Triplett-Book Talk

I read the article, "Book Talk: Continuing to Rouse Minds and Hearts to Life" by Cheri F.Triplett. This article brought an issue to me that I never knew existed, decreasing book discussions occurring around the country.

The article discussed how so many teachers are getting rid of their book discussions simply because, "they did not have time." Teachers said they found a different way to be the only way that time would allow, "allowed only enough time for reading the story and answering questions at the end of the story" I think although reading and answering questions might be good, the students are not being engaged and discussing the book with their peers. So, if a student did not understand part of the book and may have been to timid or embarrassed to ask they would simply be left with that feeling because the class would move on and never discuss the issue.

The most surprising thing about the fact that schools are not have discussions about the books they are reading in class, besides the fact that the book is not being reinforced through discussion in the classroom, is that studies show that these discussion are important. "There is evidence that these types of instructional conversations benefict non-mainstream, culturally diverse students because discussion more closely matches the interaction styles on non-mainstream students than the typical recitation format where teachers ask and children answer" Even now in my college course book discussions, even when I don't participate just listen, clarify my thoughts about the book we have read. Some days I have a lot to say about a text we have read outside the class, other days I do not, but I always feel more comfortable with a text after having a discussion in class. If this is the case for me now, although I cannot remember, I am sure that these discussion were even more helpful for me as a learner when I was young.

Vygotsky discusses how though and language are separate, but that this separation is one weakness. Even with young children teachers may think that students cannot engage in meaningful conversation or follow their peers conversations. As we discussed in class students can understand and cope with books on "touchy" subjects. The same thing is happening here, teachers are underestimating their students abilities.

This article made me think seriously about engaging in thoughtful discussions in not only my future classroom, but this year in my placement because most students in the school I will be at are from low-socioeconomic households and may be risk. I want to make a conscious effort when working with students on reading and literacy to spark up conversation about the book instead of simply assisting them in answering questions.

Diversity in the Classroom

Being aware of diversity is so important. I think that as the article discussed you MUST acknowledge, discuss, and value differences. Otherwise you are acting as if all of your students are the same, which is never the case.

In order to get to know about all the students and the diversity of your class I think one, it is important to simply talk with your students. Talking about themselves, their days, etc on a weekly basis is necessary for emotional reasons and to have your students bee comfortable and feel bonded with you, but most importantly so that you can understand them as people. Hopefully by understanding them in this way you can be more aware and be able to address their needs as students and individuals.

Also, I think it may be a good idea to have students "present" themselves in the beginning of the year. Just basic things about their families, their cultures, their likes and dislikes will help you to understand each student a bit more.

In order to continue learning about your students from different perspectives parent/teacher conferences or if possible home visits will be effective in allowing you to see a completely different view of your student.

Seeing Color, Seeing Culture

I loved this article. As I was reading I found almost everything that was said to cause me to question my pre-conceived thoughts.

" . . she lived children and the idea that she could expose them to new experiences" (30).
-Similar to Mrs. Gray I am so excited to be able to expose my future students to "new experiences"

I am a very liberal person and before reading this article I thought that treating children of all races, ethnicity's, and religions equally was the most "fair" and honest way. I would have agreed with what is mentioned in the article at one point, "I don't care if they're red, green, or polka dot, I just treat them all like children" (31). Now I can see that this is not a good tactic. In order to be open-minded we can't put on blinders and pretend we don't see what is in front of us. Because when we acknowledge these differences we are being aware, not at all racist, as some people may fear. As teachers we need to acknowledge and value differences.

Ideal Literacy Learning Environment and Definition

My definition of literacy is being able to read and understand, analyze and write, and ponder and verbalize a text. However, I feel that my definition will be ever-changing as this class progresses, I read more articles, and have more time in the classroom.

My ideal literacy environment in my future classroom would look like a collaboration of all of my favorite memories combined. For example, one of my favorite classroom experiences was when I wrote a story and upon getting my final copy back my teacher gave us all blank hardcover books to put our stories into print.
1.) I want my students to be able to be their own authors and write multiple stories, fiction and non fiction, and to see their story in print. By doing this hopefully they can be encouraged to write and have validation for their hard work.
2.) I want my students to feel comfortable with every piece of literature they come in contact with. First we could read a text in various ways: out loud as a class, silently, in small groups, or even as readers theatre. Then we could have a discussion and then free write on a certain related prompt. Then we could create plays out of the story in small groups with different endings later allowing each group to perform them for the rest of the class. This way taking one text we are able to read, write, verbalize, and perform it so that the students can work on all of these skills while exploring one text in various ways.
3.) I want my students to read diverse literature that addresses "touchy," "taboo" subjects and have time to analyze and form their own opinions. I feel that as the Leland article discusses, we don't always give students enough credit to think about certain issues. The earlier we expose children to various issues, with support and information, the more knowledgeable and comfortable they will be able to be. Also, this gives students more time to start to form their opinion on the topic. The only concern I have is making sure I have the support of parents while addressing these topics.