Making the Connections

As an English teacher, I could easily fall into a pattern of doing the standard or conventional types of writing assessments.  "Write what you did over summer vacation...write about a family vacation...what did you learn from a sad experience..."  Though these conventional writing prompts have merit, a pattern of writing could be established that does not challenge a student's abilities or critical thinking skills.  Pulling in and utilizing different modalities allows the teacher to stretch the confines of a student's thought process.  Instead of writing an research paper, a student could film a re-enacted scene from the play or novel.  Another student could use their talent in art and paint a scene depicted in Les Miserables.  A student with a proficiency in technology and machines could  construct a device which demonstrates a concept or theme from The Jungle.  Using these type of genre and discipline breaking assessments tells students they relate their interests and talents to reading and writing achieving the same level of comprehension as the naturally-gifted readers and writers in the class.  Trying to encourage students to read presents an ever present battle for English teachers.  Presenting an option for connection to literature other than the English teaching conventions ropes that student into reading not only for enjoyment, but also for the collection of knowledge.

Me...A Writer?

     I have thought of myself as a writer since a snowy day in my high school sophomore English class and had my first real writing experience.  I looked out the window and wrote a ten line poem on snow.  The traditional style teacher, Mrs. Gummersall, lauded my effort in front of the class which embarrassed me thoroughly at the time, but became a catalyst for self-expression through poetry.  I have reread my poetry from that time and I laugh at how angry and vitriolic to which my writing evolved by my senior (strangely coinciding with the advent of grunge.)
      From my early days of writing poetry to now, where I have branched out into creative non-fiction writing, I relish expressing my emotions through an intricate balance of metaphor, sentence structure, and verbiage.  My foray into creative non-fiction writing began during the summer when I took an accelerated course focusing on the genre.  Each paper I wrote spilled onto the paper as I dug up memories buried and forgotten.  I trudged up old hurts and heartbreaks dusting them off for public fodder while I feverishly allowed sincere emotions to fill the pages.
      In an odd way, my least favorite writing assignments – the dreaded literary analysis – created and honed my writing skills more than any other genre could.  I had to be clear.   I had to be exacting and efficient in word usage.  I despised each paragraph and still cringe when I know I must push out one of these monsters.  Still, the challenge created an honest tinge to my writing that would not have existed without that tortuous exercise.  It helped chisel my voice and my style.
      What will this do for me teaching English?  I will not be afraid to set up challenging writing assignments for my students.  I will come from a very honest place when I tell them how each assignment can hone their writing skills for whatever profession or trade they decide to pursue.

Introduction

Three and a half years ago, I sat staring at a computer screen  full of spreadsheets and emails waiting to be read.  Each task I completed irritated me more and more.  I did not know why until...I realized that I hated my job.  I had left a job as a trainer which I loved for a promotion as a training manager which offered more money.  Once I found that I hated being a manager, I stepped down and went back to being a trainer.  I then  went one step further and returned back to finish my degree at the age of 36.  I now try to stay sane while going to school full time, working full time, and being a father and husband full time.

Once I decided to return to school, I immediately decided on becoming a high school English teacher.  I love to teach.  I realized all I wanted was the challenge of a classroom teaching the subject where I feel the most comfortable.  Not only that, but I feel from English so many other critical skills can be developed that even those that do not intend to go to college can use in their daily lives or future careers.  Being able to express yourself clearing and distinctly can be useful and most of the time essential in any profession.

I could define literacy in a very traditional way as an English teacher, but I see literacy as not only reading a book and spouting off knowledge written or orally.  Literacy also means viewing what is read from different perspectives.  Literacy means viewing a painting, a movie, a real-life interaction and interpret and analyze those observations from critical perspective to understand the reasoning of the whys, hows, and what nows.  Literacy builds on the foundation of knowledge and using that knowledge to interpret situations with a defined critical eye built from personal experience and exposure to a variety of media.


I seek new ways to engage the student in an English classroom mixing conventional and innovative techniques  for a unique student experience.


When I am not up late into the night thinking about education issues, I destress from my hectic life by watching movies and reading incessantly.  I also love sitting down with my wife and watching our two favorite TV series, Downton Abbey and The Walking Dead.  When the weather permits in Logan, I hike, backpack, and camp with my family.