Can I wish for more wishes? March 25, 2007
Posted by Chris Lewis in Uncategorized.add a comment
I would love to sit here and be inspired to write something creative. I watched another episode of Def Poetry Jams and sat in awe of the amazing performers who are able to write and express some deep emotions through performance. However, I have just finished a whole day of writing the first parts of the M.A. Thesis and I have not creative energy left. It is sad that I am writing my thesis about dramatic play and playing “What if…” But “what if” we had just one more hour in the day? Would I use it to be productive on work? Would I use it to read and/or write? Would I use it to give back to the world I live in? Who knows…WE DON’T HAVE AN EXTRA HOUR. I must do more with what I have. Wish me luck.
Are we all meaning makers? March 12, 2007
Posted by Chris Lewis in Educational Ponderings, reading.add a comment
As a part of my M.A. Degree in Education, I am currently working on an Action Research paper. One step that my professor recommended was to keep a “researchers” journal. I have really tried to keep up with important things about my classroom observations and research ideas. Though there isn’t much, I am finding I like the reflective writing. But my hand does start to hurt after writing passionately for a few minutes. This entry is my journal from this afternoon. I sat in Borders for a couple hours just reading and this was my reflection…
“In Noble’s [literature professor from undergrad] class [Contemporary Literary Criticism] I think I had a problem with Reader Response Theory. There was something about leaving interpretation open to ANY reader that makes me nervous. I come from a background in studying the way history and reality affects the author and the writing of a text. It’s the old “nothing is written in a vacuum” idea. I spent so much time in college courses looking at the author’s intent and the historical perspective that I rarely “experienced” or “transacted” with a text. Now I look at my teaching style and the influence of content standards and see that I do what I learned in college. I try to get students to look at the construction of a text. The New Critic in me rears its ugly head. I ask why did the author use this poetic device? How is it that the author has created meaning? Deep down I believe that all literature can be didactic in a sense. The text itself, produced by an author in a particular place and time, has something to say.
But that I started doing research on action strategies without realizing how deep I was getting into Reader Response. Performance or enactment strategies allow students to create meaning for themselves. Initially I wanted to implement action strategies as a way to change some of my instructional activities. Students need a break from Q & A. I have found that most students do not like reading. Those that do, I have not asked why. I have observed and could probably tell you their reading habits. In class we read material that I think is interesting. I use the prior knowledge hook. Usually, I get some comprehension during reading, but students say they don’t test well. So action strategies started to become a new assessment tool.
As I continued to read about action strategies, I encountered a block with my assumptions of making meaning. To me it makes sense to research and read about the author and the historical context. But my students need something else.
How often do I tell students that I often re-read books and I find new meaning? That text didn’t change. The author didn’t change. I DID. My interaction and transaction changed. I created meaning with the text.
Action strategies should be used ot show students that they are in control of their own understanding. They are the meaning makers.
But can they be wrong?”
