One part from this chapter that really sticks out to me is how Christensen stresses the importance of students reading their poetry and how it helps their classmates not feel alone in their struggle. I completely agree with this idea and love the idea of sharing. However, creating an environment where people want to share and are not afraid to share is difficult. It reminds me of the students in the eighth grade class where I was student teaching. There was one girl in particular who was an incredible poet. She would constantly be writing poems and looking to share with my host teacher or me. Whenever we would read them we asked her to share with the class. She would immediately accept and share her work. I kept thinking of this while reading the chapter and wondering how my host teacher had created an environment where the students felt safe enough to share every work they created? How do we do this? I think part of this is being as vulnerable to our students as we ask them to be. when we put ourselves out there, just like we ask our students to, we begin to develop a safe environment where we can share and suggest and praise together.
Danielle, I agree with your thoughts entirely. I think one thing different about that host teacher and the school in general is the community. There is great communication from every level. Specifically though, we witnessed that communication take place within that team. I do believe the student was able to share her work and feel proud because of her confidence in herself, the confidence her teacher gave her, and the values and respect her peers showed for her because of the expectations set forth. That was an incredible environment and I miss it. Whenever a teacher asks for volunteers hands shoot up because the environment is safe -- I want that at Baldwin. Being vulnerable is needed, certainly in order for students to feel comfortable.
I was wondering about the same thing. Some of my students are so eager to share while others are reluctant. One thing that helped some of my students when sharing their poems was to have them face the board and read what they wrote. This was less intimidating for them because they were no longer looked at their peers, they couldn't see the reactions they were having to the poem. Another thing that has worked for some of my students is to have someone else read their poem for them. I wouldn't share who the author was; this allowed the student to share their work but stay anonymous. Some of their poems were very personal and emotional. They wanted to share but still remain unknown.
When I was in high school I absolutely hated poetry. I don't know when I learned to love it but somewhere along the way in college it just clicked. I'm not sure when it was, but it happened. I remember Dr. Gentry had everyone read and analyze two poems. This assignment took forever and at first I dreaded it, but then I realized how awesome the assignment was. Every student choosing two poems -- one classic and one contemporary. I heard my peers' voices and interests through this assignment. I got to see another side to many of my peers. Christensen writes, "Poetry allows students to crawl inside their own lives as well as the lives of literary and historical characters" (126). How sweet and true it is. Slam poetry is another great aspect that isn't appreciated enough in the high school and even middle school level. I was fortunate enough to take a Performance of Poetry class my last semester of undergrad and it was life changing. I was able to compete in the class slam competition with a solo entry and a group piece. It was such a powerful moment and I want that for everyone. It was a chance to decide what was important to me and society. Christensen taps into this same concept when she states, "Through poetry kids can give voices to people whose voices usually don't find way into classrooms or textbooks, including their own" (126). Slam poetry can be powerful: emotional, funny, truthful, eye-opening, frustrating. Every emotion. Instead of shoving all the white dead poets (although I do love them) down our students throats, allow them to read a diverse range of genres and poets. Allow them to create their own poetry and let them choose their topic. We may be surprised as to what our students discuss and write about.
I think that in the case of the assignment given by Dr. Gentry, you cold see the souls, the feelings, and the thoughts of your classmates in a little more raw of a format than in high school. Am I right? I often felt the same way when it came to studying poetry in college. We were given much more of an opportunity to open up and express ourselves rather than find "correct" meanings.
Cat, I had a similar experience. I took a writing class that included writing poetry. I dreaded it. But it was great. I'm glad I did it and I hope to be able to pass that on to my students.
I like the idea of the interior monologue. The students are allowed to write from a different perspective. It also allows them to think about human behavior and social issues. They put themselves into the thoughts and feelings of another. I think the students would enjoy the Remember Me poems. This gives them the opportunity to write about each other and I think it could be a confidence booster for some.
I love the idea of remember me poems! What a wonderful activity!
And I'm intrigued by the interior monologues. This would be a great interdisciplinary activity. You are incorporating history, psychology, sociology, so much more than ELA.
I love the idea of interior monologues. I agree that students would have the opportunity to "experience" and share their opinions and views based on what they know of humanity and the world-without the restrictions of "correct answers." I am definitely going to use this with my Lit classes next year!
I agree with everyone above. The interior monologues would also serve greatly in other content areas that are struggling to incorporate writing into their coursework. There is a great chance I will also teach history in the coming years. That being said, I could use this strategy in both my ELA and history classes. Excellent idea.
I loved how she made the section relevant to the student’s lives. Teaching the classics is one of my favorites and I love poetry but often the students do not agree. I have used the writing from a different POV before and it is surprising how and which character the student’s choose. I agree with the author that sometimes it is really what is not talked about that is important to the fully understand the literature. Since poetry is all about emotion it is important to show the student how to decipher that emotion in any way possible. What really hit home for me in this chapter was the alienation of the students. They sit in rows and are told when to speak, when to leave and even when to go to the bathroom. There is no time in their full school day to discuss what is happening to them in their real lives. That is why I feel it is so important to bring in their personal lives to the literature. They need to realize that although the literature could be hundreds of years old the lessons learned can still be relevant to their lives today. I don’t care if they remember Romeo and Juliet, but I do care that they remember what we can learn from their hasty romance. If by reading the play they can later remember something and it helps them make an educated and smart decision then I feel I have taught them well.
I agree with your ideas Gloria! We expect so much from our students, but rarely allow them to express themselves. I also try to make the literature relevant to their lives and use the themes and characterizations to teach life lessons in addition to the literature.
Expression can do so much to empower our students. We need to give them ample opportunities to create and express themselves. One of my favorite education reformist, Sir Ken Robinson, constantly advocates for more creativity and expression throughout academia.
I love the ability of poetry to bring people together and share in an emotion. Christensen's quote on page 129 really spoke to me, "Too often schools don't teach students how to handle the explosive feelings that come with adolescence. By writing and sharing the 'raw core of feelings' that create havoc in their lives, they can practice a more effective way of handling their emotions." I did this with my 6th graders during our lyric poetry unit. They were asked to write about an emotion and I got some of the most thoughtful, emotional, creative, and moving poems I have read from young people. Some of them wrote about the loss of a loved one; others wrote about divorce or a sibling moving away. It was such a wonderful way for them to get these emotions out and for the students to see that they are not alone in their feelings. Another quote that spoke to me was on page 131, "Learning to write poetry is not about technique, it's about wrestling with your life."
I also like the idea of the remember me poems. What a wonderful way for students to not only practice poetry but to also acknowledge their fellow students and themselves. I want to try these at the end of the school year when I have my own class!
The most important quote I found in Chapter 5 was at the beginning; "One of the most important aims of teaching is to prompt students to empathize with other human beings" (134). This statement by Christensen supports my own personal teaching philosophy. While I enjoy the literature and English content, my real mission in teaching is to teach the whole child-intellectually, socially, and emotionally. I feel that all the focus on standards and assessments strays from the purpose of teaching students to become contributing, valuable members of our communities. Character building is just as important, to me, as character analysis. I love the use of interior monologues and poetry to help students understand and empathize with others who may be different. I will definitely use the interior monologues as a way to investigate and dig deeper into the content, as well as a way to help students build their understanding of society as a whole.
Janie, I have had such a struggle developing units for my students. I think part of the reason is that I have been trying to let the standards dictate every single aspect of it. I found that once I let myself know that it is okay to teach more than standards, developing lessons got easier. I want my students to be able to analyze anything they read so they can think for themselves. If I ask them to only look at the academic side of literature, and not the personal side, they will miss so much.
I couldn't agree more about the misguided nature of teaching based on standards and high stakes testing. We need to focus more on the whole child as you mentioned. We are not creating test subjects for data entry... we are preparing the future of our society for their future. How can we expect to achieve that if our students have not been properly prepared for the world that waits for them outside of the classroom.
"Through poetry kids can give voices to people whose voices usually don't find way into classrooms or textbooks, including their own" (126). YES! YES! YES! It is for this very reason that I agree with Christensen 100%. Poetry is a method in which students can express themselves with little boundaries. It is an art form based strongly in emotion, and emotion is one of the strongest tools when teaching new ideas and concepts in the classroom. Anything a student has a close emotional tie with will probably still with much more fortitude in his or her mind than anything else. Though poetry is an emotional field to work in, students inadvertently are also learning rhythm, pattern, and even how to speak confidently and effectively. Learning without realizing that learning is even happening is some of the most effective learning. Hey look, repetition! All in all, when it comes to poetry, a teacher should never let it become dull or formulaic in the classroom. It is as alive and vibrant as the students have the potential to be. Teach it that way!
I know its a little late to write about this chapter, but I really liked it (just like all of the rest or the chapters). I taught a unit in poetry to my sixth grade students. However, I told them from the beginning that they would not be asked to write any poetry. I could tell this relieved many of my young students. I wanted them to learn to appreciate and understand poetry. However, I wonder if I cheated them. Since we were pushed for time (we were preparing for the a benchmark exam), and I really breezed through, I wonder how much they really got from poetry. Christensen has used poetry throughout this book, but this chapter really brought home how it can be used to allow students to speak in so many different ways. I liked how her students wrote the interior monologue pieces. I wrote a unit in which students wrote diary entries for a flat character in a book, but if they had been asked to write poetry, I think they would have been able to say so much more. Giving the student the launching point of "Write that I..." is a nice way to get writing off the ground. The final "Remember Me" poems provide a gracious way to leave the classroom. I like that she gave students some time to make closer observations about their classmates. It must have made the class even closer during the closing weeks of the year. I like the fact that she would not allow a student to reject writing about a particular classmate, and that she allowed the subject to have input on the piece. The next time I teach poetry and I have a student say "Ms. Brooks, poetry is my new language!" I want them to mean it in an even more personal way.
particularly enjoyed this approach to poetry. This entire text focuses on engaging students in the content and fostering critical thinkers and civic activists capable of standing up for themselves during a time in which previous generations would be happy if they remained silent and subdued. Whatever to maintain the status quo. The way in which Christensen presents poetry in this chapter is considerably more accessible and relevant to the students than the typical transmission approach that places a greater importance on the author and the works than the students’ relationship with the medium. The traditional mode of delivery does not effectively convey the raw emotion that comes with written verse. I am interested in incorporating a unit on slam poetry to introduce the medium. The performance style is extremely accessible to middle school and high school students. The subjects are often relatable to everyday life and emotions. Furthermore, the delivery method is very exciting and often interactive. I feel that introducing students to the medium in a more welcoming form can remove some of the mystery and apprehension in taking on a sometimes foreign art form. Once students become more comfortable with the medium and expressing themselves, we could move on to more complex texts examples and writing. I would particularly like to include works by Big Poppa E and Common. Common has received greater notoriety for his successful hip hop career. I highly recommend you take a look at Big Poppa E. He writes a great deal on matters relevant to adolescents and young adults.
One part from this chapter that really sticks out to me is how Christensen stresses the importance of students reading their poetry and how it helps their classmates not feel alone in their struggle. I completely agree with this idea and love the idea of sharing. However, creating an environment where people want to share and are not afraid to share is difficult. It reminds me of the students in the eighth grade class where I was student teaching. There was one girl in particular who was an incredible poet. She would constantly be writing poems and looking to share with my host teacher or me. Whenever we would read them we asked her to share with the class. She would immediately accept and share her work. I kept thinking of this while reading the chapter and wondering how my host teacher had created an environment where the students felt safe enough to share every work they created? How do we do this? I think part of this is being as vulnerable to our students as we ask them to be. when we put ourselves out there, just like we ask our students to, we begin to develop a safe environment where we can share and suggest and praise together.
ReplyDeleteDanielle, I agree with your thoughts entirely. I think one thing different about that host teacher and the school in general is the community. There is great communication from every level. Specifically though, we witnessed that communication take place within that team. I do believe the student was able to share her work and feel proud because of her confidence in herself, the confidence her teacher gave her, and the values and respect her peers showed for her because of the expectations set forth. That was an incredible environment and I miss it. Whenever a teacher asks for volunteers hands shoot up because the environment is safe -- I want that at Baldwin. Being vulnerable is needed, certainly in order for students to feel comfortable.
DeleteI was wondering about the same thing. Some of my students are so eager to share while others are reluctant. One thing that helped some of my students when sharing their poems was to have them face the board and read what they wrote. This was less intimidating for them because they were no longer looked at their peers, they couldn't see the reactions they were having to the poem. Another thing that has worked for some of my students is to have someone else read their poem for them. I wouldn't share who the author was; this allowed the student to share their work but stay anonymous. Some of their poems were very personal and emotional. They wanted to share but still remain unknown.
DeleteWhen I was in high school I absolutely hated poetry. I don't know when I learned to love it but somewhere along the way in college it just clicked. I'm not sure when it was, but it happened. I remember Dr. Gentry had everyone read and analyze two poems. This assignment took forever and at first I dreaded it, but then I realized how awesome the assignment was. Every student choosing two poems -- one classic and one contemporary. I heard my peers' voices and interests through this assignment. I got to see another side to many of my peers. Christensen writes, "Poetry allows students to crawl inside their own lives as well as the lives of literary and historical characters" (126). How sweet and true it is.
ReplyDeleteSlam poetry is another great aspect that isn't appreciated enough in the high school and even middle school level. I was fortunate enough to take a Performance of Poetry class my last semester of undergrad and it was life changing. I was able to compete in the class slam competition with a solo entry and a group piece. It was such a powerful moment and I want that for everyone. It was a chance to decide what was important to me and society. Christensen taps into this same concept when she states, "Through poetry kids can give voices to people whose voices usually don't find way into classrooms or textbooks, including their own" (126). Slam poetry can be powerful: emotional, funny, truthful, eye-opening, frustrating. Every emotion.
Instead of shoving all the white dead poets (although I do love them) down our students throats, allow them to read a diverse range of genres and poets. Allow them to create their own poetry and let them choose their topic. We may be surprised as to what our students discuss and write about.
I think that in the case of the assignment given by Dr. Gentry, you cold see the souls, the feelings, and the thoughts of your classmates in a little more raw of a format than in high school. Am I right? I often felt the same way when it came to studying poetry in college. We were given much more of an opportunity to open up and express ourselves rather than find "correct" meanings.
DeleteCat, I had a similar experience. I took a writing class that included writing poetry. I dreaded it. But it was great. I'm glad I did it and I hope to be able to pass that on to my students.
DeleteI like the idea of the interior monologue. The students are allowed to write from a different perspective. It also allows them to think about human behavior and social issues. They put themselves into the thoughts and feelings of another. I think the students would enjoy the Remember Me poems. This gives them the opportunity to write about each other and I think it could be a confidence booster for some.
ReplyDeleteI love the idea of remember me poems! What a wonderful activity!
DeleteAnd I'm intrigued by the interior monologues. This would be a great interdisciplinary activity. You are incorporating history, psychology, sociology, so much more than ELA.
I love the idea of interior monologues. I agree that students would have the opportunity to "experience" and share their opinions and views based on what they know of humanity and the world-without the restrictions of "correct answers." I am definitely going to use this with my Lit classes next year!
DeleteI agree with everyone above. The interior monologues would also serve greatly in other content areas that are struggling to incorporate writing into their coursework. There is a great chance I will also teach history in the coming years. That being said, I could use this strategy in both my ELA and history classes. Excellent idea.
DeleteI loved how she made the section relevant to the student’s lives. Teaching the classics is one of my favorites and I love poetry but often the students do not agree. I have used the writing from a different POV before and it is surprising how and which character the student’s choose. I agree with the author that sometimes it is really what is not talked about that is important to the fully understand the literature. Since poetry is all about emotion it is important to show the student how to decipher that emotion in any way possible.
ReplyDeleteWhat really hit home for me in this chapter was the alienation of the students. They sit in rows and are told when to speak, when to leave and even when to go to the bathroom. There is no time in their full school day to discuss what is happening to them in their real lives. That is why I feel it is so important to bring in their personal lives to the literature. They need to realize that although the literature could be hundreds of years old the lessons learned can still be relevant to their lives today. I don’t care if they remember Romeo and Juliet, but I do care that they remember what we can learn from their hasty romance. If by reading the play they can later remember something and it helps them make an educated and smart decision then I feel I have taught them well.
I agree with your ideas Gloria! We expect so much from our students, but rarely allow them to express themselves. I also try to make the literature relevant to their lives and use the themes and characterizations to teach life lessons in addition to the literature.
DeleteExpression can do so much to empower our students. We need to give them ample opportunities to create and express themselves. One of my favorite education reformist, Sir Ken Robinson, constantly advocates for more creativity and expression throughout academia.
DeleteI love the ability of poetry to bring people together and share in an emotion. Christensen's quote on page 129 really spoke to me, "Too often schools don't teach students how to handle the explosive feelings that come with adolescence. By writing and sharing the 'raw core of feelings' that create havoc in their lives, they can practice a more effective way of handling their emotions." I did this with my 6th graders during our lyric poetry unit. They were asked to write about an emotion and I got some of the most thoughtful, emotional, creative, and moving poems I have read from young people. Some of them wrote about the loss of a loved one; others wrote about divorce or a sibling moving away. It was such a wonderful way for them to get these emotions out and for the students to see that they are not alone in their feelings. Another quote that spoke to me was on page 131, "Learning to write poetry is not about technique, it's about wrestling with your life."
ReplyDeleteI also like the idea of the remember me poems. What a wonderful way for students to not only practice poetry but to also acknowledge their fellow students and themselves. I want to try these at the end of the school year when I have my own class!
The most important quote I found in Chapter 5 was at the beginning; "One of the most important aims of teaching is to prompt students to empathize with other human beings" (134). This statement by Christensen supports my own personal teaching philosophy. While I enjoy the literature and English content, my real mission in teaching is to teach the whole child-intellectually, socially, and emotionally. I feel that all the focus on standards and assessments strays from the purpose of teaching students to become contributing, valuable members of our communities. Character building is just as important, to me, as character analysis. I love the use of interior monologues and poetry to help students understand and empathize with others who may be different. I will definitely use the interior monologues as a way to investigate and dig deeper into the content, as well as a way to help students build their understanding of society as a whole.
ReplyDeleteJanie, I have had such a struggle developing units for my students. I think part of the reason is that I have been trying to let the standards dictate every single aspect of it. I found that once I let myself know that it is okay to teach more than standards, developing lessons got easier. I want my students to be able to analyze anything they read so they can think for themselves. If I ask them to only look at the academic side of literature, and not the personal side, they will miss so much.
DeleteI couldn't agree more about the misguided nature of teaching based on standards and high stakes testing. We need to focus more on the whole child as you mentioned. We are not creating test subjects for data entry... we are preparing the future of our society for their future. How can we expect to achieve that if our students have not been properly prepared for the world that waits for them outside of the classroom.
Delete"Through poetry kids can give voices to people whose voices usually don't find way into classrooms or textbooks, including their own" (126). YES! YES! YES! It is for this very reason that I agree with Christensen 100%. Poetry is a method in which students can express themselves with little boundaries. It is an art form based strongly in emotion, and emotion is one of the strongest tools when teaching new ideas and concepts in the classroom. Anything a student has a close emotional tie with will probably still with much more fortitude in his or her mind than anything else.
ReplyDeleteThough poetry is an emotional field to work in, students inadvertently are also learning rhythm, pattern, and even how to speak confidently and effectively. Learning without realizing that learning is even happening is some of the most effective learning. Hey look, repetition!
All in all, when it comes to poetry, a teacher should never let it become dull or formulaic in the classroom. It is as alive and vibrant as the students have the potential to be. Teach it that way!
Grace, until we started this book, and in particular this chapter, I never really thought about the power of poetry, but now I see it.
DeleteI know its a little late to write about this chapter, but I really liked it (just like all of the rest or the chapters). I taught a unit in poetry to my sixth grade students. However, I told them from the beginning that they would not be asked to write any poetry. I could tell this relieved many of my young students. I wanted them to learn to appreciate and understand poetry. However, I wonder if I cheated them. Since we were pushed for time (we were preparing for the a benchmark exam), and I really breezed through, I wonder how much they really got from poetry. Christensen has used poetry throughout this book, but this chapter really brought home how it can be used to allow students to speak in so many different ways. I liked how her students wrote the interior monologue pieces. I wrote a unit in which students wrote diary entries for a flat character in a book, but if they had been asked to write poetry, I think they would have been able to say so much more. Giving the student the launching point of "Write that I..." is a nice way to get writing off the ground. The final "Remember Me" poems provide a gracious way to leave the classroom. I like that she gave students some time to make closer observations about their classmates. It must have made the class even closer during the closing weeks of the year. I like the fact that she would not allow a student to reject writing about a particular classmate, and that she allowed the subject to have input on the piece. The next time I teach poetry and I have a student say "Ms. Brooks, poetry is my new language!" I want them to mean it in an even more personal way.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteparticularly enjoyed this approach to poetry. This entire text focuses on engaging students in the content and fostering critical thinkers and civic activists capable of standing up for themselves during a time in which previous generations would be happy if they remained silent and subdued. Whatever to maintain the status quo. The way in which Christensen presents poetry in this chapter is considerably more accessible and relevant to the students than the typical transmission approach that places a greater importance on the author and the works than the students’ relationship with the medium. The traditional mode of delivery does not effectively convey the raw emotion that comes with written verse.
ReplyDeleteI am interested in incorporating a unit on slam poetry to introduce the medium. The performance style is extremely accessible to middle school and high school students. The subjects are often relatable to everyday life and emotions. Furthermore, the delivery method is very exciting and often interactive. I feel that introducing students to the medium in a more welcoming form can remove some of the mystery and apprehension in taking on a sometimes foreign art form. Once students become more comfortable with the medium and expressing themselves, we could move on to more complex texts examples and writing. I would particularly like to include works by Big Poppa E and Common. Common has received greater notoriety for his successful hip hop career. I highly recommend you take a look at Big Poppa E. He writes a great deal on matters relevant to adolescents and young adults.