Prep+for+Class+3+MLP


 * 1. Language Questions Wiki Follow-Up**
 * ==== How can we use technology in teaching language? How do we teach our students to use language appropriately with technology (facebook and aim v. scholarly writing)? ====
 * See link to language question page


 * 2. History of Teaching Literacy Timeline**
 * Literacy as a Cognitive Process (late 1960s - 1970s)
 * See Timeline In Classroom


 * 3. Schooling Life Map**
 * Completed as a physical poster
 * See In-Class Notes 3 for reflection on a significant event


 * 4. Envisioning English**
 * a.) p. 2 1-1 #5
 * Why do you want to become an English teacher?
 * I want to become an English teacher because I love reading, writing, and teaching. I want to be able to help students foster a love for reading and writing, just like I had many great teachers who influenced me.
 * b.) Traditional practices v. Alternate beliefs
 * Traditional practices are the old-school style of teaching. It reminds me of the Peanuts classroom with the teacher who just says "Wah wah wah" all day. This is the model where the teacher is the center of information and she shares it with the class. The students have to memorize the information and be able to repeat it in the Geography Bee style. Alternate beliefs is the more guide-on-the-side style. This is where the teacher is the aid to the learning process. Students are responsible for finding, learning, and synthesizing material. Teachers have to help in the process, show them what to do, how to research, how to read for content, and how to be able to synthesize and present material. I really like this style of teaching! It involves the students actively doing something instead of sitting and being lectured at. It's less boring for both the students and the teacher.
 * c.) One major take-away is that teachers need to meet the needs of their students! This means adapting to their learning styles and working with them. If a certain teaching method doesn't reach my students, I need to try a different lesson style or maybe even more explicit instruction.