Final Notes

Final notes:

This final blog is a reflection of my frustration in attempting to teach ESOL students to write. In the midst of all our discussion about writing, the bottom line is that you have to know a tremendous amount of language in order to do what “regular” teachers assign as writing. I am more and more convinced that lots of reading is the key to beginning writing. I remember the sea of red ink that was on a paper I’d turned in for French class (FR 209). The teacher still thought it was a good paper, but it didn’t sound French – the syntax, even vocabulary was all wrong. We were supposed to read and respond to magazine articles, but we did not do an intensive amount of reading – just writing. There must be a certain amount of intuitive understanding of the language before you can write in depth. However, that being said, I must agree with Stephen King (who can argue with him?) that we must both read and write volumes if we are to be successful.

Perhaps the real problem is that writing is hard work, and many students do not want to work that hard. I’m going to do some soul-searching over the summer, come back to some of our discussions and readings, then map out some different strategies for my students. I’d like to implement blogs and podcasts to keep their interest; perhaps they would then have a reason to write.

Thanks for stretching us, Paula!

Nancy R

Reflection on chapters 4 and 5 from Teaching Adolescent Writers

Chapters 4 and 5 from Teaching Adolescent Writers

My hat is off to this teacher who has done such an amazing job of reflecting on his own practices of teaching writing and is so willing to share his conclusions. I especially appreciate his desire to move students away from a reluctance/incalcitrance/ horror/ fear

of writing to at least an acceptance of the knowledge that they do have something to write about. The author is all about modeling – sounds reasonable to me!

I really like his case to make writing more specific by narrowing the focus. Even as I made an assignment recently, I realized that students would have difficulty trying to sort out all the information we’d gathered in order to respond to it. I should have made the assignment more specific.

I was amazed at the difference in student writing after they’d been given a chance to look at a professional model. And I love the quote he uses from Stephen King: “If you want to be a writer, you must do two things above all else: read a lot and write a lot. There’s no way around these two things that I’m aware of . . .”

OK, teacher – take this advice to heart!

Ciao!

Nancy R

"The Courage to Teach" by Parker Palmer

From “The Heart of a Teacher” by Parker Palmer

This chapter resounded with a “Yes!” in my soul – I shed tears as this teacher’s voice touched my innermost being. I have never heard other teachers express some of the same thoughts that I have. On page Parker writes, “But I came home that evening convinced once again that I will never master this baffling vocation.” How many times has my husband asked me when I plan to stop teaching, and I usually respond, “When I get it right!” However, teaching is not like a math problem with only one correct answer; it is an ever-changing entity full of struggle, defeat, and a few wins along the way. Less than a decade in the field, I am still fumbling to find my own teaching voice.

I know, however, that (as Parker says) a strong sense of personality infuses my work. My students are often with me for several years – they definitely know me, my strengths and weaknesses. And they should know that I really care about them personally. I am often perceived (I think) as more mentor than teacher. That fits precisely into Parker’s comment that we are drawn to a body of study because it sheds light on our identity. Years ago I took a career interest inventory which showed strong interest in teaching, foreign languages, and social work. Is ESOL a good fit for me, or what?

I am extremely grateful to have had the opportunity to read this chapter, and I plan to read the entire book as soon as possible. It won’t tell me what to teach, but knowing that I have a soul mate (and lots of them!) should make the difficult tasks seem less burdensome. There may even be a few “Aha!” moments along the way.

Thanks.

Nancy R

"The Last Lecture"

Response to “The Last Lecture” by Randy Pausch

It’s not often that people have a chance to write their own eulogies; this one was very powerful. I have to admit that I was watching the video intently, and didn’t take many notes. However, three ideas stand out:

1) When people give you feedback, listen! I think that’s hard to do, because our minds are racing ahead of the speaker, wondering what’s coming next. We may immediately jump on the defensive and not even hear the advice and/or concerns.

2) Brick walls are there to show how badly we want something. How hard are we willing to work to achieve our goals?

3) Never give up! I was so awed by Randy’s determination not to give up, even in the face of what appeared to be imminent demise.

In the end, I want to have been able to help other people fulfill their dreams – mine aren’t all that important.

Thanks.

Nancy R