Tag Archives: Teaching

Teacher Appreciation Week

thank-a-teacherSince 1984, National PTA has designated one week in May as a special time to honor the men and women who lend their passion and skills to educating our children. This is a week for everyone to show teachers just how much they are appreciated!

Here is an activity to do with students that celebrates teachers:

Read a book about a teacher such as Thank You, Mr. Falker, Miss Nelson is Missing, The Miracle Worker, Tuesdays with Morrie, or A Lesson Before Dying. Why are the teachers in these stories special? Have a class discussion about some of your students’ favorite teachers. Then have students try these follow-up activities:

  • Compare a favorite teacher to a teacher from a book with a Venn Diagram.
  • Write a letter to a favorite teacher using the Letter Generator.
  • Create a character map of a storybook teacher with the Story Mapping tool.
  • Use the Word Mover to create a piece that describes the teacher or school.

To round out Teacher Appreciation Week, watch a movie that inspires you and makes you feel proud to be in the field of education where YOU really do have an impact. Enjoy!

Honoring Trailblazing Women

Global Citizenship Campaign for March

The following post was written by members of the NCTE Standing Committee on Global Citizenship.

“We cannot all succeed when half of us are held back. We call upon our sisters around the world to be brave—to embrace the strength within themselves and realize their full potential.”

—Malala Yousafzai

As the Standing Committee on Global Citizenship continues to consider ways in which teachers, students, and community members can increase our knowledge of what it means to be a global citizen, we turned to the status of girls and women for the month of March. In the United States, March serves as Women’s History Month, and the theme for Women’s History Month 2017 is “Honoring Trailblazing Women in Labor and Business.”

There are many trailblazing women to admire, and thus on a personal level, girls might be encouraged to consult biographies of women who have made a difference in the world of business and labor. Understanding what encompasses both business and labor would be a great start for girls in elementary and middle school, while addressing explicit ways young women might enter the world of business and labor would make for great teaching at the secondary and postsecondary levels.

The National Women’s History Project website is a great resource for learning more about female leaders throughout time. Nominations for this year’s honorees include Kate Mullany, who, in 1845, began the first all-women labor union, and Lucy Parsons Gonzales, who founded the Industrial Workers of the World in 1905.

In discussions about women’s history, exemplars of strong voices who disrupt the status quo can be found in clips from biographies on series such as PBS’s “American Masters”. This month ABC’s “When We Rise,” addresses issues of gender and gender advocacy and offers another great way to encourage students to become familiar with positive avenues for equity.

As transgender equity seems threatened, emailing congressional representatives as well as school board representatives and school district administrators about supporting transgendered students is one action students can take. Talking about such issues and the historic actions taken in the past to protect other underrepresented groups is equally important.

Using biography projects (see Pinterest and Scholastic) or encouraging innovations through inquiry projects that would make a change in people’s lived experiences (see The Better India and edTechTeacher), young people have a path to action. Inviting students to become participants in organizations such as Girl Up or Disrupt and Innovate can help them see that they can be the change we want to see in the world.

Curriculum of Peace

The United Nations has declared September 21 as the International Day of Peace. In a message commemorating the Day in 1995, Secretary-General Boutros-Ghali stated

“the world, once more, cries out for peace. And for the economic and social development that peace alone can assure… Let us keep our goal clear and simple… Let us work for peace.”

The ReadWriteThink.org calendar entry on the day invites students to brainstorm, identify, and present possible solutions that could address causes of conflict.

A Curriculum of Peace: Selected Essays from English Journal attempts to answer the question “What can I do as a teacher?” by providing a collection of eminently practical articles on teaching for peace that have appeared in past issues of English Journal.

Think Peace“, a podcast episode from ReadWriteThink.org, shares books for younger readers and explains how they can be used as a springboard to discuss how children and adults alike can use peaceful, nonviolent methods to affect change in society.

For older readers, “Peace from Within: Teaching Texts That Comfort and Heal” describes how the author taught a literature course that used literary selections and a film series to examine physical healing, mental healing, and healing from grief.

Process drama is a powerful and motivating teaching tool that engages students in writing for imaginative and functional purposes. In this lesson from ReadWriteThink.org, students will participate in a simulation of a “Peace Journey” as they engage in a variety of literacy activities.

How do you promote peace in your community?

A Collaborative Effort

This post is written by NCTE member, Lauren Petri. 

LaurenPetriI have not spoken for almost ten entire minutes in my classroom, and it is both uncomfortable and humbling. They don’t need me today. My seventh hour is participating in their third Philosophical Chairs Debate, and buried underneath my anxiety is a well of pride bubbling over as my students create a deliberative discussion about the prosecution of child soldiers. While I certainly am not the facilitator of this conversation, I can see my thumbprints in their words. More specifically, I can hear the insight and language I gained in Teaching Deliberatively: Writing and Civic Literacy, a 2015 summer graduate class offered through the University of Northern Iowa and Iowa Writing Project, becoming part of my students’ academic and interpersonal interactions.

Many of my students are not tactful. They’re eighth graders and they’re nearly always ready to battle with their words. Their worlds revolve around hallway exchanges and social media sparring. When I started to delve into classroom discussions, I was abruptly met with an uphill battle. My students had plenty of disagreements, but few had the vocabulary to sort through their conflicts productively. So, I started small. I worked with one of my classes to create a list of “sentence starters” to use when in a discussion that involved conflict. We practiced, and practiced, and got better each week. A classroom initially fraught with haphazard comments slowly became one where words were chosen with care and purposeful thought. I began to trust them, and as their positive experiences in my classroom piled up, they began to trust me.

Following Teaching Deliberatively last summer, I was adamant that my classroom would nurture a climate of conversation. As I anxiously anticipated my first year of teaching, I envisioned lively discussions and intrinsically motivated students. However, that is not quite what reality placed in my lap. I was, and still am some days, frustrated with the lack of buy-in from my students. Developing those sentence starters with my class was a huge step toward creating a community of students who are willing to take risks. When my students became more willing to take academic risks, I started to see growth.

In the process of trying to create learners, I can easily forget that I am one as well. In the days following the Teaching Deliberatively course, I realized that I needed to be part of a community of learners if I ever hoped to create one. Follow-up sessions with other cohort members helped. The time I spent engaging in civic discourse with colleagues renewed my own sense of curiosity. So, instead of bulldozing through content, I always stop to ask my students what they think of a particular lesson or activity. Their input has become an essential component of my daily planning. They know that whether the lesson goes without a hitch or flops, we’ll discuss it together. I ask for honesty, and they are experts at being honest with me. We craft the kind of language we need to let us communicate in a way that propels us forward, and I am certain that I am a better teacher because of it.

Lauren Petri is a first year middle school Language Arts teacher in Des Moines, and is a graduate of the University of Northern Iowa.

Methods, Non-methods?

This post is written by James Davis, NCTE’s P12 policy analyst from Iowa.

JamesDavis1At the 2015 NCTE Annual Convention in Minneapolis, immediately after a morning session on writing for the Conference on English Education’s Writers Who Care blog, I ran into a former student. Reminded that I had not worked with him in the Teaching Writing methods course (which I usually teach), I asked Brian about how our work in Creative Nonfiction contributed to his teacher preparation. I found his initial response intriguing: “It was a major source of mentor texts – my own writing – to use with my high school students.” We discussed instructor and peer responses to his drafts and subsequent revisions polishing those texts he now uses as “mentors”; these responses and workshop practices contributed to his current practices and allow him to share the processes behind mentor texts. Our use of nonfiction readings in the course, which deliberately expands students’ awareness of a less familiar genre, reinforced the potential of using reading to fuel writing, including in a writing workshop – timely for him, considering the recent emphasis on including nonfiction in secondary schools. Experiences in and products from this non-methods course enrich the apprenticeships into which Brian can and does invite his students.

Three weeks later I met with English teaching majors who had attended the NCTE Convention, in part to encourage them to write for the CEE blog, especially about the convention experience as part of their teacher preparation journey. I shared points from the chat with Brian. One student leader pointed to her Creative Nonfiction course portfolio as pivotal, coming as it did at a crucial decision point in her career and enabling her to process her choices through writing. Her writer’s notebook, started in Creative Nonfiction and continued daily for more than a year now, along with posts on the course eLearning site contributed greatly to her sense of self as a writer, a characteristic we should encourage in each of our English teaching candidates. Others among the five students in this course echoed the importance of the relationships they developed with writing itself, and with a writing group, as preparatory to becoming teachers, integrating a growth mindset into their sense of teacher-as-writer. They were also transitioning into an understanding of writing-as-teacher in field experiences, initially through reflections on practices observed and applied, but also through recognizing larger arenas of school practice and policy in need of teacher attention, even advocacy. Some students appreciated seeing “bumps” in our workshops and how I addressed them, such as peers not preparing for response sessions or responding in ways inconsistent with the spirit of the workshop – or not responding at all, including the reflective postings expected on eLearning. One referred to these frustrations as offering “advanced experience” with workshop pedagogy.JamesDavis2

Such discussions with fine future teachers provoke questions, especially since our secondary English teacher preparation occurs in an English department in a college of humanities, arts, and sciences in a medium-size regional university with a prominent state service mission. We often seem to interface awkwardly with the College of Education preparation our students report. We know future teachers critique, at least silently, the pedagogy they experience in their preparation program; they also scrutinize practices encountered in courses in their disciplines. That “teachers teach as they were taught, not as they were taught to teach” has long held some currency, so perhaps we should ask some questions more publicly. For example:

  • What fit might we expect—or fear—between college literature course pedagogy and the experiences that middle and high school students have with literature?
  • What kinds of student writing are called for by the practices of literature professors, and how does that writing subsequently affect the writing that secondary students are asked to do about literature?
  • What uses of electronic access to information infuse college students’ learning, and how do those uses translate into subsequent practices in secondary schools?
  • Can blog “threads” (for example, the recent online renewal of contention over grammar instruction, or definitions of argument and persuasion) engage methods students in current discussions of pedagogy and with issues they will encounter as new teachers?
  • Does their program as a whole position future English teachers as informed self-advocates rather than as compliant followers of scripted programs and users of status quo practices?
  • What if our pedagogy across all courses in our department reflected our conscious intent to transform teaching in the secondary schools from which we receive 90% of our students?
  • What if we engaged in a serious conversation about why and how to do so?

Jim Davis began teaching in southwest Missouri as an NCTE and affiliate member, attending his first annual convention in Milwaukee in 1968. Now in his 50th year in our profession, he teaches English education and directs the Iowa Writing Project at the University of Northern Iowa.