Teaching English, How To.... by Raymond Stopper
Part Seven: Supervision
Chapter 27. Supervision Lesson #1: Listen. Why is listening important to successful leadership? So much of success in leadership comes from listening to others and helping them carry through on their ideas. My willingness to listen to others was probably my greatest leadership strength, but at the end of my career as language arts supervisor, K-12, my failure to listen was the cause of my greatest mistake. After learning about my experience in refusing to listen, maybe the reader can avoid making a similar mistake.
Monday, June 30, 2008
Thursday, June 26, 2008
Annotated Table of Contents: Language and Vocabulary
Teaching English, How To.... by Raymond Stopper
Part Six: Language and Vocabulary
Chapte 26. Building Word Knowledge: What should a complete vocabulary program consist of?
Knowledge of words extends a person's range of ideas and is considered part of a person's IQ. Knowledge of words enables one to express ideas with precision, and, of course, is related to success in reading. Besides, words are fun. They have histories that are sometimes fascinating.
A complete vocabulary program in the secondary school involves pre-teaching unfamiliar words before students begin to read an assignment; using a systematic vocabulary text that emphasizes word roots, prefixes and suffixes, like Word Power Made Easy; and recording unfamiliar words from reading on 3 X 5 index cards, using as few words as possible to help remember the meaning.
Part Six: Language and Vocabulary
Chapte 26. Building Word Knowledge: What should a complete vocabulary program consist of?
Knowledge of words extends a person's range of ideas and is considered part of a person's IQ. Knowledge of words enables one to express ideas with precision, and, of course, is related to success in reading. Besides, words are fun. They have histories that are sometimes fascinating.
A complete vocabulary program in the secondary school involves pre-teaching unfamiliar words before students begin to read an assignment; using a systematic vocabulary text that emphasizes word roots, prefixes and suffixes, like Word Power Made Easy; and recording unfamiliar words from reading on 3 X 5 index cards, using as few words as possible to help remember the meaning.
Wednesday, June 25, 2008
Annotated Table of Contents: Language and Vocabulary
Teaching English, How To.... by Raymond Stopper
Part Six: Language and Vocabulary
Chapter 25. Exploring Language: How can teachers have some fun with language in English class?
One of the most enjoyable language activities I ever used was to cut maps of the United States into quarters, giving each student a portion of the map. Students looked at the place names in their section of the map and copied down names of cities and towns that they found to be interesting. Next, in small groups, students tried to classify the origins of the names--people's names, geographical characteristics, biblical references, language of the American Indian, etc. Finally, students attempted to express generalizations about how Americans named their cities and towns.
This activity is just one example of how students can have fun exploring the English language. However, in having fun, they will also learn a great deal about how the English language works.
Part Six: Language and Vocabulary
Chapter 25. Exploring Language: How can teachers have some fun with language in English class?
One of the most enjoyable language activities I ever used was to cut maps of the United States into quarters, giving each student a portion of the map. Students looked at the place names in their section of the map and copied down names of cities and towns that they found to be interesting. Next, in small groups, students tried to classify the origins of the names--people's names, geographical characteristics, biblical references, language of the American Indian, etc. Finally, students attempted to express generalizations about how Americans named their cities and towns.
This activity is just one example of how students can have fun exploring the English language. However, in having fun, they will also learn a great deal about how the English language works.
Tuesday, June 24, 2008
Annotated Table of Contents: Censorship
Teaching English, How To.... by Raymond Stopper
PartFive: Literature
Chapter 24. Censorship: How Can English Teachers Prepare for Possible Censorship Challenges? Dealing with censorship issues involves two fundamental procedures: first, a questionnaire to be completed by the challengers explaining why they think these books should not be required reading or even on the library shelf. And, second, a representative committee to consider the challenge and to recommend future use of the challenged material.
However, even more valuable in preparing for censorship challenges is writing rationales for teaching potentially controversial literary works, a technique that will help teachers decide on the appropriateness of the literature they teach in class and prepare for questions about the controversial material.
PartFive: Literature
Chapter 24. Censorship: How Can English Teachers Prepare for Possible Censorship Challenges? Dealing with censorship issues involves two fundamental procedures: first, a questionnaire to be completed by the challengers explaining why they think these books should not be required reading or even on the library shelf. And, second, a representative committee to consider the challenge and to recommend future use of the challenged material.
However, even more valuable in preparing for censorship challenges is writing rationales for teaching potentially controversial literary works, a technique that will help teachers decide on the appropriateness of the literature they teach in class and prepare for questions about the controversial material.
Monday, June 23, 2008
Annotated Table of Contents: Organizing a Literary Discussion.
Teaching English, How To.... by Raymond Stopper
Part Five: Literature
Chapter 23. Organizing a Discussion of Literature: How can teachers organize literary discussions in which most of the students participate?
I encountered the model for good literary discussions when I took the Great Books training course, a program that changed forever the way I organized discussions. The key was the requirement that the group leaders, in formulating the questions, could ask only questions about which they themselves had some element of doubt as to the answer. The Great Books Foundation calls its discussion technique "Shared Inquiry" because everyone can participate in the search for answers; no one is designated as the expert, not even the leaders.
However, the Great Books program requires discussion leaders, not the students, to formulate the questions and insists that the literary work should not be introduced, that the students should just begin to read without any preparation. I disagreed with both restrictions. Therefore, I have used the Great Books technique with some modification, and almost everyone becomes involved.
Part Five: Literature
Chapter 23. Organizing a Discussion of Literature: How can teachers organize literary discussions in which most of the students participate?
I encountered the model for good literary discussions when I took the Great Books training course, a program that changed forever the way I organized discussions. The key was the requirement that the group leaders, in formulating the questions, could ask only questions about which they themselves had some element of doubt as to the answer. The Great Books Foundation calls its discussion technique "Shared Inquiry" because everyone can participate in the search for answers; no one is designated as the expert, not even the leaders.
However, the Great Books program requires discussion leaders, not the students, to formulate the questions and insists that the literary work should not be introduced, that the students should just begin to read without any preparation. I disagreed with both restrictions. Therefore, I have used the Great Books technique with some modification, and almost everyone becomes involved.
Thursday, June 19, 2008
Annotated Table of Contents: Why Study Literature?
Teaching English, How To..... by Raymond Stopper
Part Five: Literature
Chapter 22. Reading, Teaching and Studying Literature. What is the purpose of reading literature in school?
The scene was a meeting of parent representatives from each school in the district. The purpose was to review a new part of the language arts curriculum. Before the meeting began, one of the parents asked me a question that I had never had to deal with: "Why is the literature we read in the schools so depressing?"
Lamely, I tried to explain that even when the literature involves tragedy, it affirms life and is not pessimistic. Other parents around the table looked at me as if I were speaking Greek, and the chairperson of the group made it clear that she wanted to begin the evening's main business
I knew I hadn't answered the woman's question satisfactorily, and I was troubled. I would like to answer that question now. However, the question, "Why is the literature we read in the schools so depressing?" becomes, "Why read literature?"
Part Five: Literature
Chapter 22. Reading, Teaching and Studying Literature. What is the purpose of reading literature in school?
The scene was a meeting of parent representatives from each school in the district. The purpose was to review a new part of the language arts curriculum. Before the meeting began, one of the parents asked me a question that I had never had to deal with: "Why is the literature we read in the schools so depressing?"
Lamely, I tried to explain that even when the literature involves tragedy, it affirms life and is not pessimistic. Other parents around the table looked at me as if I were speaking Greek, and the chairperson of the group made it clear that she wanted to begin the evening's main business
I knew I hadn't answered the woman's question satisfactorily, and I was troubled. I would like to answer that question now. However, the question, "Why is the literature we read in the schools so depressing?" becomes, "Why read literature?"
Wednesday, June 18, 2008
Annotated Table of Contents: Reading Aloud
Teaching English, How To.... by Raymond Stopper
Part Five: Literature
Chapter 21. Reading Aloud: Why is reading aloud to students of all ages important? How can students learn to read effectively? I don't care how old students are; they love to be read to. In my first year of teaching, I discovered the power of reading aloud to my high school students. I actually discovered it because I had given a fairly smart class Poe's short story, "The Pit and the Pendulum" to read silently. I remembered reading "The Pit and the Pendulum" when I was in high school and Poe's description of the prisoner's experience was so vivid that I had almost lived the experience of the prisoner myself. Therefore, I was surprised when my students finished reading it with glazed eyes and a definite air of boredom. What was wrong?
Part Five: Literature
Chapter 21. Reading Aloud: Why is reading aloud to students of all ages important? How can students learn to read effectively? I don't care how old students are; they love to be read to. In my first year of teaching, I discovered the power of reading aloud to my high school students. I actually discovered it because I had given a fairly smart class Poe's short story, "The Pit and the Pendulum" to read silently. I remembered reading "The Pit and the Pendulum" when I was in high school and Poe's description of the prisoner's experience was so vivid that I had almost lived the experience of the prisoner myself. Therefore, I was surprised when my students finished reading it with glazed eyes and a definite air of boredom. What was wrong?
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