Overall Class Reactions

I really didn't know what to expect when I began this course. I mean I had an idea from the course title that we would be discussing how to teach literature, but other than that I was clueless. As it turns out, this class introduced me to several new, worthwhile strategies that I will definitely take with me and implement in my own classroom.

First, the blogging assignments were worthwhile because they are an informal way to react to an event or text. They can easily be used in the literature classroom, and I truly think students will take pride in the fact that they have their own web site per se displaying their writing. Second, and probably the most beneficial for me, was the exposure to literary theories. As I mentioned before, if I would not have taken this class and began teaching literature in the secondary schools, I'm positive I would have stuck to a strict diet of New Critical theory, perhaps with some reader response. Again, this would have been due to the simple fact that this was only way I was taught literature, hunting for symbols and other literary elements while ignoring my own interpretations. The critical lenses which I have been introduced to provide me with a larger repertoire of instructional skills that will inevitably enrich my students' literary experiences. In essence, this was all I was searching for, and as far as I'm concerned the class was a success merely for this reason. Third, the reading we were assigned contained these theories and how to expand literary instruction. Fourth, the group teaches allowed us to 1) read three extra pieces of literature and 2) pull everything we have learned about teaching and English language arts instruction, in and out of this class, together to gauge how our own instruction might go; it was extremely a beneficial experience because we had to actually draft a unit and teach for an extended period of time.

The only thing I see that could use some revision is the discussion leader activities mainly because it is difficult to sit through three straight discussion leader activities with similar presentation styles. Other than that, I felt the rest of the work we completed was extremely relevant and wasn't too overwhelming whatsoever. Additionally, I enjoyed how our instructor, Todd, was very supportive and genuine in his guiding of the classroom. I use the term "guiding" because much of the time I felt as though he was just another student in the classroom. He really new how to generate discussion when conversation seemed to come to a halt. Also, he didn't look down upon us with an "I'm smarter and better than you all" attitude as so many professors do, and this really helped to create a comfortable atmosphere that fostered discussion. So to any of those English education students out there, you'll really enjoy this class and if you can take it with Todd!

Group Teach 3--The Giver

Personally, I thought the activities we had the class participate in were very interactive and thought provoking. There were some definite lulls in the conversation, but I feel as though this was due to that fact that a) it was our final class and b) it was the third consecutive class that we were exploring some specific text. Other than some of the perceived lack of enthusiasm, I thought the 3- hour block went rather well (I truly appreciate your thoughts and reactions Todd!). Some of the more thorough discussions were actually topics we didn't plan in addressing in depth, such as the potential cautions in the implementation of "Crossing the Line," the connections to Communism or religious aspects of Utopian novels. These were all wonderful topics, and they really had our group thinking about other points of entry for The Giver. Furthermore, we really wanted to concentrate on the idea of a Utopian community and its juxtaposition with our society; I feel our introductory activity helped the class to get into that mode of thought and the conversations that ensued frequently came back to this idea.

We wanted to stray away from some of the more complex literary theories with this book, especially because it is a young adult novel, and stick to some reader-response based activities in order to get the class engaged with the book. We originally planned to implement several literary theories into our instruction; however, feminism and Marxism appeared to be the only ones with significant theories. That being said, I wish we would have had more time to discuss feminist criticism, but that is something that we can save for our high schoolers. At first I thought this book should be kept in the middle school grade range where it is typically presented, but after considering critical lenses coupled with Todd's recommendations, I could see this being taught in high school. Additionally, some technology projects (i.e. digital storytelling) related to specific scenes or the ambiguous ending could be included. Ultimately, we wanted a balance between writing, speaking and hands-on activities, and I think we achieved that quite well.