Use "A Tudor who Tooted" to Teach!

I'm sure we all have our favorite tongue twisters, but what do they have to do with teaching?  Plenty!  Not only do they help with phonemic awareness, but they add a level of interest that will keep students engaged. 

In a podcast with Dr. Betsy Baker, Dr. Deborah Rowe discusses her research which explores the role of interest and agency for written expression among preschoolers. 

The way she describes it, children prefer certain styles of play.  But, even though they lean more towards their preferred style, they will participate in others.  The four styles of play that Dr. Rowe talks about are

socially oriented play - where students want to talk and be with others.  They often choose their play center based on what others are doing.  Drama is a recommended activity for these students.

procedural play - where students want to "do it right" and to see how it works.  They may recreate what is in a picture.  These students do well with conventional school based literacy.

creative play - where students like to explore and experiment.  They may find new ways to use common materials.  These students may challenge you as they often do what you would least expect. 

conceptually oriented play - where the students are all about ideas.  They tend to focus on a topic of interest. Inquiry based science activities are recommended for these students.

Dr. Rowe's study concentrates on 2-3 year old children, but the findings are relevant for children that are older as well.  I would even argue that the findings apply beyond childhood.  Let me give you an example.  Recently, I had the opportunity to explore art materials for a class I am taking.  The class was given a list of supplies and an assignment to try out all the different materials and see what you could do.  I was at a loss.  I desperately wanted directions, something to guide me.  Without structure or guidance, I found little joy in the assignment.  Some of my classmates, on the other hand, found the freedom inspiring.  They relished in the ability to do whatever they wanted.  These are two very different perspectives on the same, seemingly fun, assignment.  And now that I've learned of Dr. Rowe's study, my feelings make more sense.  Even if I think back to my play as a child, I was definitely the one who reached for the picture to try and replicate the creation on the box.  While I can, and will, participate in other types of play, I most certainly prefer procedural play.   

 

So what are the implications?  Taking into account these different preferences toward play, we can use this information to engage students when it comes to literacy.  We must use a variety of activities to reach our students.  

Building on the ideas of Rasinski and Padak about teaching phonemic awareness and incorporating fun ways to keep them engaged, we can take into account our students' interests and tailor our activities accordingly.

Rasinski and Padak recommend Hinky Pinkies and tongue-twisters for students to "play with language" and "develop their sensitivity to sounds" (Rasinski & Padak, 2008). These are excellent examples of engaging activities that appeal to students' interests while serving a literary purpose. 

Socially oriented students would probably enjoy practicing tongue-twisters with their fellow classmates.  And those that are conceptually oriented would probably enjoy rhymes that involve whatever topic they are interest in at that point in time.  The Hinky Pinkies will satisfy those those that prefer procedural play with its structure, but the flexible nature of the game will also invite those that prefer creative play.   

To give students the best base for literacy learning, it is important for them to build phonemic awareness.  Why not engage them in their interests at the same time?  How much more of an impact would lessons have had for you if they provided the structure, or freedom, that you preferred?  That's what we need to take into the classrooms with us.  Connect with students' interests and make a lasting impression.   Even Betty Botter can make a better batter!

 

From a Pet Store to Literacy

Have you ever gone into your favorite local store or restaurant and noticed the plethora of written language?  If you are familiar with Rebecca Powel and Nancy Davidson’s 2005 article “ The Donut House: Real World Literacy in an Urban Kindergarten Classroom” you will see the connection between your favorite hot spots and what Powel  and Davidson call “situated literacy.”  There are a few examples of such literacy written into the article, but what stands out to me is the importance of giving children something authentic to write about, a chance to empower them to incite change in their own communities, and how literacy helps them solve actual problems.  

 This past week, I visited a local pet shop with a group of fellow students to observe what forms of literacy a child may engage in while there.  What we found was not unexpected; but, I realized that I, and probably many others, have become desensitized to the presence of literacy in my surroundings.  I expect to see signs to guide me in my purpose, I search for additional information on products, I anticipate the presence of labels to help me understand what I am looking at, but I wonder if a child would notice these things or realize that they are there.

Through our group’s observations, I learned there were many things to attract a child’s attention, but it was a supervising adult that showed the child where and how to get more information.  The larger signs, classifying sections of the store, contained images as well as text to aid in conveying meaning, but since they hung from the ceiling, they were out of the natural sight lines of children and most likely went unnoticed.  The observed children were much more interested in their immediate surroundings, especially when they were surrounded with animals.  This got me thinking of Brian Cambourne’s conditions of learning.  The vast amounts of written words that surround a child at the pet store would definitely constitute immersion. A child’s eagerness to learn the name of the unique fish she just discovered would certainly satisfy the engagement requirement; and, if the child is accompanied by an insightful adult, then she most certainly will receive a demonstration.  While these do not account for all the conditions of learning, it does set a good foundation.  

   

Now we bring in the model from Powel and Davidson’s “The Donut House.”  Let’s say that we are going to create a pet store in our classroom; allow the students to create the signs, labels, and brochures.  Let them practice their writing while making an advertisement, or a schedule.  Have the students own the project, and let them try things without it having to be perfect.  Expect them to succeed and reinforce them with positive responses.  We now have satisfied all of Cambourne’s conditions of learning.

By engaging in a child’s interest, you have gained his attention, by giving him an authentic problem to solve, you have motivated him to learn, and by empowering him to create his own pet store, you have set him on his path toward increased literacy.   

Silence...Is Not Necessary

Children love to talk, so let them!  I'm not suggesting to let them carry on without focus or purpose, but let them learn through discussion.






 First things first though, you have to start by getting their attention.  If you want your children to learn, find something that interests them.  For preschool children it can be quite simple, relate the lessons to them.  Children are very interested in themselves, so use that to your advantage.  If you want them to recognize letters and letter sounds, start with the letters in their name.  Suzy will be all too happy to discuss the letter "S" once she knows that her name starts with it.  Now that the discussion has started, build reminders into her play centers.  Let her continue the discussion with her friends while creating a puppet show.


 As children get older, and the lessons get more complex, you will need to think beyond their names.  May I suggest captivating them with literature?  I'm not talking about just reading a book; tell them a story.  Of course the story is going to be the one written by the author, but realize that reading aloud is more than just saying the words that are printed on the page.  Set the scene, create characters (the more distinct the voices, the better), read with passion, and they will enjoy it!  They will want to talk about it.  Let them.  Talking will help them convert it to memory and it will help them make meaning of it for themselves.  You can help them focus their discussions with some appropriate questions.  Help them make connections by asking them "What did it make you think of?" or "Who is this character similar to?" or "How might have the story been different if...?"  By allowing your children to discuss the story they heard opens up many avenues for comprehension; but, most importantly, it gets them interested.  They will want to recreate it on their own, thus opening the door to literacy a little bit wider.

How Did I Get Here

Have you ever sat down to write and all you could think of was "where do I start?"  That is precisely how I begin every writing endeavor I've ever taken on, so it was no surprise to me when I sat down to write this, my first blog, and my mind was blank.  When I think about writing, I often have these grand notions of a finished piece, masterfully written, with all the expression and wisdom of a great writer that captures my audience and holds them in intrigue; but, in reality, those notions are well beyond my own abilities.  Instead, I write to you as a normal person simply sharing my ideas and passions.  

I have a passion for teaching that started back when I was in Kindergarten.  Searching my memory, all I can remember is that I always wanting to be a teacher; but I am lucky enough to have a very thoughtful Mom who kept record throughout my school years of everything from the teachers I had to the grades I earned and the dreams I held.  It was in my "School Days" book that I found my earliest roots in teaching.

Now fast forward quite a few years beyond my schooling and you'll find my detour into restaurant management where my passion for teaching continued to grow.  As a Regional Training Manager, I was immersed in a teaching atmosphere more and more frequently.  While conducting the training for a new restaurant opening, it finally dawned on me; this is my calling, this is where I am happiest, this is what I should be doing with my life.  I need to be a teacher.

So here I am today, a student once again, learning to teach...and I couldn't be happier!