Thinking About the Thought Organ

A friend from school sent me this article on the brain and adults ability to learn new information. It is interesting and made me think…
Retention is something that plagues me with my school work. I just can’t seem to memorize facts the way I used to. I often resort to creating elaborate stories to relate information I am learning to things that are a part of my everyday life so that a person, object or event in my daily life will repeatedly make me recall something I am learning and hopefully help me internalize by test time. And along the same line, where the article states that adult brains rely on “similarity of sounds” in order to recall information, such as names, reminds me a lot of my own method of going through each letter of the alphabet mentally to recall a name. For some reason, if I focus on a particular letter and its sound, with the intention of trying to figure out a word or name I have forgotten, it helps me to remember what it starts with, then eventually I remember what it is I am trying to recall.
I have always been intrigued by the human brain. It truely is like a giant sponge, able to absorb massive amounts of information and hold it within. We know that children, especially in their earliest years are capable of absorbing and retaining even the most complex information. We also know that it seems the younger the brain that is absorbing information, the greater the retention, recall and affect that the information has. When we get older, our brain sponges are so full and heavy that information may begin to simply try to find free space where it can be stored. Maybe this is part of the problem- with limited free space left information is not able to order itself in meaningful ways; organize information according to type and use.
Several images appear when I think of this theory. The first is walking into an almost full movie theater, where available seats are scattered between groups of people because people tend to leave one or two seats between their group and others. People who arrive late often can’t find a group of seats together. Another image that conjures up is a computer that needs its files de-fragmented. The computer does not operate at an optimal speed of information recall when files are not compressed and organized efficiently, but spread out and saved only where there is free space.
Much the same as a computer, or a sponge, or the movie theater with several groups randomly spread, our brain sometimes need to be re-organized, useless info needs to be squeezed out to make space for more important things.
I think this is why journaling is such a useful tool. It allows for the brain to rid itself of things that are not important for long term retention, so that the brain can make room for important things. I notice that schools are utilizing journaling a lot these days- definitely more than it was used when I was in my primary and secondary school. I wonder if it is intentionally for this purpose- a result of research- or if it is simply a useful side effect to something that is used mostly as a literacy tool.
The psychological impact of journal writing was something that was greatly stressed when I worked in holistic health care. It was a great tool for helping people overcome somatic patterns. I also found it a useful suggestion for people with memory issues, trauma recall and emotional instability. I basically would recommend it anytime I sensed someone was not grounded.
I find it extremely interesting when I can draw correlations between my former career and teaching. Its amazing to discover how tools used for educational purpose can transcend academics and become valuable to other levels of the human experience. It’s another level of education to consider.

Modern Day Considerations

I’ve decided to challenge myself a bit when it comes to literary analyses. Part of my education to be an educator required that I choose a concentration area. As much as I wanted to fill the great need for math and science teachers, humanities has always been my passion and strong suit, so I chose English as my concentration.
I do love my reading and writing, probably in a different way than many others. I have long time been a big fan of the non-fiction genre, as my desire to learn overpowers my desire to escape into a good novel, although I also enjoy the latter. As a result of my obsession with non-fiction reading (and believe me, it goes way, way back- to childhood really) I am not well read in the fiction genre, and less well read in many of the classic junior novels that will likely be part of the curriculum I will someday teach.
I decided that in order to familiarize myself with popular junior novels, despite my lack of time for recreational reading, I will start getting books on CD from my local library and listening to them when I am in the car. While listening to them, I can begin to think about questions I might use in discussions with my students, if I were to teach this book.
I started this yesterday with “The Giver” by Lois Lowry. I am only a few chapters in but I already have some great ideas of critical thinking questions that I might pose to my class. But one thing I didn’t expect was to have all kinds of thoughts regarding the actual experience of listening to audio books as opposed to the experience of reading them. Back when I was in school, cliff notes were the only cheater we had to reduce the work of actually reading a book (now I relish in the thought of reading for homework!) But in this day and age, there are so many new ways for children to access information that I feel it necessary to ask myself, “how would I handle this in my classroom- if children choose to listen to books instead of read them.” It also makes me wonder how teachers are already dealing with this situation.
I can see that there may be both positives and negatives attached to audio books.
The first positive that pops into my mind relates to accommodation for disabled students. If I get to choose a book to use for a lesson, it would be beneficial from an inclusion perspective to choose books which are readily available in audio format.
Another positive would be to utilize the audio format in collaboration with the text to help students integrate the material with both visual and auditory sensory input.
On the negative end, the experience of listening to the audio book tends to color the readers perspective of the characters, much the same as watching a film about a book does. The reader on the audio book adds his/her own voice to the characters and reads in such a way that the listener begins to model the character to match the readers voice, instead of using the tone, imagery and characteristics of each character to create an impression of their own.
Also on the negative end is the affect on technical details, such as becoming more fluent and learning new vocabulary and synthesizing the material, lack of retention and the ability to “space out” or get distracted when not focusing visually on the text.
In the age of technology, there are many other considerations to make when developing lessons and assignments in order to ensure students do not short change their education by using technology as a shortcut. Even reading has become techno-fied (yes, I made that word up).
On the other hand, for teachers, all this technology can be an incredible time saving method of staying fresh and current on the curricular material and obtaining new perspectives and ideas on how to approach discussions with students.

Teacher Moment

Last night as I was reading a book about creating quality lessons, I had a teacher moment. I envisioned myself teaching a literature lesson. We were having a whole class discussion about a book and I was trying to pull examples of themes, found in the book, from my students. I imagined asking one of my students to recall what a theme is and share it with the class. Then I would elaborate on that definition and ask for students to share their thoughts about what themes may be present in the book, as I create a brainstorm model on the board with their answers. I imagined a student responding with a portion of the plot and me replying with appropriate feed back: “that is an excellent observation Jimmy, however rather than a theme, you shared a portion of the plot.” Then I would differentiate the definition of a theme and a plot and suggest we use Jimmy’s plot observation as a platform for building on to find the theme. I would use a visual model of the building blocks of a story, say a pyramid.

I would then use Jimmy’s example (a small fragment of the whole) to find the individual elements involved in that portion of the plot, then as a group, determine what we think the theme to that segment of the story could be. Once I felt the students understood, we would then start brainstorming other themes present in the novel. At the end of the instruction portion, I would encourage any questions and ask students to write the models from the board in their writer’s notebook, as reference for their assignment.
The assignment would be to use the themes present in the story to find a angle in which the story is relatable on a personal level and write about it in their journals. What I would be expecting is identification of the chosen theme, and explanation of why that theme was chosen, 2-3 valid comparisons between the story and the personal experience as it relates to the chosen theme and a conclusion which states at least one valuable insight that the student can grow from that was discovered while analyzing the similarities.
This of course was just an imaginary account of how I might approach a lesson on literary analyses of theme and teach children how they can find deeper meaning within works of literature. This is an example of why it would be great to work with 4th- 8th grade because of the possibilities for more complex lessons and assignments.
Since I haven’t gotten into any methods courses yet and have nothing to go on except some basics on educational theory, I often feel as if my path is blocked by a giant question mark. I have a good general understanding of administrative structure, educational policy, educational style/approaches, theories on teaching diverse learners, inclusion, classroom management, room set up and the general responsibilities of teachers. But vary rarely do I get any sense of what executing any of this is actually like, how does it all come together into a meaningful experience for students? What will I say when I am standing at the front of the room with all those eyeballs focused on me? I really try to put myself in as many imaginary situations as I can but when there is missing knowledge and no understanding of curricular requirements, those teacher moments don’t feel complete. I have so far to go yet, but at least it’s a vision that I can hold and build on, something to bring me closer to closing the gap between theory and practice.

More Great Ideas

Another great idea came from this blogger. To help first graders get in the reading mode, she is taking photocopies of the covers of all the books she reads to them as a group (and has multiple copies of each book in the class library) and hanging the pictures up so that the kids can identify which book it was that they remember and want to try to read on their own. I really loved this idea because children are so visual. They are much more likely to make the connection that “hey, that is that book the teacher read that I like” and then pick up the book themselves.
I also think that this concept can grow with students into a visual card catalogue. The photo copies of the covers can be stored in a binder by author and then have a simple color and or number coding system on the classroom shelf to help students make a visual connection with identifying books by author and title as they will encounter in the real world- libraries and bookstores. Plus it’s a great way to organize a classroom library and keep an inventory of what books have been collected over the years and which are student favorites. A check out system can also be created. Some organizational methods that can be built from this idea:

• Colored dots can be used to indicate reading level, then secondary to the color dot can be a letter/ number system similar to the dewy decimal system.
• A sign out sheet can be used, possibly a simple paper with columns for the week kept in a child’s work folder. Bingo daubers that match the color codes can be used and the number of the book to indicate what the child is taking home for the week.
• Items checked out can also be interwoven with writing lesson plans- ie, children must write an entry in their journal citing their thoughts on a book taken out that week.

There are a lot of benefits in creating a simplified mock library within the classroom other than just encouraging kids to read. It can also serve as an introduction to library skills and as a platform for writing.
There is also a great opportunity for teachers to collaborate on this so that the skills are built upon each year (of course this may once again be my perfect world in my student mind, do most teachers really even have the opportunity [or in some cases probably open mind would be more likely!] to collaborate?) I read about some schools where the teachers seem to work really well to make the transition from each grade smooth, but I imagine that many schools are also not that collaborative in nature. Hmmm, maybe something to consider when I am looking for a job someday.

Virtual Observation

Last night I had a bit of insomnia so I went online to watch some education videos. I love watching anything that puts me right inside the classroom during a lesson plan so that I can observe how the lesson plays out, how the teacher approaches it and what the response is from the students. From these videos, I get some great ideas of lessons that I would like to implement someday.
Since English is my concentration and I look forward to working with young writers, I loved this lesson on “Lifting a Line” using student journals. I am a big proponent of journaling. Maybe that is why I love blogging! A journal is a great way to sort through thoughts, order priorities, track goals and deal with the complexities of life. With respects to writing, it keeps a constant creative flow that can help young writers find meaningful topics from every day experiences. I definitely plan to use journaling a lot during my teaching career. A video posted here shows how to clearly explain the concept of “Lifting a Line” to students. I also like how the teacher pulls something from her own journal which is a bit personal because I think it shows kids that their journal can be a safe outlet for their feelings and that writing can be a therapeutic process as well as a creative process.
Another video I watched last night demonstrated a collaboration of a group combined with the delivery in a game show format. I was impressed with how excited the kids were, literally on the edge of their seat! I also vaguely remember a game like this when I was in elementary school and could relate to the sense of anticipation and excitement that the students are clearly feeling during this lesson. This would be a great game for review prior to a test or to leave for a sub if you know that you will be absent.
I also love seeing the different teachers, how their personalities translate to the classroom, what their techniques and styles look like and how the children respond to them. This teacher (video- "Managing Literacy") has a great style to learn from. I love the rhyming instructions she uses that appeal to children, and the animation in her voice. I also notice that she repeats what she says then asks one of the children to repeat the instructions, but she does this all in a way where they feel like they are helping her rather than being told to do something. She has a very kid friendly character she uses in the classroom and the children are completely fixated on her every word.
The videos really put me in a comfortable frame of mind, where I can see what day to day operations in the classroom are like and how real children react. Not that I don’t learn a lot from all the reading I do, but this gives me a concrete experience to relate to.

Priceless Resources

One reason that I am benefiting (rather than regretting!) going to college later in my life is that I now have the benefit of the internet as a resource. That is not to say the internet wasn’t around when I finished high school, but it was still a new concept to the public, most businesses were just beginning to advertise websites, so it wasn’t quite the networking resource it is now, and there certainly wasn’t nearly as much information to be found as there is now.
Teacher blogs and websites are some of my favorite places to peruse. Some experienced teacher’s have the best ideas for fun and engaging lessons, like this teacher who uses “Kung-fu Grammer” to teach the rules of punctuation, and this teacher who uses a book club format to get children to explore literature and engage in meaningful conversations about books with peers who are at the same reading level as them. What I love about these ideas is that they are both simple enough for a new teacher to use. I’ve seen some other great lesson plans that I just don’t know if I could pull off as a new teacher because of how meticulous of a process implementing it is. Somehow, I am expecting my first few years to be a bit overwhelming, so simple and effective is key.
Last night, I watched this video on the website that goes with my textbook. I think that this activity, although pretty intricate, would be a good activity for the beginning of the school year to help learn what kind of learner each student is so that I can plan more effective lessons. It uses the Multiple Intelligence theory and allows children to be active and creative. I love the fact that there are ideas in which they have to work, but no concrete rules, so you can provide the framework within which they can explore and come up with their own ideas.

An "Ahhaa!" Moment

I just started reading Donna Walker Tileston’s book on classroom management. The foundation of her method is that behavioral problems can be avoided if children are adequately engaged with the learning process, nothing new that I haven’t heard before. When she started elaborating on the neurological process of learning, I knew this book was right up my alley!
For the first time, I feel like I am reading something that is speaking my language, something I can actually put into practice effectively. While I understand that “in theory” and “in practice” are two totally different things, I feel immensely inspired by her method. While reading, my thoughts went beyond just concerns over classroom management, I actually could visualize myself implementing the methods in a lesson plan and it felt natural and comfortable to me.
Some points that thus far I am taking from the text that I want to remember for the future:

1. Engage students immediately by beginning the lesson with an activity that appeals to one of their senses. For instance, I could start a history lesson with a visualization exercise, helping to place them in a period of history using guided visualization and period music. This can help personalize the learning experience (“intrinsic motivation”.) Another sensory exercise that can be used to learn examples of geometrical shapes in the real world is to put common place objects that, for example, are cones into a pillow case or bag . Students could work in groups to feel the objects through the bag to identify what the objects are. Or, using that same tecnique, put several different geometrical shaped objects in the bag and have students use their knowledge of shape properties to identify what the shape is.

2. Have students teach each other. For example, to help build vocabulary, each week, students can be assigned to pick a word from the dictionary that they don’t know and present it to the class. The presentation would consist of teaching the class the definition, spelling, type and how to use it in a sentence. Students would be allowed to present the concepts in any creative way they choose. Each student will keep a vocab list of the words their peers teach and an writing assignment involving the use of the words would be due each weak. The writing assignments could built upon one another so that by the end of the year, all the words learned would have to appear in the story, helping memorization of new words and building of vocabulary. Guidelines can also be put in place like 5 letter words, words that start with “s” or adjectives only or use the words to write a story about a particular topic; to challenge and provide variety.

3. Connecting the material to something children can relate to. Giving lessons a proper introduction that tells students, before you get into the subject matter, how they can apply it to their lives, immediately, develops a purpose for the student to become involved in the lesson and listen/ participate (“self-system”.)

Weakness Brought to Light

College has both built my confidence and brought to light my many weaknesses. My last class favored the latter. The class was a children’s literature course. I took a deep interest in this course because 1) children’s literature is a significant part of the career I have chosen and 2) my concentration area is English. This course was really good because it pointed out all my weaknesses with respect to my concentration area.
English, grammar, writing, reading comprehension all have been my strong suits through out my education, even when I was in elementary school. I recall my third grade free choice time, I took it upon myself to start a class newspaper using the arts and crafts corner. The teacher left a box of paper, scissors, crayons and markers. I would hear random things on the news when my parents were watching and re-write stories on it complete with custom drawings (since I didn’t have photography capabilities), except in my young and innocent mind, the facts were a bit skewed. Now, as an adult, I can imagine how entertaining this must have been to my teacher and parents! Entertaining as it was, I remember receiving praise for my creativity, initiative and writing, but I digress. . . For a long time I have received positive feedback for my strong English skills and had forgotten what it was like to be put under the microscope. The instructor for my children’s literature course did just that!
I now realize that I have to go back to the basics and work on some grammar skills and technical details of my writing. I also need to practice my literary analyses, which means identifying the basic elements of a story every time I read fiction, perhaps keeping a journal to document it in.
In addition to refreshing my memory on basic skills, I need to start focusing on how I can make someone else understand. Although I will be happy teaching any grade I am qualified for, I am most drawn to 2nd, 3rd and 4th grade. Part of what attracts me to these grades is the reading and writing level the children are entering. I look forward to having meaningful conversations about the books we read and working on writing using fun prompts. I am excited to read what students will write about. I believe some of the most creative and interesting writing comes out of this level, where the children are old enough to formulate cohesive writing but young enough to run free with the exercise and be natural and creative.