Technology Survey Results

There are 2 computers in the classroom with internet access and access to google tools.

There is also 1 laptop cart with internet access in the classroom

There is a computer lab with internet access and access to google tools. There is a sign-up calendar to use the lab and it is on a first come first serve basis.

Home Computer with internet results.
1st Period 14 do and 10 do not
2nd Period 18 do and 7 do not
4th Period 19 do and 9 do not
5th Period 22 do and 3 do not

Totals: 73 do and 29 do not

Community Resource is the public library if a member.

Using Early Assessments to Know Your Students: Double Entry Journal #10

Kid watching is a critical practice for teachers to use because it is very beneficial in discovering needs and issues with your students. By watching the students, Ms. White was able to identify that for some reason Jacob did not want to find anything to read. This technique guided her into doing an interest survey to try and determine what reading materials Jacob would be interested in. Students often tell teachers what they want to hear, not what they really want to say. By asking the question what does he like to read, Jacob replied with what he knew that other students his age were interested in. By asking the additional question about his interests outside of school the teacher was easily able to see that he had an interest in soccer.

Kidwatching is informed by cultural difference theory by allowing teachers to realize that all students are different and bring an individualized "virtual backpack" with them into the classroom. This is why teachers must get to know their students. Every student is different and as teachers we must provide them with opportunities for reading and writing experiences that are of interest to them.

Teaching from a culturally relevant perspective: Double Entry Journal #9

It is important to encourage students to use their primary language or switch code during literacy events because students are more at ease in using their primary language. This allows them to express their ideas and feelings more in depth and clearly. Switching allows these students to use words from the secondary language and intertwine the two languages to construct a deeper understanding. I feel that this should apply to students with the Appalachian dialects. These students need to feel comfortable enough to express their ideas in the classroom without fear of being corrected or laughed at. This freedom of literacy is very important for them to continue to have the desire to express themselves and their ideas.

Reading aloud from a teacher centered perspective is when the students read or listen to a book and gather the information and understanding that the teacher wants them to have from the book. The teacher will create questioning designed around there desired results. Reading aloud from a student centered perceptive is very different. The students will read or listen to the stories and then come up with their own line of questioning for discussion of the story. This will allow the students to realize the same story from different perspectives.

Related Source:
Childrens Literature that Reflects Appalachian Culture
This website contains a list of books that are relevant to the Appalchian culture. However the websites author does recommend you read the book to verify it contains the information about Appalachian culture you are looking for prior to using it in the classroom.

Getting to Know Your Students: Double Entry Journal #8

It is a mistake to group all English as a Second Language Learners together because a common language or need to learn English does not mean that the students have anything in common. The teacher in the article sitting Bianca and Rosa beside each other was a prime example; it did not help either student. Even though both students were from Mexico they were probably from very different parts of Mexico with different values and beliefs. No students like to be singled out as different they all just simply want to fit in. A virtual backpack is a way to think of all of the different information each student brings with them into the classroom as a valuable resource. All students bring a variety of experiences with them that can be very useful in the classroom if we as teachers take the time and interest to find out the "funds of knowledge" each student is carrying in their virtual backpack.

Related Source
Michael Carlucci - Teaching English as a Second Language is the related source I chose. I love how he uses singing simple childhood songs as a way for even older students to learn english.

Where I am from Culturally Responsive Teaching Response

Where I am From Culturally Responsive Teaching Response link

Culturally Responsive Teaching: Double Entry Journal 6

An example of Culturally Responsive Teaching that I have experienced at Fairmont State would be the first day of Planning and Assessment. Dr. Smith had everyone bring in an object that was important and meaningful that could be use to describe something about ourselves. Each of us had to stand up introduce ourselves, show the object and explain why it was important to us. This was a great way for us to get over and fears of speaking in the classroom and to learn information about other classmates.

References
Brown University. (2006). Principles for culturally responsive teaching. Retrieved fromhttp://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml

The center for action, inquiry and motivation [Illustration]. (2011, April 19). Motivational Framework for Culturally Responsive Teaching. Retrieved from Brown University. (2006). Principles for culturally responsive teaching. Retrieved fromhttp://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml


Related Source:
This image is for the Motivational Framework for Culturally Responsive Teaching.

National Council of Teachers of English Beliefs about the Teaching of Writing: Double Entry Journal 5

3 things I learned
1. Early teaching should include storytelling to encourage students to produce language.
2. You need to talk about writing before you put ideas on paper.
3. Must start writing with the home language you are most fluent at speaking.

2 things I found interesting
1. How difficult it is to discuss the degree to which writing has a "voice".
2. Talking with students about the differences and similarities between written and spoken language.

1 Question I have
How can we connect the different modalities of writing & technology for those students that so no have access to a computer and internet access at home? The article does offer some options but I found them to be less interesting.

Related Source
30 ideas for teaching writing is a article on the national writing project that gives 30 ideas on teaching writing. All of the ideas are listed with a link to the full article.

References

30 ideas for teaching writing. (2003). Retrieved from http://www.nwp.org/cs/public/print/resource/922

Funds of Knowledge: Double Entry Journal 4

Quote:
"We believe that a meaning-centered model ... allows
bilingual students to take full advantage of their first language
abilities, and to surpass the limits set by their more limited knowledge
of their second language." (Moll,1992)

Reaction:
This statement I believe encompasses the main idea of the article. We need to adapt teaching to fit the students by making it meaningful to them and their individual experiences. I remember when I was in school having to write about books and topics that I did not fully understand or was not interested in. It was horrible and seemed pointless to me. I think that I would have learned more if I had been given assignments that were of interest to me. It reminds me of when my teachers would have everyone read the same book and then give a report on it. Everyone stood in front of the class and said pretty much the same thing. I think many students probably did not read the book and simply based their presentation on a combination on what other students were doing. This article fully explains the idea of cultural capital that was mentioned in class. All students have different life experiences; therefore they have different knowledge and interests. If as teachers we use this information as differences to guide instruction instead of deficits that impede it, both student and teacher will be more successful.

Reference:
Funds of knowledge for teaching: Using a qualitative approach to
connect homes and classrooms. (1992). Theory into Practice, 31(2), 132-
41.

Related Source:
Social Reproduction, Capital, Bourdieu and The Jam
This video explains how some students have to work harder to learn information because of their culture and uses several examples.

Where I'm From

By: Teri Foster

I am from a small town that most don’t know.
I am from the 2 story yellow house with the large front porch.
I am from the moon flower bush; that only blooms at night.
I am from big family gatherings that are filled with love, from Grandma and Grandpa Simmons and Grandma and Grandpa Pritt; and my wonderful parents Wilma and Gary.
I am from the love and laughter.
From don’t argue with your sister and be nice to your brother.
I am from the white church on the hill. That all my family and friends attended.
I'm from Rosemont, and fresh garden vegetables.
I am my father who lived the Vietnam War while serving in the U.S. Air Force, my mother who waited what must have seemed like forever for him to come home.
I am my Aunt Ruth who took me with her whenever I needed to get away. My Aunt Freda, who was always there to help me when I needed to find my way, I wish they were still here.
I am my Aunt Nelda who would make my parents stay up late so we could swim in her pool.
I am going camping with my cousins over the 4th of July, and my Aunt Wanda letting me go tubing even though my parents said no.
I am from my family; I am a proud West Virginian!