As an inexperienced teacher at the secondary level, my initial thoughts when I first entered the English classroom were that the best way to be a successful English teacher was to emulate my former English teachers and their approaches to teaching the language. I was of the view that the approaches used would lead to the success of my English student. Since I was a successful English students I believed that these strategies employed would ensure that my students are successful. Some of the approaches used however, required a lot effort and determination in order for me to be successful. As young English teacher of form four and five students at the secondary level I reflected a lot about my experiences as a learner in the the English classroom. Through my readings I have realized that I was taught using the product approach to writing. This is a traditional approach where students are encouraged to follow a model text or piece of writing. The students are required to analyse this text or piece of writing at an early stage. I remember when being taught how to write an argument we were given an example from the textbook. We were required to read the piece aloud. The teacher would use the piece to then highlight an effective thesis statement and persuasive techniques which are effective in making an argument a good one. We were also given opportunities to practice the features highlighted from the argument. For example we would be given opportunities to practice writing effective thesis statements following the example given in the model piece. A lot of focus was given to how well we organized our idea rather the quality of the ideas. We were taught linking words and how to use them effectively to ensure that the ideas flowed smoothly in the argument. Finally, in the end we were required to use the skills, language and vocabulary taught to produce the product.
In my English classroom I used this same traditional approach to teach my students. I found that the strategy word well with the younger students. However,with the older students I experienced a lot of problems. The students simply followed the models given and the writing became uninteresting and predictable. The students used only used the techniques highlighted in the models given when composing their pieces. I therefore realized that this approach was stifled the students' imagination. It was observed that they were afraid to try anything different because they thought that what was given in the model was most effective. When the students were given feedback and asked to think "outside the box" they became frustrated. They would complain that I taught them one set of strategies and expect them to do something else. this was when I became frustrated and became contented with the work that my students were produced. I figured that they were working at their full potential and I should therefore not frustrated by simply requiring that the use different techniques in their writing. I was satisfied that they could have at least used the techniques that they were exposed to from the model effectively in their writing.
I have been exposed to a lot information from this course which will change what I do in my English classroom. From my reading I have come to a realize that the process to writing is more appropriate for teaching the crop of students that teachers have to transmit knowledge, skills and the appropriate values and attitudes that are necessary for them to be successful in today's society. When I return to my English classroom I hope to to use a variety of approaches to promote the development of language use. For example rather than highlighting techniques used in model of a piece of writing students will be required to brainstorm to bring out their own ideas as a class. The work with their peers to discuss or exchange ideas about a particular topic. These strategies are student oriented and the role of the teacher would be to provide support where necessary. Many authors have been emphasizing the use of graphic organizers in the process approach to writing. I hope to employ this strategy in my language classroom to help students take note of their ideas before they begin to write and also the usefulness of these ideas. These will also by used as a strategy to help students organize their ideas. The students will also be encouraged to write drafts of their work before submitting the final product. I hope to employ the peer conferencing strategy in using the process approach where the student will be required to exchange drafts and provide each other with feedback. They will use checklists with the six traits of writing to provide appropriate feedback. The students will then be required to make changes based on the feedback given by their peers. The final draft is presented to the teacher and students read each others work after feedback is given. I hope to see a change in the way students approach writing when this strategy is employed in my English classroom and I hope to see a general improvement in their writing.
"The ablest writer is only a gardener first, and then a cook, his tasks are carefully to select and cultivate his strongest and most nutritive thoughts; and when they are ripe, to dress them wholesomely, and yet they may have a relish." Augustus William Hare & Julius Charles Hare (1827)
No comments:
Post a Comment