Speaking/Listening
Good Evening,
Hello everyone, and welcome to my Blog! I have decided to create a series of blogs to represent the four categories. I wanted to add a little flair to the Final Portfolio Project, and I found myself with a desire to create a blog instead of a traditional paper. I hope you enjoy the GIFs and gain a better understanding of who I am as a student, teacher, and individual outside of the classroom.
Let's dive in, shall we?
First off, let me explain the purpose behind the Simpson GIFs. I remember showing some GIFs in my class when I was a student teacher. I had posted the GIF above on the board for the students to see when they arrived in class. As I waited by the door to greet the students entering, I immediately heard multiple students laughing or commenting on the Homer Simpson GIF. I had a few students approach me and inquire why I had the GIF on the board. I let the students know that as soon as the bell rang and the typical routine of attendance was over, I would answer their questions. I forgot to preface this story by explaining that I student-taught with my former AP English teacher, who taught 11th and 12th-grade English classes, as well as a few Film as Literature courses alongside Mythology.
As I am sure many individuals are aware, high school students can tend to be a bit antsy depending on the grade level being taught. I had a great group of students, and they definitely enjoyed discussing topics in class. As I took attendance, a few students inquired about the GIF. I reminded them that I would answer all questions as soon as I was finished. Once I wrapped up the usual routine, I jumped right into the topic that they were curious about. I had the student pull out a sheet of paper and instructed the students to listen with their eyes. I know it sounds very odd, but bear with me. The students looked at me with confusion and began asking multiple follow-up questions. I paused and asked the students to write about the kind of emotion Homer is showing. I asked them to provide specific examples that show that in their own words. In addition to those two questions, I had the students inquire, "What did they think just happened before that moment of Homer slowly backing into the hedge?"
I hope I haven't lost you with the vast amount of information I am presenting to you right now. I promise I am working on being less detailed 😩. There are days when I feel this way, especially when a vast amount of information is being thrown at me.
I had instructed the students to work independently and quietly. I provided them with about eight to ten minutes to jot down their thoughts. From there, I had the students gather into groups to brainstorm on a separate sheet of paper or document what they thought or inferred Homer might have said or heard. As I circled around the different groups, listening to what the students had to say, I heard multiple students state that they didn't have a clue about what he said, since there wasn't a lot of information being provided, and it was just a GIF. Other students were discussing seeing the GIF being used in different contexts. After the students had time to chat and come up with some ideas, I addressed some of the questions and concerns they had. I explained to the students the importance of Non-verbal communication. I had quite a few blank stares and odd looks, but I didn't let myself get discouraged. I reminded the students about the significance of reading and the importance of non-verbal cues, as well as the ability to "read" situations, people, and media both inside and outside the classroom. I went on to discuss how the students were so focused and frustrated at the lack of words the GIF didn't have, that they were stuck. We focused on the significance of GIFs and non-verbal communication for about a week, which helped provide me with the opportunity to dive into literary analysis with the students. At the end of the week, the students were required to deliver a one-minute presentation to the class about the Homer GIF, and they could use PowerPoint and other tools to share their thoughts. I did have a few students inquire about writing a paper, but I was adamant that they present it in class. I allowed two students to contribute to me and another student after school due to personal reasons, but all the students completed the presentation. Afterwards, a few students said it wasn't as bad as they thought it would be.
Another experience that comes to mind, representing my understanding of teaching and learning in ELA, is my own as a student when I had the opportunity to participate in a debate about the significance of reading The Adventures of Huckleberry Finn in English classes. I had the pleasure of enrolling in a CP (College Prep) English course during my junior year of high school, which I estimate was 2013, at Wapato High School. I want to say the debate took place in the spring, but I am a little unsure of the specific date. Sharing this experience with you brings me great joy.
I recall my instructor presenting the class, explaining the purpose of the debate and how it would help build our communication skills, likening it to writing an essay in a different format. She didn't go into too much detail about the entire process, as we were considered more advanced students, being in a college prep English course. I want to say that, upon reflection, I wish she had gone more in-depth about the process and how it helps build our skills in speaking and listening, as opposed to saying it gives students a chance to argue and think on their feet. I believe that many individuals have the misconception that a debate is merely a means to discuss with others and make outlandish statements.
Fast forward to the debate, the subject of the discussion focused on why the text should be taught in school. I was on the side that advocated for the text to be kept in school, and I found myself as one of the prominent individuals who spoke. Many of my classmates were hesitant, but eventually everyone warmed up to the debate and became engaged. I cannot recall the number of days spent on the discussion, but I remember a specific moment that filled me with embarrassment. The instructor provided a question that focused on the language used in the text, specifically the derogatory term that was used to identify African-American individuals. The opposing side stated that the term was hurtful and unnecessary to use in the classroom, as well as promotes the use of the word. I feel the need to clarify this: I am not in support of using the degrading term, and I make it clear to my students that I do not tolerate its use in my class. I understand that the term is derogatory and full of hate, but individuals must also understand how it is used in texts. I recall having a full-on heated debate with a former instructor about the use of the word in class. I recall stating that, while I understand the word is derogatory and harmful, the text shouldn't be excluded from schools solely because of that. I also went on to share that many students had been exposed to the word before reading texts like "Adventures of Huckleberry Finn," and by banning them, it erases the significance of the word. Eventually, the debate turned into an attack on me personally. My classmates were ridiculing me about the number of books I would take home from the free book section and how I would fall asleep in class. I remember asking the instructor during the debate how the personal jabs connected to the topic at hand. She dismissed me and let the discussion continue with peers ridiculing me and ignoring my points. I recall being deeply frustrated and confused by how a debate about the significance of having specific texts devolved into a barrage of ridicule targeted at me. I remember asking my peers who were ridiculing me why they felt the need to say that, and I stated that they had run out of things to prove their point and felt the need to make it personal. After the debate, I recall lashing out at a classmate, calling them a loser who smoked a ton of weed and copied homework from other people. In that instant, I got into trouble with the same instructor who failed to set up guidelines and rules for the debate. She claimed that I was bullying my peer and that if I continued to act out, I would be kicked out of class. I was so frustrated at letting my emotions get the best of me. From that moment, I made a promise to myself that I wouldn't let my students experience the type of frustration and humiliation that I felt.
The third experience that reflects my understanding of teaching and learning in ENGL, specifically in the category Speaking/listening, is when I had to provide support for an ELL student who struggled in ENGL. As a student teacher, I was aware that I would encounter students who didn't speak English as their first language. The student had enrolled in the course well into the second semester (January) and struggled to speak up for support. Later, I reached out to the student to inquire if they needed assistance. The student didn't quite understand me, so I spoke in Spanish, but I explained to the student that, although I understood some Spanish, I was far from fluent. The student expressed relief and began to explain that they were learning how to read English, but still struggled with responding to different questions or completing assignments. I shared my concern for the student and let them know that I would find material that could be translated for them, so they could still participate in class without feeling left out. I shared my concerns with the student regarding the use of Google Translate to complete their assignments, mainly due to issues with the technology accurately translating the material.
The student also shared the same concerns, and we developed a plan for the student to respond to assignments in Spanish and to reach out if they were confused about the material. I would also provide the student with translated texts from the library and other sources, so that they could follow along when I read aloud in class. I also provided the student with various tools to help them understand what they were reading, as well as the English version of the materials, so that they could practice. I also told the student that I would do my part and practice speaking in Spanish despite being embarrassed, so that the student wouldn't feel alone in this situation. Let me tell you, it took me a while to get used to speaking in Spanish. I recall sharing with the student my own personal struggles with speaking and understanding Spanish, despite being taught the language at a young age. I remember the student inquiring why I was embarrassed to speak Spanish, and their shock at a teacher sharing it with them. I shared how I struggled to speak and understand Spanish, as I was taught at a young age that it was more important for me to speak English, given that I lived in the U.S. and that I would eventually be ridiculed by family and friends for speaking Spanish. I believe that sharing my experiences with this particular student helped create and strengthen a relationship that ultimately led to the student passing the class with an A and becoming the first in their family to graduate.
Well, I hope you enjoyed reading my blog and appreciate you for reading it.
Sincerely,
Veronica Rodriguez
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