Blog Ten

The Andrews chapter in WTL had some helpful suggestions for future writing instructors to encourage students to write beyond the classroom. The belief is that once a young writer sets a goal of contributing for a publication, their expectations broaden along with their considerations for audience. I suppose it would not be farfetched to conclude that it would also allow for more stress and pressure on the writer to be perfect if it was to be scrutinized beyond the classroom. However, if the young writer produces work that successfully makes it through editing and it is printed for the masses it certainly would be an encouraging experience for their confidence and abilities. One could make the argument that the internet is one such forum for a writer to reach out and be heard by many, but let’s face it; being “published” on the internet on a blog or some obscure website would not be as gratifying as a printed publication amongst your peers or community. And while it is unlikely that many publications exist that will accept untrained or amateur writing, it would be worthwhile for young students and writing instructors alike to investigate if such avenues of opportunity and experience are accessible.

A secondary part of the Andrews chapter called for socially responsible writing if the opportunity or forum allowed for it. The author is also an English teacher in Alaska and has noticed that the Native population is somewhat overlooked and treated as second class. Many of the publications that would permit amateur submissions would be an ideal place for an effective sounding board for the under-represented. Of course, a larger media outlet would be the preference but not realistically attainable for the student writer.

The Alejandro chapter begins by displaying a Texas third grade she taught at where less than half of the children were reading at a first grade level, while the other half had little to no English speaking skills. The teachers at that school would have to be miracle workers to get those children up to the state proficiency standard. The obstacles such as language, poverty, crime, and graduation rates suggest that it is not a combination where any success could be achieved quickly. The next section was about miracle worker like results with the use of art, to build on an array of skills but obviously had a tremendous impact on the children’s cognitive skills of learning and perception. Alejandro’s utilization and significance of art as a tool went unnoticed and was mandated to change her teaching techniques to better instruct for the state tests; she resigned instead of adapting. The same children one year later made baffling improvements, and the school was rewarded as a result. When I first read the chapter I didn’t notice the years of Alejandro’s service at schools, but for effect she goes out of sequence to build up the drama of “can she do it again with those kids, at that school?” As it turns out she could. Using art to development other skills including confidence proved to once again allow the improbable to occur. In my I-search paper I discussed how teacher’s skills were being stripped away when you command them to teach to a test. Alejandro, in amazing fashion was able to implement her skills to accomplish improvement in the students and improvement on the test.

The two chapters clearly suggest that teachers must sometimes consider and adapt alternative methods to tap into student potential.