Power Writing Workshop


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by: Francheska Cruz

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Power Writing Workshop

  1. 1. MY DEMONSTRATION<br />Francheska Cruz Rodríguez<br />MAEE Candidate<br />MayaWest Writing Project<br />
  2. 2. A Little Bit About Me<br />I am from Lajas; I was born in Mayaguez. <br />I play first base in my softball team &quot;Rebeldes&quot; <br />Secretary of a lawyer <br />Tutor of children  <br />
  3. 3. Current Academic Career<br />Graduate student of UPRM (August 2008) <br />Bachelor in Arts, English Education<br />I was President of EDSA for a year<br />Member of AFM  <br />Recently President of RUMEGA<br />
  4. 4. Teaching Career<br />Teaching practice in the high school Leonides Morales in Lajas where I taught twelve grade regular English.  <br />Besides studying at &quot;Colegio&quot; my M.A.E.E. I am also a Teacher Assistant (T.A) for the English Department.  <br />
  5. 5. Teaching Assistant (T.A.)<br />I have taught Pre-Basic and Basic English at a college level for a year. <br />The majority freshmen, between 17 to 20 years old.  <br />ESL students from the Public and Private school systems.  <br />My teaching experience is different with each section.  The way I teach one section, is not the same way in which I teach the other section.  <br />When I assigned group work, most of the time, my students speak in “Spanglish”.    <br />I constantly change classrooms. I once had a classroom with projector, a computer and air conditioner. But I also had a classroom with a blackboard, fans and lots of noises. <br />
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  7. 7. “The best teachers teach from the<br />heart, not from the book.”  <br />~Author Unknown<br />
  8. 8. My Philosophy of Ed<br />Existentialism- Reality is subjective, with existence preceding essence.<br />Proponents (Sartre, Marcel, Morris, Soderquist)<br />Knowing is to make personal choices.<br />Values should be freely chosen.<br />
  9. 9. My Philosophy of Ed<br />Theory of Ed- Progressivism<br />Proponents (Dewey, Kilpatrick, Parker, Washburne) <br />To educate the individual according to his or her interests and needs.<br />Teacher acts as a facilitator<br />
  10. 10. Classroom Theory and Practices <br />“Learning is mediated by what one already knows” <br />(Freire, 1970).<br />
  11. 11. “The teacher is no longer merely the one who teaches, but the one who is himself taught in dialogue with the students, who in turn while being taught also teach” (Freire, p.80).<br />I believe that teachers and students learn from each other in an integrated construction of knowledge.<br />
  12. 12. Freire (1993) states: “For education to play a role, each student must become uniquely critical, challenged to understand that the world which is being presented as given is, in fact a world being made, and for this very reason it can be changed, transformed, and reinvented” (p.10).<br />I believe that critical theory engages educators in the concept of knowledge construction rather than a “banking” process. <br />
  13. 13. Power Writing Workshop<br />Writing is powerful. Not only does it let you convey meaning with symbols, but it also allows you to convey emotions, thoughts, opinions, and feelings. In other words, writing allows you to reveal your soul.<br />This activity was inspired by the &quot;Rebel Poets,&quot; who visited our campus during the first annual English Department student conference. All we need is a piece of paper, crayons or markers. Take the challenge, expose your soul, and grow as an individual and as a human being.<br />
  14. 14. Lesson Plan<br />I. Theme: Power Writing<br /> II. Objective: Having the teacher discussed the importance of the workshop, the student will reflect upon a past memory, create an artistic representation of this memory, write a poem about it and then engage into a discussion with their peers.<br /> III. Materials: A piece of paper, markers or crayons.<br />
  15. 15. IV. Initial: The student reflects on a past memory and then draws an imagine representing that event.<br />
  16. 16. V. Development: After the drawing, the student writes a poem about their past memory. <br />
  17. 17. VI. Closing: After drawing and writing the poem, one student will sit in the author’s chair and will share their work with the others. Then someone gives him or her feedback or a comment. That person then reads their work to the others. Everyone gets an opportunity to comment and also read their work. <br />
  18. 18. Thanks for the experience MWP<br />