On teaching fiction

Reflective Journal on

Teaching Fiction

Journal writing strategy is effective in teaching novels as it does not just make the students comply with the teacher’s requirement but also sustain their interest in the task given. I said so because in the video it was shown that the technique:

1. motivates students to express their thoughts about the text read;

2. engages them to a fascinating reading experience as they do not just read but react to what the text gives:

3. boosts their confidence where communication is concerned as they are given the chance to share what they have written with the class and to react with what has been shared to them, thus encouraging student interaction;

4. encourages the demonstration of multiple intelligences as learners are allowed to accomplish the task in any way they want and depending upon their abilities. For example, in the video, instead of writing, one student did a collage of what he has read and presented it before the class;  and

5. provides the teacher the opportunity to monitor the students’ progress of the novel they are reading and to point out their learning strengths and difficulties, thus remediation may be done depending on the students’ needs.

When I first learned journal writing as a strategy, I understood it as a writing activity only through which students can express their thoughts or insights on a selection read or on any material presented to them for that matter. Hence, I employ the strategy whenever I seek their personal thoughts or insights on something discussed in class.  Also, I usually pose a question for them to answer as I thought they need it to direct them to the ideas that I expect them to present. After watching the video, however, these notions were erased. Through it I learned very significant points such as journal writing activity lets students give their personal observation of the text read; ask questions on or related to the text; express their feelings towards any element of the selection; draw their own interpretation of the characters, setting or anything in the text; write a song or a poem related to the text.

Reference:

Reading and teaching fiction. (1998). Retrieved March 1, 2015 from

www.youtube.com.

On teaching essay

Reflective Journal on

Teaching Essay

Teaching essay seems easy especially when contemporary ones are dealt with. However, teaching an essay written by an author from centuries ago certainly poses a great challenge to any teacher.  I said so because teaching Francis Bacon’s “Of Studies” had not been easy for me. After watching the video, however, I was made to realize why and was able to identify the aspects to which I attributed such difficulties I encountered. First was in the Unlocking Difficulties part wherein I just let my students give the meaning of the words without really emphasizing the differences between how the words were used in 1625 and how they are used in our time. In the video, the teacher had a chart with two columns, the first column being labelled 1625 and the other, 21^st century. Words in 1625 were written and their counterpart for 21^st century use was given. This strategy comprehensibly gave the students ideas on the differences of the meaning and the use of the words presented, thus leading them to understand the sense of the sentences in the essay. Another was the outlining of the essay. Through it the teacher was able to make the learners see the main topics and the supporting details in Bacon’s one paragraph essay. Hence, understanding of the topic and the structure of the essay came naturally to the students. These I never thought of doing. I only asked questions which I thought would lead them to knowing what the author wants to impart. I let them identify the benefits of studies to people and my students gave me the same answers as what the students in the video provided. The only difference is that I just acknowledged the answers without letting them see the structure through an outline. Thus, for those who were not paying attention learning did not occur easily.

The video imparted varied techniques that when applied in teaching essay would facilitate the process and would yield better results among learners.

   

Reference:

Teaching Essay. (1998). Retrieved March 22, 2015 from www.youtube.com.

On teaching drama

Reflective Journal on

Teaching Drama

Teaching drama always involves play review as a final requirement in my case, something which I thought could help me assess my students’ literary competence. For example, when I taught “Hamlet” to Grade 9 students, I let them watch the stage play “William” by PETA. Then, when I taught “Oedipus the King” to the Fourth Year students, I required them to watch “Scrooge” by Repertory Philippines. Reviews basically deal with the elements of the play and structural in concerns. There were times that live plays were not available so I just had my students watch the movie versions of the selections instead and instructed them to compare and contrast the text and the movie versions. Now, after watching the video, one task that caught my attention was the “screen adaptation” which I think would be an effective strategy in assessing students’ understanding of the text discussed besides the fact that it offers interaction among students. In the video the teacher let the students describe scenes in the story without the dialogues, an activity which entailed students’ application of their verbal, linguistic and interpersonal intelligences.  Coming up with the descriptions of the scenes require the use of language and for them to do it communication to their group members must be observed, thus giving them the opportunity to not just demonstrate their understanding of the text but also develop rapport among them as they work cooperatively to realizing the task. Further, from the video I learned that students must be made to understand the connection between drama and theater, something which I think I missed to explain comprehensibly. Thus, when I come back to school, I would see to it that those which I did not observe will be applied so that whatever I’ve missed will be compensated. A different batch of students will be dealt with, this I understand and giving them what I was not able to provide to those who came before them may not in any way make up for my shortcomings; however, the mere fact that I acknowledged my imperfection and am prepared to apply the strategies which would make my students better learn and understand lessons in literature, I think that would be enough.

Reference:

Teaching Drama. (1998). Retrieved March 15, 2015 from www.youtube.com.

My philosophy of Teaching

First and foremost, I believe that teaching is a vocation rather than a profession. I was called to educate people who are expected to be holistically prepared for life. Thus, as an educator I see to it that each aspect of their personalities is nurtured so that whatever future the Divine Providence has set for each of them, they would fulfil. Earning for a living is a priority, yes, but this does  not prevent me from doing volunteer jobs and working beyond my schedule should the need arise.  

Multiple intelligences encompass a class thereby making me observe creativity and inventiveness in teaching the English subject. Adjustments are utilized for topics to suit the needs and understanding of my class in general. One activity, different talents for one lesson, these I follow as I want each member of the class to comply with my requirement at the same time provide them an opportunity to express themselves in the best way they can. This learning process eliminates discrimination among students, builds camaraderie, and trust in one another. As for those who are regarded slow learners, the strategy builds their self-esteem and gives them an insight that each of them is given importance. Therefore, participation is encouraged and the advocacy that there would be no student left behind is fulfilled.

As an academic coordinator, I support learner-centered principle as I understand the importance of making dependable leaders out of students. To demonstrate these I give them collaborative and participatory processes which may eventually lead them to empowerment. As we discuss lessons I give them tasks such as reporting to class a certain literary piece or news related to the lesson or any of their experiences which would contribute to their complete understanding of the topic discussed. I make them lead in class or school activities and see to it that they are given credit to what they do.

I am aware that my students will take an active part in the community and the world. Thus, I instill in them the understanding of the importance of autonomy. I make them generate their own goals and evaluate their own progress by engaging them in activities, which would let them demonstrate their sense of responsibility, love for literacy and concern for others. The application of these is my letting them join me in online courses, which are related to our lessons. Through each course, opportunities to finish the task alone, to monitor their progress, to connect with fellow students from other countries, to hone their communication skills in the language taught and to experience 21st century skills emphasized in the K-12 curriculum are given to them. 

I address absenteeism by giving my students pieces of advice that would make them realize the importance of coming to school. Negative effects of illiteracy, irresponsibility, and apathy are cited as I see opportunities to impart them in our lessons. Consequently, they are given ideas that their detachment from other member of the class, loitering and absenteeism would lead them to developing such values – illiteracy, irresponsibility and apathy – which would eventually exempt them from success and opportunities offered by education. I entice them to look beyond what we are taking up for them to understand their worth as a person, as a member of the school community and the world as a whole.

I believe students learn more by motivation rather than by compulsion. Thus, as I teach I connect our lessons to real life situations for them to see that what they do in the classroom takes place outside of it. World literature is rich in selections which speak of aspirations, difficulties and triumphs of individuals that when emphasized would be inculcated upon young minds and would eventually inspire them to strive for success. Sometimes, I even share to them my very own experiences for them to realize that there is nothing impossible for a person who takes the challenge that life offers.

I espouse respect and the power of listening. So, I demonstrate both by letting them exercise freedom of expression through journal writing and blogging. After each lesson, I give them time to write their reflections of the lesson or on any observation in connection with it on their journal. Afterwhich a short group sharing among them is provided as I actively supervise the interaction. Should they seek my participation I willingly join them. Since everyone is given the chance to share as others listen, my students learn the value of respect and listening which, nowadays, are hardly practiced. As for blogging, I make them respond to a question based on the literary selection discussed and to which each of them can relate. Then, the blog articles will be read and commented on by their classmates. 

I advocate leading by example. As Edgar Guest writes:

            “And the best of all the preachers

            Are the men who live their creeds,

            For to see good put in action

            Is what everybody needs.”

With all these, I am confident that I do not just teach to make a living but to respond to and fulfil the DepEd’s challenge “Education for All.”