Abstract
In this presentation, I explore how literacy learning can be impacted through relationships. I use the term “relationships” in the context of how things connect with each other, and I focus on four areas where I believe I could demonstrate the impact that those connections have on literacy learning. These areas are:
|
Rational
During my two years at NCSU, New Literacies and Global Learning program, I have learned much about best practices for teaching literacy, formative assessments, student engagement, and learning processes. As I reflect on all of this information, I believe that I can narrow best practices in literacy to one word- Relationships. A recurring theme in all of my research through this program has been the importance of relationships in every facet of the learning environment.
I also know from life experience as an ESL student, during my late elementary and middle school years, how important relationships were to me as I struggled to feel connected and engaged. Now, as a teacher, I see how many of my own students, both English language learners (ELL's) and African Americans, struggle to make those connections between the home and school, resulting in difficulties with engagement.
Findings
Through the work presented here, I demonstrate the types of activities, strategies and practices that lead to relationships, and consequently higher levels of literacy learning. Within these activities you will find the importance of bringing into the classroom culturally and linguistically relevant books and projects, as well as activities which focus on dialog. I have found these activities to improve literacy in a way which helps children to build relationships with themselves and with their learning environment.
Another finding I share here is the importance of forming supporting relationships with parents, staff and community members. These relationships benefit our students and allow them so see education as more than something that just happens within the walls of the school.
During my two years at NCSU, New Literacies and Global Learning program, I have learned much about best practices for teaching literacy, formative assessments, student engagement, and learning processes. As I reflect on all of this information, I believe that I can narrow best practices in literacy to one word- Relationships. A recurring theme in all of my research through this program has been the importance of relationships in every facet of the learning environment.
I also know from life experience as an ESL student, during my late elementary and middle school years, how important relationships were to me as I struggled to feel connected and engaged. Now, as a teacher, I see how many of my own students, both English language learners (ELL's) and African Americans, struggle to make those connections between the home and school, resulting in difficulties with engagement.
Findings
Through the work presented here, I demonstrate the types of activities, strategies and practices that lead to relationships, and consequently higher levels of literacy learning. Within these activities you will find the importance of bringing into the classroom culturally and linguistically relevant books and projects, as well as activities which focus on dialog. I have found these activities to improve literacy in a way which helps children to build relationships with themselves and with their learning environment.
Another finding I share here is the importance of forming supporting relationships with parents, staff and community members. These relationships benefit our students and allow them so see education as more than something that just happens within the walls of the school.
Below is a poem that I wrote for ECI509 - Teachers as Writers which I believe takes into account the importance of relationship building.
Recipe for a successful school
Ingredients
Knowledgeable and caring staff
Well maintained and fully stocked school building
Diversity in school and classroom
Purpose driven classwork
Tons of reading and writing
Appreciation of students as individuals
Classroom discussions
Family engagement
Steps
Pour knowledgeable and caring staff into a well maintained, fully stocked school. Throw in a diverse group of students (better results with equal amounts of each) into each classroom. Blend purposeful driven classroom work and tons of reading and writing, generously adding student choice to the blend. Chop and add classrooms discussions into all areas. Baste every student interaction with sincere appreciation of every student as an individual. Frost this successful school with ample opportunities for family engagement. Enjoy the amazing results!
Ingredients
Knowledgeable and caring staff
Well maintained and fully stocked school building
Diversity in school and classroom
Purpose driven classwork
Tons of reading and writing
Appreciation of students as individuals
Classroom discussions
Family engagement
Steps
Pour knowledgeable and caring staff into a well maintained, fully stocked school. Throw in a diverse group of students (better results with equal amounts of each) into each classroom. Blend purposeful driven classroom work and tons of reading and writing, generously adding student choice to the blend. Chop and add classrooms discussions into all areas. Baste every student interaction with sincere appreciation of every student as an individual. Frost this successful school with ample opportunities for family engagement. Enjoy the amazing results!
About the author
I am currently a teacher at George Watts Montessori Elementary, in Durham NC, where I started my teaching carrier and remained for what is now nine years. At the school, I hold a variety of responsibilities including: reading support for all Kindergartners who need extra support with a focus on ELL students; parent liaison and translator for Spanish speaking families; member of the Student Support Team; Lead Teacher in our after-school Reading Academy; and Founder and Director of our summer programming including G.R.O.W and Peaceful Planet. In May 2018, I will earn a master's degree from North Carolina State University. I currently hold a bachelor's in Elementary Education, Reading Specialist, and English as a Second Language Certification. |
|