Ruth Vinz on not-knowing <ul><li>As teachers, we continuously bend, pivot, and turn as various desires and agendas circulate and unfold in the classroom. We both provoke and read the evolving classroom texts and acts on that reading. We occupy places of not-knowing what will happen next. Such moments may cause us to yearn for certainty, order and definiteness. </li></ul>
    10. 12. Un-knowing or Not-Knowing <ul><li>Think about an instance where you needed to “un-know” something or when you felt that you were “not-knowing.” Flow write for 5 minutes. </li></ul>
    11. 13. Teaching is. . . <ul><li>a political and ideological act--some person is choosing, for whatever reasons, to teach a set of values, ideas, assumptions, and pieces of information, and in so doing, to omit other values, ideas, assumptions and pieces of information. </li></ul>
    12. 14. The Complexity of the Classroom A Letter to Mrs. Jago I was a girl, eager to learn, eager to catch up with the others. But the problem was that I was too shy. One day you asked me, “ What would have Penelope felt after Odysseus return?” and I answered, “Very sad.” I was afraid, afraid of letting my voice be heard, afraid of people hearing my accent, afraid that the class might think me stupid. The next day when I dragged my heavy feet to class, You softly smiled at me and said “Hi,” and everything was okay. It was such a little thing, and you might not even remember this, but it will stay forever in my mind.
    13. 15. Make a list about the challenges to learning you saw <ul><li>ELL Challenges </li></ul><ul><li>Learning Challenges </li></ul><ul><li>Behavioural Challenges </li></ul><ul><li>Cultural Challenges </li></ul>
    14. 16. But also think of the teaching you saw for those students . . . <ul><li>Were there enabling constraints? </li></ul><ul><li>Multiliteracies? </li></ul><ul><li>Critical Pedagogy? </li></ul>
    15. 17. Multiple Entry Points to Learning <ul><li>Look at suggestions for “Responding to a Novel.” </li></ul><ul><li>Identify ideas that could be used or adapted for students who have challenges. </li></ul><ul><li>Add some ideas that would enable such students to respond to literature more fully. </li></ul><ul><li>Add some ideas that use digital technology. </li></ul>

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