Reading Log

January Reading Logs 

Chapters 3&4 1.7.19  

With every turn of the page I felt like I was thinking the same message over and over and over again – this is the start of all the things I have been searching for, to grow, as an educator in my current field. While I bring to the classroom a number of skills that are beneficial to students, classroom management, and the overall culture of our classroom, I have much to learn about what TESOL uniquely requires. On page 48, I read two sentences that particularly resonate with me and result in my favorite quotes from these two chapters. “Positive feedback is extremely important...Positive feedback creates an atmosphere of support and trust. I establish my classroom environment on trust, where students are fully supported by the teacher and peers. These chapters are essential for all educators of TESOL to read. 

5 stars 

Chapter 5 1.8.19 

A belief of mine that was confirmed in this chapter was the importance timing and staging. When I boarded the plane for Costa Rica, I set out with some goals for myself, some areas of growth. I set intentions about what I want to improve. One of these areas of growth is improving my timing, pacing, and staging. On page 91, I read about ways to adjust my lessons and timing so to best support student learning. “If students have too much time, they get bored. If they have too little time, they get frustrated.” Another aspect to consider is that when students do not know how to use their time, they can become frustrated. Moving forward, as I plan my lessons and prepare for the pacing of each lesson, I will think about these important notes about choosing the timing that is appropriate for the learning task as well as the needs of my students.   

5 stars 

The Group: A Cycle from Birth to Death 1.9.19 

Reading this article allowed me to take some time to reflect on various aspects of my left regarding seasons involving group work: my past – in school, at camps, etc., my current life – being here at CEM as well as with my job at university, and how I want to value these group experiences in the future. I want to share this article with my collogues and family members, especially those younger, between the age of 16 – mid thirties. My highlighter was active while reading this article. A number of quotes/lines/concepts stand out. Here are two I particularly want to remember:  

1)  “Groups are complex living entities, similar in many ways to the individual.” 

Makes me think about the line in the movie, Smallfoot, when a character says people are unique as snowflakes. I love that vivid comparison. 

2) “... the experience will never be the same... But if nourished, the spirit or experience [of the group] can live on. Experience the joy of your time together! Complete the cycle! Share goodbye without sorrow! Treasure the uniqueness of your experience! Open yourself to the possibility that having learned here you may facilitate similar experiences elsewhere, equally unique.” 

These words changed me. I cannot go back to who I was. My heart and brain are changing and growing. I am setting the intention to grow in my abilities to be fully present in each group and allow myself to fully experience each phase in the Life Cycle of Groups.   

5 stars 

Seeing Student Learning: Teacher Change and the Role of Reflection 1.14.19 

Voices inside Schools  

As each assigned reading comes to a close, I find myself having a similar set of thoughts – I'm glad I read this. I learned more than I expected. I wish I had read this sooner in my life and career. I’m thankful to be reading this now. My initial impression of this article is that this is exactly what I should be reading right now. I am allowing myself to make the following rather uncomfortable statement – and finding myself okay in the discomfort and acknowledgement. On page 8, I read an excerpt that all to accurately describes Katie Visker from BCR (Before Costa Rica). “Not being present in the classroom manifests itself as simply ‘covering’ the material.” That is who I was – past tense. I am honored to be able to process this and write this here. This chapter is full of so much quality information that causes reason to pause and reflect and yet this here is what I need to be able to live with, in, and say out loud. I was not allowing the time and energy to be fully present with my students, in the classroom. I was all to focuses on getting through the material. I will make changes for the future. Correction, I am already making changes. I am being made new. This is Katie Visker ICR (In Costa Rica). Imagine what Katie Visker can accomplish ACR (After Cosa Rica).  

5 stars 

Giving and Receiving Feedback; It will never be easy, but it can be better.  

Something that I learned from this article that I immediately wanted to share with my collogues is the list of Effective Feedback found at the end of the article. This seems essential for all working adults to read. That is actually a common theme I keep having with the readings; it’s a thought that asks, “Why haven’t I read this before? Why am I just now seeing this for the first time?” I am thankful this article was short. I feel the core of this article is important for all to read – the list of nine criteria for effective feedback – and for me, that list is enough. I realize some will appreciate the build-up to the list and for many, that may be needed in order for readers to trust the author. This is why I awarded this article the lower score. I would just summarize this Porter’s writing with the list and have students interact with it. This article caused me to take a pause and reflect about my interaction with feedback. I have some minor trauma from my first year as a full-time teacher and, that coupled with a few other moments, has me less than receptive to some feedback. I am excited to interact with these more focused, efficient criteria for feedback. I can grow as an educator and in a number of other ways related to feedback. This article made me think about how feedback exists within our home, in my marriage, with our boys. We can definitely strengthen these muscles to be more receptive and provide more valuable and meaningful, effective feedback.  

3.5 stars 

The Three Dimensions (1.16.19) 

When I was first assigned this reading, my mind was too tired, busy, and clouded. In that moment, I was unable to fully grasp the content and wisdom of this text. I am thankful I was able to go back and enjoy, truly enjoy, this reading the next morning. I learn a bit about myself and some of the areas I really have room to grow. For example, I am one of those teachers who sometimes has difficulty distinguishing meaning from use. In order to best support my learners, I need to do the important hard work of preparation for each of my classes. Reading that this system is holistic made me want to read more. It’s a reminder that this all works together in connection with each wedge. It is important for me to remember that “the three dimensions are learned differently and that therefore they have to be taught differently. Once again, I found my highlighter was quite busy in this chapter. I want to take a moment to close my entry with the same closing sentiment the author shared with the reader - “One has to accept that there will always be something to learn about one’s subject matter.” This aligns with my belief that in order to be an effective teacher, one must be willing to be a life-long learner.  

5 stars 

Epilogue: Implications for Teaching (1.17.19) 

Writing this entry days after reading the text makes it feel like a cold reflection. Before diving too deep into what stood out to me, two thoughts stand out: 1. I recall enjoying reading this article; it is an important text for educators. 2. The reading reflection was the most memorable and fun thus far. Abil & Rubin – with their song - were so very memorable. This will forever be a vivid memory in my heart and mind. The highlighter was busy in this text as well. Something that I want to remember from this article is the intentional interaction between the educator and the learner, found in implication 2. The effective teacher-student interaction lends itself to allow learners to produce level-appropriate output. I read the teacher saying things such as: “What else?” Followed by a five second pause. “What else can you do?” Pause. “Other reasons?” “Anything else?” The intention set by the teacher to allow students to share their vocabulary is absolutely incredible. The teacher purposefully pauses so that students have time to process, reflect, and respond. I definitely have areas of growth in this department. I speak too fast and, unintentionally, ask too much of my students too quickly after the question or task given. The teacher beautifully demonstrates a skill I am working to strengthen. The teacher is fully present. When a question is asked, the teacher can listen and responds, s/he is ready to respond back with a summary of what the student said, uses a simple question to add more detail, and waits, waits, waits until learners are ready to respond. What an inspiration!   

5 stars 

Theories of Reading: Part 1 & 2 (1.21.19) 

My initial reaction to/impression of this article was “this is exactly what I need to be reading right now.” Tomorrow, I will be teaching my first reading lesson using the PDP lesson plan format. I am excited to put all I have learned into practice. I particularly enjoyed the second half of the reading (part 2) as I feel it provides me with what is most essential for my teaching. I like the way the author sets up this section by explain that “this second part will examine tips and guidelines for implementing a theory of reading which will help to develop our learner’s abilities.” Two words stands out to me, in this sentence, particularly as I sit here, half way through this course at CEM – learner's abilities. The focus always comes back to the learners and their abilities to learn and succeed. While I have been made aware of the three consecutive stages, focusing my attention of the suggested activities will enrich the opportunities I provide learners to interact with the content in meaningful ways. I have often struggled to differentiate “skimming” vs. “scanning.” Thanks to this reading, this confusion is cleared up. I can remember that one skims text to find main points. Learners scan text to find a specific piece of information. This is a chapter I will be sure to refer back to when I return home. 

5 stars 

The Changing Face of Listening (1.21.19) 

My classes started last Tuesday. This is the second semester I have taught Speaking & Listening (4 = highest level in our program). Prior to coming here, the following sentence would feel embarrassing to write but I feel fully accepted and respected here at CEM. This is the first article I have ever read about teaching listening. The first article pertaining to the job I did last semester; the job I will return to after this course. If I could go back in time to read this article or attend CEM earlier in my career, I would do so immediately. I think about the difference in instruction my students will experience this semester compared to what my students experienced last semester. Upon reading this chapter I feel better prepared to tackle the task of writing my listening lesson plan for Wednesday. In addition, the greatest takeaway I have after reading this article is the fact that, as is the case with all teaching, listening must be learner-focused. Something that made me want to read more is when the author wrote about mistakes. He goes on to explain that, “wrong answers are more informative than right ones.” In close, this article is quality and should be read by anyone who teaches ESL, especially those who, like me, teach listening. 

5 stars 

The Writing Process (1.22.19) 

Writing is the one subject I have not taught as an ESL instructor. Reading this article was essential for my growth as an educator. A belief of mine that was confirmed by this reading relates to the need for educators to provide students with feedback about the effectiveness of the learner’s writing. While this is a belief of mine it is also an area of growth for me as an educator. I know that providing prompt feedback is important and so I need to be sure to give students prompt, efficient, meaningful feedback that supports learners in their growth as writers. Should I find myself teaching a writing class in the near future, I will be sure to refer to this text. It is a great resource. More specifically, I will utilize the questions at the end of the chapter. Also, I can quickly skim this chapter to find what I am looking for regarding the writing process. A question I still have is “What additional changes should I keep in mind as I teach writing in the ESL context. Is there another text that I should read to further my understanding of this subject? 

4.5 stars 

The Cultural Experience (1.23.19) 

When I use the word culture to describe myself, I feel the need to make specific justifications. For example, I live in a large country that is very diverse and I find there are moments and situations where I do not connect to my culture. There are things about the culture of my country that I do not identify with. The current US president is an excellent example of a person that I believe does not represent my culture while he is the leader of my country. As a result, when asked to talk about my culture, I focus in closer – I talk about my family and the culture of my hometown, and the culture of my friends and my diverse city that is now my home, Seattle. As I sat to read this chapter I read with an open heart and mind and an eager desire to learn as much as I can about culture as it relates to my daily life and how I teach culture. Something I want to remember from this article relates to the concept of the cultural experience. As a north American, woman, from the US, that is the culture I can talk about and teach about. This chapter provides very clear emphasis on teaching cultural experiences. As an educator, I can provide cultural experiences for my learners. I can support learners by providing opportunities for learners to encounter another way of life through content and activities and ultimately the outcomes learners achieve. In the future, before jumping in to talk about my culture and before providing cultural experiences for learners I will purposefully focus my energy on the cultural knowing framework – knowing about, knowing how, knowing why, and knowing oneself. This final interaction allows for a great deal of growth in my life and I continue to develop my self-awareness as it relates to my culture. I need have a clearer sense of identity so that I can more efficiently guide my learners through cultural experiences.   

 5 stars