MODULE FIVE: PART ONE
LANGUAGE LEARNING IN THE PRIMARY GRADES
Resource: Constructing Meaning (2nd Edition)
CHAPTER ONE: INTRODUCTION TO LANGUAGE LEARNING
THE SOCIAL CONSTRUCTIVIST MODEL Social constructivism has its origins in the work of Vygotsky (1978), who theorized that the ways we think are learned primarily through social interactions and that the ways we learn language develop as a result of our use of language in social contexts. According to Vygotsky, children are active in their own development, but other people in their immediate social context also play an important role (p. 5). In my classroom, I like to see several types of interaction occur. I often tell my students that we are learning together as a group. I will facilitate discussions and encourage discussions, as long as they are relevant to the topics being discussed. We work collaboratively by negotiating and developing shared meaning. I think that it is important to make learning relevant for my students. I remember as an elementary student wondering why do I need to learn this? and when will I ever need this in my life? I believe that by discussing the relevance of the curriculum topics is important for my students. By educating them with meaningful examples and information, learning will become more enjoyable for them.
I recently finished teaching my Grade 8 students the Pythagorean Theorem. Many of them wondered why they needed to learn it. I explained to them why it was developed and why it is important to learn it today. We then explored its use in society. Overall, I believe that they gained something from the lessons, as opposed to teacher-directed discussion.
As a social constructivist, I am able to be aware of the many inequalities that may be present within my classroom. In addition, I can provide my students with knowledge that is negotiated as a class. By working collaboratively in the classroom, children develop a sense of ownership of both their knowledge and language (p. 23).
TALKING FOR LEARNING In the past, a quiet classroom was valued as a good classroom, and a teacher who managed a quiet class was respected and rewarded as an effective teacher. Today, we understand more fully the role of talking in learning and realize that effective classrooms often feature much focused talk (p. 7). I believe that talking is an important part of the learning process. Students need to interact with each other in order to learn about effective communication, in terms of listening and speaking skills. Talking for learning includes questioning, focusing attention, problem solving, brainstorming, and making understanding more precise and more retrievable (p. 8).
From my experience and understanding of teaching children, talking allows for the students to gain a better understanding of the concepts being addressed or taught. I have a loud classroom in comparison with some teachers. I strongly believe that it is necessary to interact verbally about new ideas. Most often, children need to talk about the issues being raised in class. By discussing them as a class or in small groups, the learning occurs at several levels.
I have been supply teaching for almost two years now. As a supply teacher, you are able to view how different classes interact. In one school that I taught at, I was able to witness that the teaching styles of the teachers were very traditional. The teachers gave the students information verbally and the students were expected to listen and complete assignments without any discussion. I found supply teaching there to be challenging because there was no verbal interaction amongst the students. I believe that children learn not only by us, as educators, but by each other.
One of the greatest concerns expressed by beginning teachers is loss of control in the classroom (p. 8). Talking is a valued aspect of my classroom. It demands respect from everyone. Once this is established, I have full control over the class. I often call it organized chaos. I suppose that my views for teaching are based on the social constructivist theory. I believe that it is important for the students to discover answers for themselves in a variety of ways. I believe that this allows my students to gain confidence in their abilities as learners and individual thinkers.
CHAPTER THREE: EMERGENT LITERACY - Primary Classroom Book Choices
Choice 1: BROWN BEAR, BROWN BEAR, WHAT DO YOU SEE?, written by Bill Martin and Eric Carle.
I choose this book, not only because it was highly recommended by the text book, but by a colleague of mine. She has been teaching JK/SK for a number of years and she said that it was her favourite picture book. This book is perfect for emergent readers. The language within the book is repetitive, rhythmic and predictable. The words in this book are simple and easy to follow. I really like how the young children are included at the end of the sentence. This picture book would be perfect in any primary class.
Choice 2: THE VERY HUNGRY CATERPILLAR, written by Eric Carle.
I choose this book because it contains beautiful illustrations. It follows a rhythmic and predictable pattern throughout the book. The language is also simple for emergent readers. The story is based on a caterpillar which goes through the stages of becoming a butterfly. This book would be perfect for a unit about how things change with time, the life cycle and perhaps about importance of healthy eating. This book would be perfect in any primary classroom.
CHAPTER FOUR: THE NATURE AND ASSESSMENT OF READING and CHAPTER SEVEN: THE PROCESS OF WRITING
THE PROCESS OF COMPOSING As they write they think, and as they think, and receive feedback, they revise, develop new ideas, begin new pieces, share old ones, and continue their development (p. 192).
I choose this statement because I believe that it expresses the stages of writing perfectly. I think that it is important for primary children to make a connection to the process of writing. Primary children should be encouraged to write what they feel and what they know. As they learn more, they are able to expand on their thoughts and previous knowledge. The writing process is spiral, as opposed to linear. Writers do not stay in the same place for long when they write (p. 192). I believe that children need to practice writing at the primary age. If they are not encouraged to write, then they might have difficulty in their future trying to express themselves on paper.
THE STUDENTS ROLE IN A WRITING WORKSHOP They do, however, need quiet time to write, assistance with the conventions of written language, and an opportunity to discuss their writing and their ideas with others (p.199).
I choose this statement because I believe that children at every grade level require quiet time to write. It allows them to individually think about a topic and write about it on their own. By providing the students with some guidelines for writing, they are able to focus their efforts towards accomplishing that goal.
I believe that it is important to assist our students with the conventions of writing. With my experience in the intermediate grades, I feel that our students are not getting the assistance they need. It seems like there is so much emphasis on the primary grades to teach the conventions of writing, but as they move into junior and intermediate grades, there is a lack of attention to it. I am aware of this with my own class right now. I have made it one of my goals to improving their current writing skills. If a student can not express themselves on paper correctly, then how are they suppose to succeed in high school or in the real world.