Jamie's Theme for English B [ 0 replies ] Posted by Jamie Myers on 2001-09-27
Jamie's Theme for English B

Observing and connecting
through different
smells, attitudes, homes, and rooms,
having the greatest of difficulties
ranking one over another,
wondering how did this
ever get this way, and what
little twist might have
changed it all!

Finally knowing at my father's death
that we only exist through
all the others we know, spread out
in little bits and huge chunks
within our relationships,
strung together in serpentine
ways as part of one great spirit
gobbling, seeking,
difference as our mind fuel!

Jamie Myers, 8/22/01

North Discussion topic/Does technology reinforce literacy? [ 16 replies ] Posted by Mauricio Molina on 2001-09-25

Does technology reinforce literacy? Are programs such as Instant Messenger detracting from lessons and formal writing learned in the classroom? Why and should we accept work with slang and grammar mistakes such as U, R and 4 which so commonly found in tech discourse? What do you think?

Re: North Discussion topic/Does technology reinforce literacy? [ 0 replies ] Posted by Anne Slonaker on 2001-09-28

I wrote a post two nights ago and erased it before I submitted it because I think that this question is politically loaded in ways that dialectically impact our relationships with language. This results in our taking binary sides between the merits and the non merits of technology.

I have been stuck in discussions within this binary many times, but I think that if we have move beyond the "does" (of course) into filling out (deconstructing) the binary in order to look at the much more complicated relationships that that technology brings to communication.

As far as computer-mediated communications, or what some of you are referring to as tech discourse, you can bet that it is being heavily studied (ask Sangmine and me about our discourse analysis class. Language systems are studied in ways that I didn't think that I would ever know about!).

In other words there is research (this message board is data) in your classrooms, at PSU (look into that world campus), and outward from there. I have a friend who is doing research on a rural school near by (in Central PA terms), that won a cyber grant. The grant promotes certain beliefs about technology and schooling and Chris is studying these relationships.

Personally, I utilized email journals for two years. I did my first "Teacher as Inquirer" project with a group of CI295 students who I drove to a "local" school district (an hour and a half away!) for their early field experience once a week for a semester. Those electronic exchanges became not only vital to our communication, but I would hold the writing in those emails up to any of the more "formal" paper journals of other collection methods. I also didn't evaluate (different form assess) by assigning a possible 1-5 points to each journal. I will argue, however, from the data I collected from my students, that they felt more value in their writing and my response to it than had I put a 4.5 on the top, with an unreadable hand-written comment scrawled across the bottom of the page (my personal problem).

Through technology, on each tuesday and thursday, I would download my email at 6:00a.m., pack my laptop in my bag, pick up the van and students, drive and drop, then set up my van office somewhere in-between schools, or in schools, to reply to each email in turn. These students and I worked harder on thinking about those representative letter groupings (metaphoric to the core!), than I have ever been able to do with a paper drafts.

I think that if we as educators are willing to take on our student's writing in multiple, active ways, we open up language possibilities, rather than limit what language counts and what language doesn't.

Peace.

Anne

>Does technology reinforce literacy? Are programs such as Instant Messenger detracting from lessons and formal writing learned in the classroom? Why and should we accept work with slang and grammar mistakes such as U, R and 4 which so commonly found in tech discourse? What do you think?

Re: North Discussion topic/Does technology reinforce literacy? [ 1 replies ] Posted by Alison Colwell on 2001-09-26

I was a little curious about this subject so i did a little research on it. Though there was not much information, i did find an interesting article called Writing and Technology by Eric Johnson. He in affect said that we should encourage people to use email because it makes people more comfortable with writing and sharpens their writing skills. I was a little suprised by the latter comment since i think that so many students tend to have an informal writing style as a direct cause of email,aol, etc.In The American Heritage Book of English Usage they have a section that expresses this concern.It said that because email is so informal most people are not concerned about grammar. Yet, it also says that since we have become used to this quick style they see the proper style as very boring and tedious. This article says that eventually people will lobby to use the same type of language style that is in their emails, in their papers.Hopefully, this will never happen.Plus, i believe we are already seeing some of the negative effects of technology on students writing.

Re: Re: North Discussion topic/Does technology reinforce literacy? [ 1 replies ] Posted by Sarah Rito on 2001-09-26

It all depends on what you think of as "proper." Is there only one right way to speak? Don't different social cultures use different langauge in commuicating; and if they do then who are we (as teachers and as citizens in society) to tell them that thier method of communicating is wrong? It is different, it may not evoke the same responses that a more powerful (politically) dialect may evoke, but that does not make it any less valid to the speakers or thier peers. We as teachers and as memebers of society need to not only recognize and respect thier difference, but embrace it as natural movement of a developing langauge

Re: Re: Re: North Discussion topic/Does technology reinforce literacy? [ 0 replies ] Posted by Gregory Miller on 2001-09-26

Sarah-

I'm afraid I disagree with your proposal that internet slang/jargon is a natural progression of a constantly developing language. The English language develops as new words and new meanings of words are formulated, used, then given acceptance. Many forms of slang provide such usages and words. Internet slang, on the other hand, isn't truly contributing anything by simply ignoring the fundamental guidelines that make the language so effective to begin with. What characterizes internet jargon? The absence of capitalization. The absence of punctuation. The absence of correct spelling and the abridgement of words. Rather than expanding the language, it is in direct opposition to the guidelines that allow for its development. Unlike most movements that contribute to the language (such as certain, but by no means all, aspects of ebonics, etc.), the primary attribute of internet slang is its deconstruction of the guidelines that allow English to work smoothly and complexly. It is to the English language what "Reader's Digest" condensed books are to literature, cutting out and dumbing down the richness and complexity that makes English such a pleasure to speak, write, and teach. Progression suggests advancement. Simply ignoring the standards of the language from which internet slang derives is not progression, advancement or development. It is merely misuse.

Re: North Discussion topic/Does technology reinforce literacy? [ 1 replies ] Posted by Sarah Rito on 2001-09-26

I think the question "does technology reinforce literacy" contains inherient problems. To answer it, we have to consider what we believe literacy is... is literacy the ability to communicate within a defined culture? If so, how can we tell our students that thier language isn't "right", if it allows them to communticate effectively with thier peers? I think this problem has to be approached from a different angle. It is unacceptable to invalidate thier peer culture and thier dialect of the common language (which I believe technology discourse to be) in the name literay. We should, instead, reinforce the idea of intended audience and appropriate communication tatics for certian situations. We can not expect to change our students peer culture- they communicate effectivly as they see fit, and we are not a part of that. We have to teach them about considering audience, and from that discussion we could easily move on to one concerning dialects of power, and the importance they hold in all liguistic societies. In addition, we could hold workshops establishing a distinct difference in creating formal and informal electronic messages. However we approach the topic, we must be careful. We must recognize the techonology dialect as a valid form of communication between a distinct group of people, otherwise we will undoubtably alienate the very group we are trying to reach.

Re: Re: North Discussion topic/Does technology reinforce literacy? [ 1 replies ] Posted by Arlene Morris on 2001-09-26

Sarah,
well said.
and in response to the north bldg. quesion:
I agree that we cannot force a mainstream style of communication; not only is it unrealistic, but it also hinders the value of our unique social communities. Language is beautiful because of the choices we have. And I think that students and people in general have at least an inclination to the differences in "choice speech." Most kids don't talk to teachers the way they do their friends. And they don't talk to their parents the way they do their friends or teachers. There is a broad awareness of this. I guess I would question whether there should be a distinction between speaking and writing voice. AND again, audience is a main consideration. Is it the only? And going back to the technology aspect, what does our voice gain or lose through a computer screen?

Re: Re: Re: North Discussion topic/Does technology reinforce literacy? [ 0 replies ] Posted by Gregory Miller on 2001-09-26

In response to Sarah and Arlene, I agree that it won't do to offhandedly throw out internet jargon as an important aspect of communication. It's good that people communicate with one another and use writing as a medium. At the same time, I think there is a time and a place for jargon and a time and a place for the established standards of the English language. The English language is great because it is always expanding, but it does (and MUST) adhere to certain guidelines (dare I say rules?). When conventions such as capital letters, periods, spelling, and coherency are thrown out the window (and I think we'd all agree they're important to intelligent written discourse), problems arise. Why? Because there is a time and a place for jargon (informal written conversation, like informal verbal conversation) and a time and a place for standardized language usage (every other circumstance). The problem I see currently developing is that students can't differentiate between when it is appropriate to use one and when it is appropriate to use the other.

Casey's response [ 0 replies ] Posted by Casey Brady on 2001-09-26

Yes,One student in our 5th period CTI class uses a electronic keyboard to type notes for every class. He even types things again given to him on worksheets. For example, he typed his vocabulary words and even emailed us the list with the definitions. He like other students I think are aware of the difference in audience and that you are not to use the computer slang/ jargon for formal class assignments. But, this slang like others will eventually change our own language acceptance. For example, the slang word "bomb" would not be acceptable in the past and now takes on new meaning. I find this to be apart of literacy growing, expanding, and changing not moving told a less literate world.

Re: North Discussion topic/Does technology reinforce literacy? [ 1 replies ] Posted by Gregory Miller on 2001-09-26

This is a question that definitely deserves attention. It is my opinion that far from improving literacy, instant messages, and also in many cases email, serve to detract from progressive improvement in literacy. The reason is fairly obvious. Technology is always being improved upon. When it comes to internet improvement, systems are made to work faster in order to save its users time. We can send messages around the world in under a second, and download whole feature-length movies in under ten. We live in a fast-paced world. When the makers of Fantasia 2000 were considering what pieces of music would serve as backdrops to their animation pieces, they discovered that attention spans had decreased drastically since the 1930's due to the increased rapidity of communications and other technological services.
What this all means for students is that they have grown up impatient. Time spent writing out whole words when abbreviations are common-place in cyberspace isn't seen as a worthwhile means of presenting ideas, but as time wasted. There are now entire dictionaries of symbols used in online communication available. The result? The trivialization of the English language and the degradation of basic writing skills. Laziness and ineptitude is encouraged by instant messages and email, and those negative side effects run over into the classroom, as I observed yesterday when I was grading my students' vocabulary homeworks. Writing more isn't unconditionally positive. What is being written and how also has to be taken into consideration.



>Does technology reinforce literacy? Are programs such as Instant Messenger detracting from lessons and formal writing learned in the classroom? Why and should we accept work with slang and grammar mistakes such as U, R and 4 which so commonly found in tech discourse? What do you think

An additional observation [ 0 replies ] Posted by Gregory Miller on 2001-09-26

To clarify a point: I don't believe internet jargon is ultimately a new form of lingual development, the way some people have proposed. If words such as "cool," "the bomb," etc. were being given new, accepted meanings through instant message usage, that would be one thing. Internet jargon doesn't truly modify anything, only breaks existing grammatical and lingual rules in order to cut corners and save time. Now there may be exceptions to this rule (and I'm willing to look at them), but on the whole I believe this new computer-age jargon developed as a result of impatience and laziness.
id like to hear yr response (ha ha). :)

Re: North Discussion topic/Does technology reinforce literacy? [ 0 replies ] Posted by Regina Yanarella on 2001-09-26

Does technology reinforce literacy? Are programs such as Instant Messenger detracting from lessons and formal writing learned in the classroom? Why and should we accept work with slang and grammar mistakes such as U, R and 4 which so commonly found in tech discourse? What do you think?

Re: North Discussion topic/Does technology reinforce literacy? [ 1 replies ] Posted by Nichole Hinton on 2001-09-26

Does technology reinforce literacy? Are programs such as Instant Messenger detracting from lessons and formal writing learned in the classroom? Why and should we accept work with slang and grammar mistakes such as U, R and 4 which so commonly found in tech discourse? What do you think?
>
>It's funny that you should ask this question, because lately I've been thinking a lot about this topic. I think that technology, meaning the Internet and email can absolutley reinforce literacy. They can both be very useful tools in the classroom to not only reinforce already established ideas, but formulate new ideas and lesson plans. However, to answer the second part of your question, I think that we should not accept work that uses slang, simply because it would be hypocritical of us as teachers to actually teach proper grammar and then allow students to use slang in formal writing. For example, the other day my classes were emailing the rescue workers from the computer lab, and almost every single student had to go back and re-type due to slang words. The kids didn't even realize they were using them, and weren't capitalizing proper nouns such as I and American. I see this as becoming a real problem over the next few years as the use of technology continues to grow.

Re: Re: North Discussion topic/Does technology reinforce literacy? [ 0 replies ] Posted by Gregory Miller on 2001-09-26

Nichole-

I agree. I think you identified the problem, and noticed the same things that I did when working with the students. They need to learn when it is appropriate to use slang, and when it is not. I'm concerned that unless they learn early-on how to discern the difference, they will lose their ability to articulate what they truly want to say in an effective manner when the need arises to do so.

>>Does technology reinforce literacy? Are programs such as Instant Messenger detracting from lessons and formal writing learned in the classroom? Why and should we accept work with slang and grammar mistakes such as U, R and 4 which so commonly found in tech discourse? What do you think?
>>
>>It's funny that you should ask this question, because lately I've been thinking a lot about this topic. I think that technology, meaning the Internet and email can absolutley reinforce literacy. They can both be very useful tools in the classroom to not only reinforce already established ideas, but formulate new ideas and lesson plans. However, to answer the second part of your question, I think that we should not accept work that uses slang, simply because it would be hypocritical of us as teachers to actually teach proper grammar and then allow students to use slang in formal writing. For example, the other day my classes were emailing the rescue workers from the computer lab, and almost every single student had to go back and re-type due to slang words. The kids didn't even realize they were using them, and weren't capitalizing proper nouns such as I and American. I see this as becoming a real problem over the next few years as the use of technology continues to grow.

Getting a little practical... [ 0 replies ] Posted by Michele Pavlov on 2001-09-27

Wow! Such rich discussion...I had to contribute too!

1. Does technology reinforce literacy?

To me, the question is problematic. Consider multiple literacies. Technology has resulted in its own type of literacy--an electronic literacy that has resulted in its own rules and (especially)its own shortcuts. Nonetheless, the electronic world is still capable of helping students grow as readers and writers.

2. Are programs such as Instant Messenger detracting from lessons and formal writing learned in the classroom?

For both teachers and students, technology is a tool, not a substitute. When students use it as a latter (and some do), obstacles in student learning result. Teaching students how to use technology is key, and teachers must also model proper use.

3. Why and should we accept work with slang and grammar mistakes such as U, R and 4 which so commonly found in tech discourse? What do you think?

I believe every teacher will answer differently to the question above. For me, I would accept the work unless formal language was an expectation discussed with my students. I'd accept tech-slang any day before I'd accept students plagiarizing from the Internet. Plagiarism (what students only see as cutting and pasting) is the #1 concern for a teacher playing Tech Cop. Once again, students need to understand how to use technology only as a tool. It has been my experience that most students do not understand the definition (and seriousness) of plagiarism.

Additional Comment: The teacher talk that has been generated about tech-slang has prompted me to think that it would be an excellent subject to incorporate into a classroom lesson or lessons. As Nichole mentioned, students have a difficult time understanding when it is "okay" to use their electronic vocabulary words. Well, let's talk about it in the classroom and help students understand their literacies and languages. Hmm...my brainstorming has begun.

Re: North Discussion topic/Does technology reinforce literacy? [ 2 replies ] Posted by Jamie Myers on 2001-09-27

I've read through all of the first 7 responses and their replys-- Greg and Sarah seem quite active in responding, so we must have touched off some strong nerve here, eh? (Canadian, not tech slang)

do you like e e cummings?

what is the difference between metaphor and meaning? If I speak of a table's legs, am I engaged in metaphoric representation? Could slang be metaphor? Personally, I think that all utterances are metaphor, and i think you might understand me at this moment whether i use upper case or punctuation or not

why am i even bothering to communicate? what's my intention or purpose? if i am so focused on expressing a message of support and sympathy to firefighters in NYC would it matter if my conventions are a bit lapse from the paragraph i must submit to my teacher to be graded? would the firefighters think less of me or my message, neither, or both if i mess up a few words? do you think less of me right now because my fingers can hardly keep up with my mind? i wonder if being able to get my mind to go so fast and share my thoughts in the black pixels of this screen almost simultaneously is not a fantastic benefit for my writing in many other contexts?

should i bother to go back through the above and edit it for you, for me, for the idea, for the sake of impressions, for power, for honesty, for love, for speed-- yea, how many of us didn't feel like we really had the time to get on here and read all these messages and reply anyway? or is it anyways? or does it matter anyway(s)? why does it matter? why should it matter? must we always be judging others in everything they say and do and write? Maybe every second of school is an experience of being evaluated and watched, and just maybe that is one of the most limiting problems of school?

enuf, think on comrades of convention and patriots of invention!

PS: i've finally posted my Theme for English B response in the discussion board somewhere (where's waldo?)

Re: Re: North Discussion topic/Does technology reinforce literacy? [ 1 replies ] Posted by Gregory Miller on 2001-09-27

Jamie-

Thanks for your post. It raises interesting questions. I'm not sure I agree with your belief that all utterances are metaphors, but regardless metaphors exist on many levels, some simple and so obvious they aren't worth discussion, others complex and worthy of serious reflection. It is the job of teachers to choose those that work most effectively when discussing reading and writing concepts with students. If a burp is a metaphor for satisfaction, is it truly beautiful and moving and complex enough to be considered worthy of advanced discussion? Or, more to the point of my previous arguments, is it worthy of official inclusion in the English language? ("Brraaaghhh!" followed by a definition in Webster's?)

I suppose my main argument is that there is a time and a place for everything, and there are times when internet slang is appropriate, or at least not too annoying (when communicating informally on the internet) and times when it should not be used. For example, while you did not use capital letters or some punctuation marks in your post, would you ever submit a professional article to the editor of an education journal filled with misspellings, subjective abbreviations, and a bunch of winking smiley faces? ;)

Yes, I like e.e. cummings very much. Yet he uses his twisting of the language in poetic context, which, like casual conversation, is highly subjective and individualized. When he gave speeches, however, they adhered (more or less) to the guidelines set forth in Strunk and White's "The Elements of Style." In addition, he had an advanced understanding of the English language before he chose to distort it, and understood when he was employing its rules and when he was breaking them. He could turn his language-modification on and off at will. The problem I see today is that many kids who use internet jargon don't know the fundamental guidelines of English to begin with, and the more they use the slang, the more difficult learning those guidelines will become down the road. Then, when it comes time to write a coherent essay, resume, story, or article, they'll be up a sh_t creek without a paddle, metaphorically speaking.

c-u-L8TR,
grg mlr :)

Re: Re: Re: North Discussion topic/Does technology reinforce literacy? [ 0 replies ] Posted by Denise Savini on 2001-09-28

Okay - I couldn't read any more responses without having one of my own! I think the question should be HOW DOES TECHNOLOGY REINFORCE LITERACY?

Perhaps we should look at this issue from the point of view of a teacher who has students who are labeled as less than average.

Can technology create a safer community for these students to express themselves in?

A cyber-community allows people to engage in communication without having some of the anxiety that they may experience in the classroom.

What about those students who just are not going to learn "proper" English? Do we silence them or not acknowledge their work because of the words/symbols they choose to express their thoughts?

How do we use this tool to help provide success for our more challenged students?

That's all for now. It's 12am and I am too old to type any more ;)

-One more thing ... can symbols, like the above winking face, add to writing what some students have trouble expressing with words? Should we/ do we value that ability to use a different symbol, other than the letters of the alphabet, for expression?

Night.

Re: Re: North Discussion topic/Does technology reinforce literacy? [ 1 replies ] Posted by Michele Pavlov on 2001-09-27

Jamie's reply prompted me to write now what my initial response was to the earlier replies from the North building. (Are you confused yet?) Just let it be known that too often I allow my "self" to censor.

When several of you were discussing the value of English standards, I thought of a book I am currently reading, Writing with Passion by Tom Romano. He introduces the idea of two types of grammar devised by Winston Weathers. Grammar A is standard written English--you know, "never end your sentences with a preposition." Grammar B takes liberty with the rules of Grammar A. Repetition. Sentence Fragments. Run-on sentences. Double voice. And the list goes on. Inspired, Romano decided to teach Grammar B--"I want them [my students] to smash conventional rules of writing and cut loose." A student told him that he was only teaching what he'd always taught...only now he was teaching it directly. Before his invitation "to cut loose" was understood, just not voiced. (That shows a special kind of community and rapport to me!) Anyway, the rule-breaking writing that he shares in his book is very rich--students' synthesis and analysis being voiced uniquely! But how many teachers may read it and only see fragments to circle? Yet, the writing is not very different from authors already on many schools' reading list--Emily Dickinson, e.e. cummings, Tom Wolfe, etc. So rules can be broken and broken beautifully. And, yes, there are outside forces and pressures in which Grammar A is the only way (oh, bow down to the P.S.S.A.). Although we as teachers (some teachers) may be accepting of Grammar B, we cannot protect our students from moments in which Grammar B is unacceptable. So how many of you feel comfortable teaching the rules and teaching how to break them.

Re: Re: Re: North Discussion topic/Does technology reinforce literacy? [ 0 replies ] Posted by Sabrina Ehmke on 2001-09-27

After reading everyone else’s posts on the subject, I’m not sure how I feel about this whole “technology reinforcing literacy” thing. There are lots of things I enjoy about email and Instant Messenger even while being aware of the “dangers” inherent in the new literacy that develops out of a speed-above all context. But as Jamie mentioned, honestly, one of the greatest things about this computer age is that it gives us a means of typing almost as quickly as we think. If we lose a few (okay, a lot) of grammatical conventions along the way, it’s probably a worthwhile sacrifice. Another thing I enjoy about email and IM is that I can establish a whole other (written) voice with which to express myself. My email voice and my academic voice are totally different from each other, but both allow me to express part of my own identity. I think, too, that while Greg and others have voiced a concern that language is compromised and watered-down by the abbreviations and slang words that our students are so adept at using, the sort of unconstrained writing can be aesthetically pleasing as well, just in a different way that maybe we’re not so used to considering. I’m not sure that this is really a great example, but my teenage sister once sent me an email documenting her frustrations with our parents—she expressed her annoyance and anger through this email literacy and in some ways I really feel as though that was the best way words could serve her as a means of self-expression. It struck me as a totally honest piece of writing the likes of which I really don’t think could have been captured had she been concerned with “traditional English.” As teachers, we should be showing students that words can and do serve them as means of self-expression. If we don’t teach them that, then what good is anything we say about writing? If students aren’t empowered by language, then what is the point of it?

At the same time, I’m not comfortable with throwing the grammar book out of the window either. Maybe I’m thinking along the same lines as Michele’s post about teaching grammar and then teaching students how to break it so it suits their needs. If nothing else though, I am grateful to IM for giving us those cute smiley faces… :-)

Re: North Discussion topic/Does technology reinforce literacy? [ 0 replies ] Posted by Allison Becker on 2001-09-27

My main concern is that educators will realize that this is a new discourse, one that eventually will be valued by a wide variety of people, and yet the educators will continually devalue the new discourse based soley on the fact that it is new, and creted by young people. Why not value it, and use it as a way to teach the standard discourse, but allow it to continue in its own right? You can use it as a vehicle to teach the standard, but value it as a secondary and important discourse that the studends will need to know in the future.

Another thought [ 0 replies ] Posted by Gregory Miller on 2001-09-27

Here's a thought: If subjective language became accepted in all circles, without reservation of any kind, how would we communicate successfully and clearly? If a man calls a bird a "rilf," and another person called it a "garf," how would either know what the other was talking about? Thus, the need for a language with guidelines that should, in certain circumstances, be followed for the sake of clarity. Thus, the reason why deconstructive internet slang has no place in the official "canon" of the English language and shouldn't be taken seriously outside of an informal context.

Also, consider this and let me know what you think.

Subjective spelling, grammar, and so on are like a teenager's bedroom, filled with things he or she likes - ultimately, an honest and free expression of Self, but a "home base" and certainly not a communal meeting place where everyone would feel comfortable.

"Proper" English, with all guidelines intact, is like a public park or town hall - a common ground where everyone can go to interact, and everyone can understand everyone else with clarity.

-Greg

Re: North Discussion topic/Does technology reinforce literacy? [ 0 replies ] Posted by Arlene Morris on 2001-09-27

Wow this is great! It's prompting so much thought for me. I don't think i could break this down or make it neat so i'll start anywhere.
First i think that communication is just that. Does the person you want to understand you understand you? I speak completely differently with my friends and brothers and even parents than i do with the kids, at least for now. I find that i don't really say "what's up?" to them as often as i do normally. So just communication itself...
what if if use slang words that you don't use, or if i have a word for something that you don't know. (keep in mind I'm taking this from the technology part of the discussion for a minute) I'll give you an example: I was at Faccia Luna and mentioned the word jittney---which i'm sure isn't spelled correctly, so if anyone wants to fix it, go for it. Out of about twenty people only two others knew what a jittney was, one was from my home town and the other knew because of his experiences in Atlantic City. IT's just a cab sort of deal, but the point is that for one thing, language is geographical.
Speech and slang bond us as communities; it connects us, another ie. I say pop!!! I won't correct it. Language is also generational. The words that kids use will define them as separate from their parents and other adults.
The use of jargon and slang on the internet breaks both of these. Except language barriers concerned with the geographic thing--and I'm sure that other language teachers in other part of the world could be having the same concern. "French is being ruined by internet slang!"
However, if i went online to a chat room, I may not be able to understand what they were discussing. or more maybe more importantly how they were reacting to the discussion. I could communicate what i wanted to say but there's a possibility that i could not understand them.
Finally, does concern for proper use hinder creativity? I'm going to (instead of gonna to) say that intent is key. Do I need to be understood by the majority of English speaking people or just by those that get my speech? shit, this is good. Also- to keep going--do i want the kids to brainstorm and be creative or do i want them to be able to present their writing to the majority of people that are going to analyze the thought. I face this with their journals. Does the slang/ interent jargon Or I'll even say computer jargon 'cause as you can see it's just something that happens at a keyboard, does it place a hurdle between the person and the audience or a bind?

Re: North Discussion topic/Does technology reinforce literacy? [ 0 replies ] Posted by Julie Hendershot on 2001-09-27

(I decided not to read the other responses until after I write mine because I have some thoughts on this I don't want to forget, or they may be the same as others...)

One thing I have noticed in 10th grade is how bad at spelling many of the students are. Marianne actually had some thoughts on this, one possible explanation being the result of whole language. I wondered if it also has anything to do with Spell Check on Word. But, I'm not really sure how much this would affect them.

I noticed that when I have to write in-class essays (blue books), I have forgotten how to spell some very common words. It took these in-class essays to make me realize my dependence on the Spell Checker. I never took the time to understand correct spellings; I just clicked the "change" button and moved on. I do now make a conscious effort to learn the correct spelling. But the thing is, spelling was always one of my strengths. It wasn't a problem until college and the amount of writing I was doing on my computer was pretty heavy.

I read the Gee article and learned some things about Discourses (or is it discourses?). I wonder if students are able to use different language in their different Discourses. They speak to friends quite differently than they do to teachers. Do they also do this with Instant Messenger?

I think for the most part, yes. This type of conversation is usually informal, as opposed to more formal writing for class. But again, I also have noticed the spelling deficiency we have on our hands.

Today's adolescents do much more informal writing (email, instant messaging, etc.) than I remember doing at that age. I am also making an assumption. I guess the question is the quality of that writing.

I know I haven't really come to any conclusions here, but this spelling thing is a plaguing problem. Maybe technology is another factor. Has anyone done research on this yet?

Re: North Discussion topic/Does technology reinforce literacy? [ 0 replies ] Posted by Krista Wegman on 2001-09-27

I think that using email and instant messenger can be beneficial in teaching students how to effectively communicate through computer/technology contact. Let me explain. I think that email helps to develop personal voice. When you are using a computer to communicate you can not hear what the person is saying so you have to be more conscious of what and how you are saying things. It is easy to mistaken someone's real intent when reading an email. Developing a strong voice to write through email is essential when trying to communicate. One must be aware of the many different ways that their words may be interpreted. This practicing will help students when it comes time to write papers in which they want use their voices to persuade, get their points across more effectively, and to become a better writer.
The internet is also a way for new computer users to perfect their typing. I know that I became a much quicker typer when I began using instant messenger to communicate with distant friends. Even though slang is used predominantly throughout the internet and instant messenger, it must be taught that that style of communication is only appropriate when used in this genre. If this is stressed students can learn what is appropriate and what is not.
There are definitely pluses and minuses to the internet but there is much to learn from it that is beneficial.

Re: North Discussion topic/Does technology reinforce literacy? [ 0 replies ] Posted by William Aurandt on 2001-09-27

Does technology reinforce literacy? Are programs such as Instant Messenger detracting from lessons and formal writing learned in the classroom? Why and should we accept work with slang and grammar mistakes such as U, R and 4 which so commonly found in tech discourse? What do you think?
>
>
Everybody always talks about the future of the classroom lying in the advances made in technology. I can still remember back to my sophmore year in high school when we had to sit in the auditorium and listen to a lecture about how to effectively use a search engine. Three months later we were back in the auditorium recieving a lecture from our guidance counselor stating that the until the librarian can finish some research we will no longer be able to use the internet as a resource in most English Classes. This is a short story that helps to illustrate my feelings on technology and the classroom. I feel as though our students need to be educated as to how to use all forms of technology, BUT that we can't teach them that this is the only way to conduct research. It is too easy to simply type a search into an engine such as Alta Vista and to instantly be presented with 2,000 and some links to matching pieces of information. Without any regulations on this information we have no idea what is being spit back at us. Our students need to learn the old fashioned way so as to not rely simply on the simplicity of modern technology and its multiple flaws. As far as accepting computer jargon in classroom assignments goes... to me it just "ain't" acceptable. There are many slangs found in the dictionary and that have become common use within the english language, but to put them on an english paper is always the kiss of death. I feel that there is a time when certain dialects are acceptable and there is a time when we have to learn how to speak properly and formally. I myself do not use the many abbreviations of cyberland when composing my email messages simply because I feel that these contractions detract from the language itself. Email and Instant Messanger can be effective tools for showing the student how to express themselves through the use of written language, but when this language is becoming corrupted it is hindering the students development in the classroom. Call me old fashioned, buy for now this is what I believe.
>

Re: North Discussion topic/Does technology reinforce literacy? [ 1 replies ] Posted by Mauricio Molina on 2001-09-28

Does technology reinforce literacy? Are programs such as Instant Messenger detracting from lessons and formal writing learned in the classroom? Why and should we accept work with slang and grammar mistakes such as U, R and 4 which are so commonly found in tech discourse? What do you think?

Re: Re: North Discussion topic/Does technology reinforce literacy? [ 0 replies ] Posted by Mauricio Molina on 2001-09-28
Well, I am glad the north building was able to generate a topic that prompted so much discussion. No doubt you will not see this response until after seminar, but I did not want to add my views until after everyone had a chance to discuss the question. I agree that the discourse used on IM and e-mail is its very own. I do not have a problem with it. The problem I think teachers will face is how to be certain that students distinguish what is appropriate for different settings. I would not write a resume using slang or tech discourse. (not if I expect to get a job). I do not, nor will allow it used in my classroom or for assignments, whether it is an exam given within my class or a paper, outside project etc (you get my point). I do not use the tech discourse over IM, and if I do have a typo on a message I sent I usually send it again with the correct spelling. This is by choice, I am not offended by those who do and I keep in touch with my students through IM and e-mail. I do use the smiley faces, I like them. Okay, so what does this mean? There is a time and a place for most things. My students journal is the only place they have free reign to write as they please, I am not grading for content, but allowing them to think and brainstorm, ponder, whatever it may be in which my class would require the use of a journal. Do I think technology is making our job more difficult? Tell your students what you expect and the ball is in their court. If they want to see an F on an assignment they will use slang or tech discourse. Fortunately I have never had a problem with any of this, but the freshman teachers I know (and love) have. Now, I have taught upper- classmen the majority of my short teaching career. They know what to expect, and know their junior year grades are important if they would like to attend a 4 year college. Am I holding something over their heads? Yes. I have a responsibility to teach a curriculum aside from preparing them for a state exam which will allow them to graduate, or not. I have to do my job in order to keep it. I did help change requirements in curriculum because I became involved in that aspect of my department. But I had to earn respect for what and how I taught in the classroom for people to listen to me. Change is not simple, and I believe that we are not just teaching a subject, but teaching different life skills. So in an effort to create a well-rounded student they must understand that there is a time and place for everything, and that slang, and tech discourse should not be applied in an English classroom. If you diagree so be it. But please think back a few years and ask yourself how you arrived to this point in your education. Were you accepted to University Park because you were a nice person and had potential, or because you had good grades and good SAT scores? Did you achieve a 3.0 and earn a seat in the College of Education because you used proper grammar when you wrote papers for your classes, or was it those cute smiley faces? :)
We may not all agree, but we must serve the needs of our students and and what they need is decided by the people who hire us. How you manage to help change a curriculum or the philosohphy is up to you, but it will involve time, research and experience.

CREATING COMMUUNITY [ 0 replies ] Posted by Denise Savini on 2001-09-21

In what ways have classroom communities been created in the last 3 weeks?

QUESTION INQUIRY [ 3 replies ] Posted by Arlene Morris on 2001-09-21

Post your observations about questions and your questions about questions...thanks.

hmmm... [ 1 replies ] Posted by Arlene Morris on 2001-09-21

As you may know from the Friday, 9-14 that I am questioning questions for my first inquiry. What started this inquiry was a question, that I now ask you: Are questions teacher-centered or student-centered? I see now that this has several depths...
It surely depends greatly on the question and the classroom dynamics...
I'm looking forward to reading up on this and am eager to hear what your thoughts are!

reply [ 1 replies ] Posted by Casey Brady on 2001-09-21

i also am wondering about questions as you know i observed carol paul this week and she is a wordsmith and a question organizer expert. you should go observe her cause she uses alot of student-centered questions.

Re: reply [ 0 replies ] Posted by Arlene Morris on 2001-09-27

Casey,
Thanks. I'm wondering why you consider Carol a wordsmith? What do you mean by saying her questions are student-centered? And what makes them student-centered? I wonder how the kids in her class feel about her questions. I definately plan on observing next week.
Carol,
if you read this:
Do you understand what Casey's saying when she says your questions are student-centered? How do you view your questioning? I know you said you script certain questions; what kinds and why? And why those kinds? Do you often find those questions leading into others? Are you often surprised by the responses of the scripted questions? What do you plan on accomplishing from the scripted questions? by this I mean; from the question itself as well as from the specific planning of the questions? Sorry this is a little bombarding, isn't it? It's my journalism branch! Thanks both of you. And anyone else who'd like to answer these!!!!

Re: QUESTION INQUIRY [ 1 replies ] Posted by Allison Becker on 2001-09-27

One thing that I relly try ro do in my classroom is to ask questions of my students that I don't know the answer to, especially in respect to literature. I really dislike it when teachers ask questions merely to elicit a response or to check to see if a student can answer a question "correctly." That values the teacher's knowledge, not the students. Also, by posing questions that you have thought about whle reading a book, it scaffolds students in the ways of critically questioning literature, so that they can learn how to ask more in-depth questions. It also creates real communication in the classroom, and that usually overcomes the silence barrier. You create a community to bounce ideas and opinions off of, and that can lead to many more positive results, like more democracy, and the valueing of student knowledge, as well as the learning of critical questioning techniques. At least, that is what it has done in my classrooms...if you try it out, let me know how it works!

Re: Re: QUESTION INQUIRY [ 0 replies ] Posted by Arlene Morris on 2001-09-27

Allison,
Thanks. Your views on questioning really is refreshing for me. I think it's a great approach to true (as opposed to fake, right?) learning. I think it's great that you not only know how you question but also why you do so in that particular way. I'm thrilled to get into some great literature discussion with the kids by trying this. They certainly already suprise me with the answers they come up with to fairly fact based questions. How do you handle material that is fact based rather than discussion based? Or do you see any difference? What other techniques for questioning do you use, if any? Thanks again.

CRITICAL INCIDENT [ 2 replies ] Posted by Sangmin Lee on 2001-09-21

Re: CRITICAL INCIDENT [ 2 replies ] Posted by Michele Pavlov on 2001-09-21

To continue [ 1 replies ] Posted by Michele Pavlov on 2001-09-23

Hmm...Within a current course, I am taking (LLED 501) my professor Judy Fueyo (who is so inspiring) is encouraging her students to become teachers who write. Makes sense, after all. When I began teaching, I was a teacher who created with her students. Eventually I became overwhelmed by the pressures of my first year, and, less and less, I created with my students. Because of Judy, I realized the importance of this again. It has been amazing to me to observe how naturally so many of you, the interns, are in fact writing with, reading with, and creating with your students. Ohhh...I guess we are rounding up to head down to Carol's room for the rest of our seminar, so I will write more soon.

reply from casey [ 1 replies ] Posted by Casey Brady on 2001-09-24

I observed Carol Paul and she also completed the assignment that she had her students do in regards to the response to Sep. 11th project. Although, she pointed out in class that her project was not a elaborate as the others she did complete the assignment and like the other students shared it with the class. Explaining and modeling how to present the projects to the rest of the class.

my Critical Incident [ 0 replies ] Posted by Casey Brady on 2001-09-25

Casey Brady
PDS Assignment #1
Critical Incident
I read the article Uncovering Our Assumptions before entering the sixth period class on Thursday September 12, 2001. I must have been sleeping through most of the paper or not really paying attention. The truth of the matter I did not truly understand a critical incident till I reflected on today’s events with my mentor. I also now understand that my assumptions about the situation made it even more critical.
The critical event can be summarized as follows: we did an outside activity of tying red, white, and blue ribbons on the trees in remembrance of the Americans involved in the NYC and DC tragedy on Tuesday. After a emotional story from Ms. Savini about the importance of the ribbons and her personal story involved with yellow ribbons for the gulf war, the boys were literally hanging from the trees and dampened the whole purpose of the assignment and the mood/ spirits of Ms. Savini and myself. She expressed this disappointment by lecturing to the class stating how unappreciated their behavior was and said they would not act this way in a cemetery. Next, the students went back into the room to write in their writer’s notebooks about the assigned reflective questions of yesterday’s events. I told the students as they walked in to sit down and start the assignment because after the chaos outside they better not talk but focus on their assignment. Ms. Savini then walked in a completely different mood from outside. The rest of the class then wrote in their journals and shared some answers while; I sat and reflected on my statement made before she entered the classroom.
On the second page of the article Uncovering Our Assumptions, it describes that after the authors own analysis or her critical incident she found three important statements that assisted me in understanding my own behavior. I did not know at that time that everyone of those statements would be personified in the sixth period class. For example, the first statement emphasizes the certain assumptions about legitimate reading and writing activities thus according to my past typical English activities this sixth period activity was not ‘normal.’ Although, I found the assignment extremely worthwhile and of the utmost importance to the yearlong theme of identity. I was placing too much importance on the writing activity and less on the emotional aspect of the assignment including the thinking process involved when the students reflected on thought-provoking questions.
The previous misplaced assumption led to the second statement about how teachers do not pause to reflect on what our intentions are in regards to the actions/ activities in the classroom. Primary, the misplaced assumption that the students were not involved emotionally in the assignment was to broad because I considered it to be true for everyone. Next, my misconstrued interruption of Ms. Savini’s mood and thinking that she would continue the mundane, serious lecture mood was incorrect. In fact, she had been actively reflecting on what she wanted the students to ‘get out’ of the rest of the assignment and was not going to let the mood from outside be brought into the classroom. Then, more importantly my assumptions led to actions that were reflecting negative reactions to the students thus I was trying to maintain the outside mood that of seriousness and restraint. I assumed that this was the way Ms. Savini wanted to ‘rescue’ the assignment, in a serious manner. I never reflected on the emotional intent of the assignment as she had done and I later found out.
Finally, the third statement explains how the teacher’s beliefs can be uncovered by engaging in self-critical analysis. Ms. Savini and I did this self-critique right after the events of sixth period. I asked her about how I should have handled the outside situation better and about the timeliness of my actions with the students. She also made me aware that I was rolling my eyes a lot, which I was unaware of this new awful habit. Also, the way I handled the mood outside vs. inside and the continuing of the serious (in-trouble) mood was not supportive to the emotional assignment. I revisited the time and said what I would have if I could go back and do it again. In all, the tensions between Ms. Savini and I proved that I am not in tune with her thinking or used to her constant changes in her thinking pattern yet.

Re: Re: CRITICAL INCIDENT [ 0 replies ] Posted by Krista Wegman on 2001-09-26

I have always enjoyed writing, whether it was for a class or on my own. I think it is very important that we as teachers show our students that we are life long writers, not just while we are in school. Encouraging our students to write now and to continue to write is one of my goals as a new teacher. There is so much to learn about yourself and the world around you by sitting down and writing. Writing about your feelings, reflections, connections, etc. helps one to learn about and from themselves. There are many times that I have gone back and read things that I wrote years ago and it reminds me of who I was and who I have become. Writing is a powerful tool that should be utilized throughout life.

Re: CRITICAL INCIDENT [ 0 replies ] Posted by Allison Becker on 2001-09-27

I guess the most critical incident that I had this week in the ESL room was that a student, who is n ow in all regular classes, came for help with an essay for world cultures, and I sat down with her and explained, quickl, the "formal" rules that are applied to essay questions, and what teachers expect (especially in a non-English classroom). She was so grateful, she actually said, "Finally, I know what they want me to do, and now I can start doing it!" Now, ideologically, I have issues with what I did, since I uncritically reinforced the dominant discourse; however, I do feel that I really helped this student to unlock a key of the discourse, so that she can use it to her advantage. With continued work, I hope to use this incident to foster the student's critical understanding of the gate-keeping mechanisms that are used by some teachers to limit the expressiveness of certain students, especially from the ESL population.

First Day of School

first day of school [ 1 replies ] Posted by Allison Becker on 2001-09-16

OK, so it's a little late, and I've already messed this thing up, but I wanted to post my reflection from the first week of school, in a slightly different way:

clthomp...clthump...clthomp...clthump...

the sound of sensibly-priced-moderately-high-heels-as-they-hit-shiny-linoleum-squares-of-speckled-gray.
It always strikes fear into me, for it means that

A teacher is coming down the hall.

put way that picture!
don't exhale until she passes!
quick! close the locker and stand around it
looking guiltily innocent.

The fear creeps up the outside of my arms and into my chest as I look down at my toes, trying to disappear and I realize with horrid comprehension and sweaty fear that this noise, this harbinger of fickle fate is coming

from my shoes.

And that my instinct to turn around and do a 360 and look for its authorutarian owner is a vestage

from my past

one that I bring with me and hope to transform

in my first year of school.


Allison,
Yeah! bizarre and true. I so want to remember what it felt like to be 14, 15, whatever age in high school and really try to keep that in mind with the kids.
thanks for your message.
Arlene

Reflection from first week [ 0 replies ] Posted by Gregory Miller on 2001-09-14

(This is a brief reflection from 9/7)

Well, the first week is over and I'm beginning to get into the swing of this a bit. I haven't done much in front of the class, but feel comfortable in the classroom situation, and am getting to know the names of the students and some of their personalities.
According to Michael, I will gradually gain more time in front of the class, but for now I am doing more behind-the-scenes. Today's class allowed me to feel much better about things: I formally introduced myself to all of the classes, and gave them a chance to get to know me a bit. I was happy to notice that I wasn't very nervous at all up there in the front. Now I feel a true part of the class, and can begin getting to know everybody. The ball is finally rolling.
I hope I have a chance to contribute to the class up front on a regular basis. Next week I will introduce the vocabulary assignments and year-long unit, which I will be in charge of all year.

First days... [ 0 replies ] Posted by Anne Slonaker on 2001-09-14

I am reposting my Tuesday, September 11 story after having lost it in my last attempt.

Briefly, I hold my virtual hand out to all of us as we gather our lives back around us and decide how we are going to continue on together...

We were in our first inquiry period as a building when Ellen Campbell came into the English office with the beginning of the deluge of disastrous news.

The second time Ellen came in, it was with the purpose of getting all of us visual access because she knew that we would need the visual to be able to begin to understand what was going on around us.

I first saw footage of the second plane crash and first felt this life changing experience while standing beside Ellen and amongst Ellen's students Tuesday morning.

Ellen's difficult and grounded pedagogical decision Tuesday has connected us forever...

Anne

First days of school [ 0 replies ] Posted by Sabrina Ehmke on 2001-09-13

Hi everyone,

It’s been very interesting reading everyone else’s thoughts on their first week. For me, the first week was an opportunity to reacquaint myself with 12 and 13-year-old kids. I wasn’t exactly sure what to expect from these young adolescents and it was interesting to see how elements of childish enthusiasm and teenage sarcasm get played out in their developing personalities. Mostly the first week served as a reminder to me that middle schoolers (or at least seventh graders; eighth graders, from the little I’ve observed of them, are another story) are very much still children. And of course I’ve continued my observation of the frequent number of times pens and pencils flip out of the students’ fingers throughout class. At one point I considered keeping count, but then abandoned the idea when I realized that that would probably distract me from making perhaps more important observations. :-) On the whole, the first week (or actually, the first two weeks) were interesting, if a bit overwhelming. In any event, it was a relief to finally meet the students and get to know who I’ll be spending the rest of the school year with.

more serious first days of school [ 0 replies ] Posted by William Aurandt on 2001-09-13

My first days of school have been nothing short of fulfilling. I was stressed out by the effects of the first days of the program. I was unsure of my ability to complete the PDS, but once the children filtered in on the first day of school I knew that I was in a place that I belonged. It was a wonderful experience for me being able to get to know a lot of the eighth grade students two weeks prior to the beginning of school. The relationships that I established with these boys have eased my transition from college student to professional. I never imagined how powerful a teacher was until I stood before the classroom that first day and called the attendance. I looked out at these children and thought to myself for the first time that I hold the power to make these students either pass or fail in not only school, but life as well. I'm not just there to give them a grade. I am there to steer them to achieving the most that they are able to achieve with all of their God given gifts. They look up to us and what to please us. They bring their problems to us and want us to tell them that everything is going to be alright regardless of how herendous their home lives are. One of the most fascinating aspects of this program is the ability to see the behind the scenes goings on of teacherhood. I reaaly enjoy seeing the work of all the guidance counselors and others who really work to make sure that all of the students are given equal access to a quality education. It is fascinating how much work State College School District puts into seeing to it that every student is given his/her fair shot at succeeding in the modern school system. Two weeks in I am really enjoying the choice of career path I have chosen and look forward to waking up every morning with the opportunitty to work with America's children.

first days of school [ 2 replies ] Posted by William Aurandt on 2001-09-13

My most catastrophic event on the first days of school occured in the 7th grade boys lab on the 10th of September, 2001. I had been downtrodden witht the effects of a sore throat for a couple of days. It had occured to me that it was time to bring in the heavy artillary to combat the effects of this sored throat. I was turning to one of my mother's best home rememdies. I was going to begin gargling with salt water every hour. It was on one of these trips to the bathroom to gargle that on of my more "giggly" students caught my with my head leaned backwards blowing bubbles of salt skyward. He asked me what I was doing and my response was simply, "Nothing." I imagine he is now scared for life.

Re: first days of school [ 0 replies ] Posted by William Aurandt on 2001-09-13

There are many errors throughout my posting. One of the more costly errors was the placement of the shortened version of the word laboratory (lab). The shortned word I wished to insert is lav (lavaratory). This mistake changes the entire complexion of my story. I am sorry for the misconvenience.

Re: first days of school [ 1 replies ] Posted by Allison Becker on 2001-09-16

My most catastrophic event on the first days of school occured in the 7th grade boys lab on the 10th of September, 2001. I had been downtrodden witht the effects of a sore throat for a couple of days. It had occured to me that it was time to bring in the heavy artillary to combat the effects of this sored throat. I was turning to one of my mother's best home rememdies. I was going to begin gargling with salt water every hour. It was on one of these trips to the bathroom to gargle that on of my more "giggly" students caught my with my head leaned backwards blowing bubbles of salt skyward. He asked me what I was doing and my response was simply, "Nothing." I imagine he is now scared for life.

Re: Re: first days of school [ 1 replies ] Posted by Allison Becker on 2001-09-16

I decided to (finally) post my reflection on the first week of school, and I did it in a little bit of a different way:

clthomp...clthump...clthomp...clthump...

the sound of sensibly-priced-moderately-high-heels-as-they-hit-shiny-lineolum-squares-of-speckled-gray.

It always strikes fear into me, for it means that
A teacher is coming down the hall.
put away that picture!
don't exhale that smoke until she passes!
quick! Close the locker and stand around
looking guiltly innocent.
The fear creeps up the outside of my arms and into my chest as I look down at my toes, trying to disappear. And then I realize with a mixture of horrid despair and sweaty fear that this noise, this harbinger of ficke fate is coming...

from my new shoes.

And that my instinct to turn around, and do a 360, and look for its authoritarian owner is a vestage

from my past.

One I bring with me
On my first day of school.

Re: Re: Re: first days of school [ 0 replies ] Posted by Anne Slonaker on 2001-09-21

On the first day of a new teaching job while wearing new and hated high heels, I fell down the front slate steps of the school.

The next day I began wearing my birks. I have been a much more pleasant teacher ever since.

:)

Anne

"What ever you do, take care of your shoes..."




>I decided to (finally) post my reflection on the first week of school, and I did it in a little bit of a different way:

>

>clthomp...clthump...clthomp...clthump...

>

>the sound of sensibly-priced-moderately-high-heels-as-they-hit-shiny-lineolum-squares-of-speckled-gray.

>

>It always strikes fear into me, for it means that

>A teacher is coming down the hall.

> put away that picture!

> don't exhale that smoke until she passes!

> quick! Close the locker and stand around

> looking guiltly innocent.

>The fear creeps up the outside of my arms and into my chest as I look down at my toes, trying to disappear. And then I realize with a mixture of horrid despair and sweaty fear that this noise, this harbinger of ficke fate is coming...

>

>from my new shoes.

>

>And that my instinct to turn around, and do a 360, and look for its authoritarian owner is a vestage

>

>from my past.

>

>One I bring with me

>On my first day of school.

First Days Story [ 1 replies ] Posted by Arlene Morris on 2001-09-12

THis is the third entry that I've written; let's hope three's a charm. I just can't seem to capture what i want to say. I usually just write whatever is in my head (like this) without much sensoring. I think that authenticity is synonymous with quality. That's is also somehting that I'm noticing in the school. The truth behind the statement "teach from who you are" is stronger than I thought. The first day of school Harry suprised me with his communication with kids. He talked to them no different than anyone else. I don't know why this hit me but it did. I guess I thought that teachers should or would be different people in front of kids. I realize that it's the best thing and really the only thing to be yourself. I am seeing that in how I interact with the kids. I notice that when I'm talking to them or teaching some part of the class, they respond and engage more and more enthusiastically when I'm putting myself out there. It's not to say that I put this front, but that when I feel comfortable in the situation, my personality emerges more. I think this may be something I'll think about in terms of the students. How comfortable in situations do they feel?
This is certainly not the only thing that has sprung out at me; all-in-all, I'm loving this.
thanks,
Arlene

Reply
I was a sensitive young teacher, and when I lived and worked at Linden Hall, a boarding school for girls, it was the second time after my short three semesters of living in a college dorm that I had ever lived with a grouping of women.
My first students knew me very well, as I did them, and these beginnings have impacted my relationship with my students ever since.
I think that relationship building is basic to what it is to be human.
Anne

First week [ 0 replies ] Posted by Alison Colwell on 2001-09-12

Has the beginning of this experience been what I expected? Yes and No. I was pleasantly surprised at how much energy and enthusiasm both the students and the teachers had the first week. Yet, i also noticed that some of the students enthusiasm for English is not quite so high. Hopefully, this will change throughout the year. The first and second week had me realize that the students need to feel comfortable with each other in order to really participate in class. Though I do see personality differences between the classes it seems as if the longer we are in school, the more they participate. I also realize that the more I am in front of the class talking, the more comfortable and natural it seems…probably with them to. I was surprised at how genuinely nice all the students are that I have come into contact with. And I can honestly say that I have been pleasantly surprised at how well things have gone so far.

first days [ 0 replies ] Posted by Sarah Rito on 2001-09-12

I left day one feeling a little let down. The day felt very anti-climactic, after all the build up that led us to it. We didn't do anything, really and had very little time to get to know the students and very little time to talk with each other and our mentors. On the second day, though, things picked up. Mary and I decided to start the class in the same way we began the PDS seminar- by having the students bring in objects that they felt related in some way to thier identity. We went around and talked about each object, and Mary and I took notes. The activity proved to be both enjoyable and invaulable in our advanced 11 classes. The students listend actively and questioned each other about thier objects, and Mary and I are still referring to the notes we made to help us take attendance and learn names. At the Pep Rally on Friday, one of our students sat next to me, and when I finally guessed her name right and excliamed "right! you're the diver!," she laughed and said, "what, do you guys sit at home and study that thing?"
All and all, it was a good week, and I'm look forward to the "end of the beginning," as a favorite teacher of mine used to say.

theme for english b [ 0 replies ] Posted by William Aurandt on 2001-09-11

IF I was to begin writing a page and Iknew that whatever I wrote down on this poage was to become true the first thing I would write about would be a championship season for the Pittsburgh Steelers. secondly I would write down a state championship for Central Cambria High School. I would also be spending this weekend in Las Vegas in a hot tub surrounded by showgirls. Upon returning from Vegas I would go back to my apartment and hang out with my new fiance' Anna Nichole Smith. Our marriage is going to be this summer after I find a job teaching in a school district in Lake Tahoe, Nevada. Also Tim Mcgraw will again be returning to State College four times throughout the school year. The FDA has discovered that the latest health food craze is hot do consumption and that the more hot dogs you eat the healthier you will become. Jack Daniels has now become a corporate partner at Penn ?State and will be served in the HUB along with your favorite Joagies Hoagie. I will be one of the best interns in the history of the PDS program based on my personal approach to teaching. Finally Mt. Nittany Middle School Boys will win hte state football championships.

Also in a sudden twist of fate GQ magazine will be running a cover story on me and my fashionable approach to dressing for the upcoming winter months

first week story [ 0 replies ] Posted by Arianne Bumbarger on 2001-09-11

Hello all. I would have to say that the first week of school was great! I’m so excited to be here. So far the students are wonderful and I’m already getting to know them. One girl from 1^st period said, “Hello” to me in the hall, which was nice. I’ve also seen two girls that I worked with at Waring Commons which was nice. I’m looking forward to the rest of the year and I’m eager to take the teacher role in the classroom.
See you all later. Arianne (Miss B)

first days of school [ 0 replies ] Posted by Regina Yanarella on 2001-09-11

hi this is my first few days of school writing. it may be a little hard to follow. i did it as stream of consciousness writing. i'd appreciate your thoughts! love, gina
A Reflection from my Second Day... [ 0 replies ] Posted by Nichole Hinton on 2001-09-10

As I walked into PFMS that second day of school,I couldn't help but to think to myself 'Man, I wish I was back in middle school, I had it so easy then- the friends, the clothes, the sports, everything was such a blast.' These were my thoughts until I had 7th grade lunch duty later that day.
As I entered the cafeteria for my first lunch duty, I was met with the sounds of bubbling 7th graders and the smells of greasy chicken fingers. I had to smile as I took my post behind two rows of over-crowded tables filled with anxious and hungry teens. Not long after I dismissed my last table, a late student approached me. She appeared very nervous and shy as she told me her dilemma: she couldn't find an empty seat. I pointed her to what I thought was an empty seat and told her to sit her books down and go get in line. Well, little did I know that that was not an empty seat, nor was there any around it, so when the girl came back and saw her books had been moved to the edge of the table by its occupants, her eyes welled up with tears. Quickly, I grabbed her books and told her not to worry, that I would help her find an empty seat. Eventually, we found her a seat and she even struck up a conversation with the girls at that table.
This one trivial incident made me realize something; school isn't always about academics, and as much as I thought this time was so fun, a lot of kids have it rough day in and day out. This one incident made me look at school completely different, I guess from a teachers point of view, and I now realize that middle school isn't so easy for many kids.

From Casey; Read the first; top message from me. I messed up. [ 0 replies ] Posted by Casey Brady on 2001-09-08

Does anyone know how to erase a message after posting it. The two are very similar but I added more to the first, top message.

First Days of School Story [ 0 replies ] Posted by Casey Brady on 2001-09-08

Some Journal Reflections from the 1st and 3rd day:

First Day- I am finding my way around the building and know some teachers. I loved meeting the students today and even though it was only for ten minutes, I got a real sense of them and their personalities and the atmosphere of the class. I am very excited to have them start learning and help them to succeed in English class. I am even more excited to start grading their assignments and find out more about their personal lives. The CTI class went well and the teacher seems rather easy but the special need students are still not defined. In all, it was a rather low stress yet productive day.

Thrid Day- The fifth period, tenth grade class two students made it clear to me that the problem with why the students are not talking to each other is because there are different clichés in the class. The two female students also told me that they were in the same clichés and said things in the class would be better if everyone picked were to sit because students needed to relate to each other, and did not want to ‘accept’ the people from the other clichés. I am interested to see how this class works out and how we are to overcome these clichés

English Teacher B
Theme for English B [ 0 replies ] Posted by Krista Wegman on 2001-09-08
I like to dream about my future and what it will be like. I often loose myself in my dreams and I forget that I am living my life right now. Sometimes you become so pre-occupied with what will happen tomorrow you forget to concentrate on today. I always say I can't wait to get started. I can't wait to start my job, get married, have a family.....and then I realize, it will all be here so soon, I need to open my eyes and see that I have gotten started. I have begun to live my life. Our lives are full of peices. They are images, flashes, brief moments trapped in the past, occurring in the present and are yet to be experienced. So often the future seems so close, so appealing, that our present gets lost in the mix. I want to experience it all, take it all in, see, hear, and do as much as I can. The past is behind me, the present is now and the future is ahead. I can derive thoughts from my past to better my experience in the now. My future is bright. It is so bright that I choose not to look into it but rather, have faith that it will be a good and positive one.

Theme for English B response [ 0 replies ] Posted by Alison Colwell on 2001-08-31
And let that page come out of you
Then it will be true.....

For me writing is a combination of truth and trust. It can make one vulnerable to others seeing our deepest and most sincere thoughts. Writing has a quality of power. Yet, is this not a reflection of ourselves? We too have tremendous power through our voices. It is from this power that we can learn that individuals can and do make a difference. And yet it may also be difficult for us to use our voice.
Did not Frost, comment on the power of voice through his poem The Road Less Traveled? Thoreau exclaimed that, "You cannot perceive beauty without a serene mind." Yet, how is this connected to the power of voice? In order to have a powerful voice one must do what they feel is right, whether or not this may be the norm. Also, one must realize that they have to have peace. It is from this center that they can begin to not only appreciate life but also gain strength to voice what they feel and believe.
As i feel my own voice grow i realize that it is this voice,the voice of power, that we must nurture not only in ourselves, but also in our students. And that my friend will make all the difference

Theme for English B [ 0 replies ] Posted by Gregory Miller on 2001-08-27
Today's assignment was to write a page about "whatever comes out of me." This seems valid given the circumstances of the week, when I have so many different questions and concerns that vary greatly in severity and subject.
I am slightly overwhelmed at the daunting prospect of what lies ahead. What this symposium has done, however, is bring into focus the needs and ultimate goals that we hope to achieve throughout the year. I was overwhelmed before, but in an abstract way; the fear rose from my own ignorance regarding what the demands of the program would be, what kind of guidance I would be given in the program, and whether I could rise to meet the virtually-unknown challenges that lie ahead. Now that feeling over being overwhelmed has faded somewhat: I understand the demands of the program to some extent, and have met many good people who promise close support and guidance. That makes me feel somewhat better. The only true arena of uncertainty that remains is that of actually experiencing what we have spent the week discussing. I now know the rough fundamentals of what to expect, but hearing about them and actually experiencing them remain light years apart. I have some guidelines now, and will be gaining more, but the true test remains, and I still have almost everything left to learn.
It helps that I now know the names, faces, and personalities of some of the people I'll be working with. It is reassuring to know that the people involved truly care about my success, and that I will always be able to find support and advice if I seek them out. This is not going to be a cake walk, buit help is there. Now it is time to forge ahead.

Theme for English B [ 1 replies ] Posted by Michele Pavlov on 2001-08-27
Go home and write
a page tonight.
And let that page come out of you—
Then, it will be true.

I want to go outside and watch the clouds shift shapes. No doubt, I will find their transformations comforting as I grapple with my current shifts of shape, for my “self” as a definition is also changing. Certainly, I as a “self” have always been reshaping from body type to mindset, but suddenly I’m a whirlwind of wants and needs and uncertainties. The latter is my hangman though I treasure the question marks in my heart when I splash such emotions onto paper. Writing gives me peace of mind as I, with some control, arrange the gray words and make sense of the unknown. In all this murkiness, the one identity I zone in on with the most clarity is my “self” as teacher. Coming back to theory (to PSU) after practice (after teaching) has already been incredibly rewarding. Looking ahead, I can’t wait to support the interns as new teachers and, with them, learn and grow. Looking farther ahead (past shifting and finding shape and shifting again), I can’t wait to journey back to the classroom. Next? (Let's not plan too much, for my plans often change.) For now though, I am simply going to go outside and find comfort in the clouds.

Theme for English B [ 1 replies ] Posted by Nichole Hinton on 2001-08-27
So many thoughts buzz through my head like the cars on busy Atherton St. Will my mentor and I get along? Will the kids like me? Respect me? Learn from me? Am I ready for this? Can I do this? I miss my cats. My bed here is hard, and I want to sleep in my own room. What should I wear the first day of school? I don't want to work this weekend. I miss my friends. Too many thoughts... I could go on and on. And what about feelings- nervousness, frustration, excitment, fear, happiness, homesickness, anxiousness, curiosity, joy, satisfaction, saddness, and greatfulness...
My thoughts and feelings intermingle within myself constantly- leaving me with the most amazing sense of both bewilderment and accomplishment as I begin my year-long journey.

Theme for English "B" [ 0 replies ] Posted by Arlene Morris on 2001-08-26
Arlene Morris 8/23/01

For me…

Write A Page That Comes Out of You Then It Will Be True


This is like choosing an object that defines you as a person. I am defined by more than one object, idea, emotive word, or descriptive adjective. I am more than one role in my life and the life of others. I am a daughter, a sister, a friend, a God-mother, a niece, a grand-daughter . I am a seeker of learning, of experience, of adventure, of honesty (rather than truth), of human interaction, of personal growth in soul and spirit, of challenge, and of my ever cycling and evolving identity. I am a lover of people, of words, of photography, of animals, of arts, of music, of dance, of fun and laughter, of eagerness, of sincerity, of creativity, of travel, of diversity.
I am more than even I may be able to say or may even allow myself to explore. So as I look around my room to see the pictures that I have of my loved ones and places and events, I see myself in some of those roles I described above. Then I look at the only image on my wall that does not have a literal personal connection to me. It is unlike any other image on my walls; it is not of loved ones or myself, nor did it come from me. It is a surreal photograph by Scott Mutter of a man walking on waves in a suit, carrying a briefcase, walking toward escalators. And below this image is written:
I’m a Pilgrim on the Edge,
On the Edge of my Perception,
We are Travelers at the Edge,
We are always at the Edge of our Perception.
This, I feel is True.

And as I consider this, I’m considering Identity a lot. I turn to my bookshelf, too small for it’s contents, and remember readings that also dealt strongly with identity. I focus on a strange novel I read once called AVA by Carole Maso. This one just seems to stick out from the others, (even Catcher in the Rye). This may be because I am into women’s literature, but it’s also because of the nature of the book. It tightropes between poetry and prose and lacks structure, but is grouped in time. I even see that I wrote "Identity" in the highlighter next to one line. Yet, another line connects more strongly with the photograph and poem above and even my ideas of myself in a cyclical and evolving creation. It reads: "The poem demands the demise of the poet who writes it and the birth of the poet who reads it."
I am a seeker of this change and growth, of this continual "death" and "birth" of my perception, of my identity.

Theme for the English B [ 1 replies ] Posted by Casey Brady on 2001-08-26

Message:

I hope I posted this correctly...I wrote this page as free writing and right after orientation and sitting in front of the High School. So I was in the mind set of school... Go home and write a page and let that page come out of you and then it will be true because words come from your heart when you start writing your mind knows no boundaries. The importance of expressing yourself on paper is overwhelming and a relase of tension and mental block in your thinking process. I want my class to keep a writing journal everyday that becomes a type of attendance and is apart of their attendance grade. The journal should also act as a disciplinary tool to get the students focused at the beginning of class on the task of writing, english,language, and reading. The daily activity of journal writing will also lead to small group daily journal sharing in which will assist the students to become more comfortable with speaking in front of their peers. Sometimes the writing will be focused on themes of the books but mostly about personal reflections on how the book/ story relates to them in their own life. Other teachers have used this in the past and found it successful. I will also keep a journal and wirte in it at the same time the students do. In all, writing is good for the soul, mind, and heart. SO WRITE...

Theme for English B [ 1 replies ] Posted by Sabrina Ehmke on 2001-08-26

Message:

Go home and write a page tonight. And let that page come out of you— Then, it will be true. Rather than an “orientation,” these past two days have been more of a “de-orientation” as many of my preconceived notions about exactly what these four days had in store for me have been debunked by the reality of the situation in which I find myself. Although disoriented, I find this experience a positive, if somewhat less comforting, one. Prior to this week, I think that I had subconsciously believed that teaching was something that I could learn by reading the right books and attending the lectures of informed educators. If I applied myself, studied hard and long enough, I’d get it right in time for the first day of school. A week ago I worried about failing to read, listen, study the right things. What I have learned these past few days suggests a transcendence of the material knowledge that I had been so concerned about, to an understanding of teaching that is far too complex to be captured by texts and lectures. This is, of course, in its own way, still more frightening, because it brings with it, the knowledge that my previous belief is indeed a cause for concern—the error that I can make is not a matter of “learning” things that can be memorized from notes, but the error of thinking that teaching can be simplified into packageable components. In terms of comfort, I prefer my precious over-simplified understanding of this internship, but realistically I have become aware that as attractive as this more secure model may be, it cannot be very realistic.

Theme for English B [ 0 replies ] Posted by Julie Hendershot on 2001-08-26

Message:

Then what will be true? I suppose we are all wondering…. Is it that we have begun the reflection phase, the truth being that we are now thinking? That we are thinking critically about something, anything ambiguous? This is true, I am writing about an ambiguous prompt. I am confused. I am writing that I am confused. This is now true; I have written it. I suppose I am wondering what “it” is. But then again, if I knew what “it” was, I wouldn’t be confused or wonder what will be true. I am writing that I am excited. I am writing that I feel fortunate to be a part of this internship for the opportunities it will afford me. I am writing that I feel challenged. I am writing that I need this challenge, this change of direction, this feeling that even though I have many unanswered questions, in time I will come to understand. I am writing that I will stay calm. I am writing that I won’t get stressed out. I am writing that I will stay organized becomes sometimes organization alone brings me relief. I am writing that I won’t be discouraged if I can’t stay calm, unstressed, or organized. I am writing that this year passes slowly, as it is my last here. I am writing that every moment I have with my friends will be impressed on my memory and theirs. I am writing that the relationships I have fostered in my life will continue to evolve and grow as I evolve and grow. I am writing that if life hands me a lemon, I will make lemonade. I am writing that opportunity will someday knock at my door. I am writing that every cloud will have a silver lining. I am writing that the grass will be greener on the other side. I wrote this page tonight, so now it must be true.

Theme for English B (not A) [ 1 replies ] Posted by Anne Slonaker on 2001-08-25

Message:

Let that page come out of you-– Then, it will be true. I am much more interested in your voice than I am in my own. I lose my own voice in the swirl of loose words that build up in my mind as the day progresses. Sometimes I think that I reduce my own talk to a spewing forth of those fragmented words. Maybe I am couching an insecurity I feel about the unknowns of building of our lives together from negotiations that are also a part of building a community. I absolutely believe what we are doing as I try to live my own inquiry, yet I appreciate the difficulty of equitably hearing all of our voices. This is a struggle that used to wake me up at 3:00 in the morning when I was in the classroom. In the quiet of the night those voices are pointed reminders of the difficulties of really communicating with one another. I want to listen more, yet I hear myself talking when I would rather not be. I know I sometimes talk because that is what I perceive to be appropriate in that space and time of social interaction and convention. As much as I want to break out of the structures that I think bind my creative voice, I am amid them, trying to keep from drowning in them. That’s my truth for this moment. Anne Slonaker

Themes for English B [ 0 replies ] Posted by Sarah Rito on 2001-08-25

Message:

Here's my theme, if anybody's interested! Let it come from me, and then it will be true. I don't know that anything I write to you could ever really be true. Even though I don't know who will read this, or what ends they hope to achieve through this means, someone will read it, and judge it and form there opinions about it and me. Therefore, for me, if someone else will ever read it, it cannot be totally true. It can always be honest, and thoughtful and contain truths- but there are many faces to truth, and ways to reveal what's true without revealing all of what is true. That said, and with reflective journals in mind, writing for someone else's benefit (something they will read...) is very important, and many honest truths can be revealed through writing. Many mis-interpretations can be made as well, as Ellen demonstrated in her presentation. Sometimes we read too much into written word. Writing must have a purpose, whether that purpose is to soothe the writer's mind, or the reader's, to communicate ideas or to communicate conflict will have a great impact on the "truth" of the writing. But, really, what is truth? It's a very abstract idea with many of it's own shades of meaning and interpretation, who's to say what's true? Do I decide, or do you? Was this writing truthful? It was honest, and thoughful, does that make it true? Or is there a deeper meaning to truth? Does it imply some spritual connection that the reader or the writer makes to a document? ????