The Honoring the Learning Process Article made me reflect upon my teaching and the essential learnings that I teach. A majority of my teaching practice is a "...predominant institutional response..." The article challenges me to shift my paradigm so that I will create a teaching environment in which the students may "adapt" so that I may foster genuine exploration.

In my American Literature classes, the limited discussion that arises from some of the activities surrounding literature appears to stem from my lame implementation of the activities. Also, many students are not reading so they are hesitant to contribute to the overall discussion. Other aspects regarding writing and vocabulary appear as if they have more interest from students. I must relinquish and allow the students to create structure for the discussion and analysis for the literature. My freshman classes have interacted well during fishbowl activities. I need to rethink my juniors. Again, I return to the idea that "Everything Speaks" and I must be malleable with my teaching approach, and I need to let the students contribute to my teaching vision as well.

I apologize for the delayed post. Upon revisiting the Becoming a Constructivist Teacher early class reading, I noted one of many important ideas. I have tried to solicit more genuine interaction regarding "... students ... engag[ing] in dialogue with the teacher and with one another." In American Literature and English 9, I am attempting to approach texts with more purpose such as: creating charts addressing elements to analyze, attending to literary terms, fishbowl, analysis bookmarks, quote commentary, quote memorization, and writing about art/subject matter connections. None of the items are truly new, but the purpose and time have been allotted differently. This teaching/student response change has been slow, but the idea is to hopefully allow students an authentic "...chance to speak..."

Single-gender or single gender? At the second single gender meeting, I was encouraged to think about what I want to focus on for the year. Unfortunately, I have not completed all of my class blogs, but I thought that blogging could help the single gender girls English 9 class that I teach. As we partner with D.U., it will be interesting to experiment with technology and tactics within the classroom. Blogging could allow for the girls to express themselves regarding the class and its hindrances and benefits. In addition to empowering these students, the anecdotal evidence could be truly telling and insightful-helping us to rethink our instructional approach with all students.

Tuesday was very informational and inspirational. I really enjoyed conversing with Mr. Hampshire regarding bolgging about Greek Mythology and Western Civ. The blog(s) could allow for students to dialogue about Greek Mythology, politics, culture, etc... Also, student design or content suggestions addressing the blog(s) could empower them to invest in class. One small goal is to free the "reticent voice." We will try to set a target blog date so that we establish purpose and value for the dialoguing students.