D&Z Chs. 6-7

         After reading Chapters 6 and 7 in Subjects Matter, I considered the idea of classroom community.  How can teachers foster empathetic relationships between students?  How can people see others as worthy, even though they may look or act differently than what we are used to?  Honestly, this is a terrifying thought for me.  I realize that I am going to be in charge of so many students, and before I can effectively teach them, they need to feel safe.  I will be responsible for creating a safe and nurturing environment which caters to each of my students.  What a daunting thought.  Really, when you think about it, each and every one of us needs to be conscious about overcoming our prejudices—and these do not always have to do with race or sexual orientation. 

            Fear of the unknown is an ugly beast.  Until we get to know someone, they are simply a number lumped in with a group of people outside the norm for us.  How can we, as human beings and teachers of future generations, create and foster an environment of compassion and empathy?  How can we help students understand that no matter how different their peers are that they are still human?  I know I am asking a lot of questions, but they are not rhetorical.  I do not have solid answers for these questions.  I find myself scared of things I do not understand all the time, so how can I help my students look beyond their worldview to really see another person if I am scared to do the same?

            Over the years, I have gotten advice from my Aunt who has been a teacher for almost 20 years.  She has always told me that, in order to get past fear and prejudice, we need to see others as people who are worthy of love and respect on a fundamental level—just because they are people.  Her strategy for doing this involves asking her students to work with people they do not know in class.  She says that once you see a person instead of a member of a different group, empathy develops.  So far, she has had a fairly high success rate.  No one should ever be made to feel like they do not belong.  As teachers, our job is to make sure that they are able to participate and learn, no matter what.

Strong Ch. 6

            After reading chapter 6 by Strong, I realized that this type of writing assignment has been the most successful for me as a student and as a teacher.  I remember teachers giving me writing assignments that follow this “CRAFT” (or even “RAFT”) format and they were the ones loved to write.  They allow students to play and be creative.  Furthermore, they allow students to put a piece of themselves into their writing by owning it and taking control.  What is better than letting students own their writing so they enjoy it?  Nothing!

            A couple semesters ago, I was asked to create a writing assignment based upon the graphic novel “The Arrival” by Shaun Tan. 

First of all, I highly recommend this book to all of you.  The art is incredible and the blending of the different story lines is outstanding.  (I am not exactly an emotional reader, but one of the stories made me tear up.)  Without words, the author is able to pull his readers into his story and make them understand what it means to be an immigrant in a foreign country.  Anyway, I created this writing assignment and decided to test it out.  I lent the book to three middle school students who I tutor.  After they finished the story, I asked them to create short pieces of writing based on my assignment.  The results were great.  None of the kids were very enthusiastic about writing, but my assignment made them want to do more.  I was so excited!  I realized that, with a little extra effort, I could help students love to write.  For anyone who is interested, here is a shortened version of the assignment:

           

Consider the written language in The Arrival (see photo). Interpret images from the book and become one of the characters.  You may compose letters, form journal entries, or record a video diary describing how this unknown language has challenged you in this new world.  These letters may either be addressed to another character from the book or your own family members/ friends.

 

Requirements:

You must have 3 entries of at least 100 words each.  Be as creative as possible in order to develop characterization and tell the story of your imaginary persona.  After planning and writing original drafts, you will work in pairs for team revisions.  Once the entries are completed, you will be asked to choose one and share it with the class.  *If you choose to create a video diary, be sure to include 3 scripts of at least 100 words each (one script per video entry).