Matrix Fly Fishing
Exchange conference with a goal
Exchange conference with one goal: to help strengthen the collaboration in writing of the discussion among classmates
The Conference is based on writing an old technique to make students in conversation to help thinking about the problem to be solved. Socrates could have saved a lot of time explaining the concept of space for children, but have shown the dominance of concept of Socrates, not the child. (Thomason, T. (1998). For Writers: How Young Writers Conference Writer. P. 25.)
Human beings want social interaction, no doubt. We strive to build relationships with others throughout our lives. We strive for relations with other positive people develop who we are as individuals. We talk. Abraham Maslow developed a hierarchy of needs states that all human beings must have to survive. One of these needs is the longing for love, affection and belonging. Maslow states that "if security needs and physiological well-being are met, class needs love, affection and belonging can arise … People seek to overcome feelings of loneliness and alienation. This involves giving and receiving love, affection and sense of belonging. "This need for belonging is achieved when individuals may develop relationships with others. In order to create these links, we need dialogue and interaction together consistently. Day after day we work on strengthening the communities around us with our relationship. We are developing work communities, neighboring communities, school communities, social communities, and so on. Sometimes our mesh of different communities, and sometimes do not. The common thread with all our communities and relationships is that we must communicate and cooperate with the residents of these communities so that our relations develop, and allow us to continue to grow as human beings. Why, then, should be education and learning institution in another way? So many times I read the classrooms of students sitting in silence in a straight line to perform the work with notebooks, never both look up to communicate with another student this class during the school day. Fortunately, the paradigm education has changed, and teachers begin to understand the value that the talks are in their classrooms. I hope that after reading my article, you know and use conversations in your class in a whole new level. If you do this, you will start seeing a noticeable change in their students and their writing skills.
Introduction
I have been teaching writing for seven years in the Jefferson County Public School District in Louisville, Kentucky. In those seven years, I met writing lessons with both bombed miserably and beautifully developed. I experienced researchers, teachers, colleagues and friends who helped me grow as a teacher writing and writer. Many lessons to teach my students today have been taken from many people and adapt to the needs of my students.
I'm teaching Farmer grade 4 in Louisville, Kentucky. Teaching nine children of ten years to develop a passion for writing has been quite a journey for me. As me to develop my passion for writing has also been quite a journey. When I started teaching, I suppose that all students just "had" and could write their stories on paper. Boy, I was wrong! My first year of teaching writing, I felt like kind of "shoot the wolves" and not give any sense of it all. I'm sure many first-year teachers feel the same. I remember that refers to the teachings provided in writing by the district school to teach writing to my classes. While great resources that were not mine. Introducing these lessons to my students, I found that students had not writing "umph," there is passion. I loss. I took lessons from a "t, but was not satisfied with the results. It was only after my first years of education that I realized I had to project a passion for writing before my students can project their own writing. I needed to become a writer and writing with my students. Once I started this, I started learning more about myself as a writer and the whole process of writing.
My biggest concern during the process of writing trying to find time for a conference with all my students. From the portfolio of writing fourth grade were marked by teachers and sent to the state of Kentucky to add to total expenditure (Commonwealth Assessment Testing System) Summary college, I felt the pressure to help my students to create pieces of writing high. To ensure that the pieces presented in writing to each student and their individual writing skills, I wanted to respond each student before his song was written "Complete" and before the piece could be added to its portfolio. I found this difficult to incorporate into I work daily and weekly. I needed to find a way to meet the needs of all my students, but struggle. Although capable of responding to each of my students, I realized that my writing conference never fully reached the level of deep conversation I read in professional texts.
What to do? Would develop my writing conferences include the rich conversation with my students. The main theme of Vygotsky's theoretical framework is that social interaction plays a role instrumental in the development of cognition. Vygotsky (1978) states: "Any function in the child's cultural development appears twice: first, social, and more Later, in singles, first, between people (interpsychological) and then inside the child (intrapsychic). This also applies to voluntary attention, memory, logic and concept formation. All the higher functions originate as actual relationships between individuals "(p. 57). It is understood, then, that learning is a social process. Therefore, the purpose of writing as a social process. So I tried to meet with my students during the workshop as a writer. Sometimes I spent the entire meeting workshop writer with only one or two students. At this rate, there was no way he would be able to respond to each of my students each week. I began meeting with students during my planning period. This has helped to alleviate my concerns about the meeting with all my students. When the conference with my students during their workshop and author during my planning period, and eventually I meet with 4-6 students each day. In this way, I met all my students at least once a week. But I was exhausted at the end of each day and still need to stay after school to collect my thoughts, materials and plans for the next few days as I used my planning period at the conference with students. After reflecting on this practice, I realized that I was no teaching with best practices in mind.
So I decided to try a different strategy conference. Teachers should be flexible in their teaching, right? I heard one of my colleagues speak a different school in developing wrote to his mentor at the school. She said that helped propel written scores in your school, how he helped provide students with positive influences, how he helped the teacher to a conference. I decided to try it with my class. I e-mail to the adults in our school building application that might be interested in becoming a mentor to my students in writing fourth year. I had a decent response and was able to pair each of my fourth graders with an adult in the building. The adults meet with students once a week for discussion in which each student was in the process of writing. I however, met with my students during the workshop as a writer, but not to the extent it was. Although this process was very useful for me as a teacher in the classroom, I felt that my students do not benefit as much as I expected. After reflection on this practice, I realized that students who continue to rely on adults to help guide the conference process. I wanted my students eventually become independent writers and run their own conferences with their peers.
I'm still not happy with how my writing goes conferences. most wanted try something that could really help my students develop into strong writers who could become. Read more professional books, talked with colleagues, conference and decided to try my class mates. Aha In his book opens the door: Writing in the fifth year, Jack Wilde (1993) stated: "Let that students even more valuable than the prospect of teaching your writing is to their peers "(p. 4). I wanted my students to practice something that would be useful and true for them. For students to become stronger writers have to be able to talk about the writing process and parts writing. Regie Routman (2000) believes that learning is a social process "All learning involves conversation. The ongoing dialogue, both internal and external, which occurs to read, write, listen, write, observe, refine, interpret and analyze how to learn "(p. XXXVI). Socialize with others through conversation strengthens the capacity of a writer to understand what your audience is watching. Enable our students to become social students, where the instrument and its ability to increase writing and reading. If a student is able to talk about the process, he / she takes the time to write, then he knows he / she "is." The conversation is a fundamental part of learning to give meaning and shape to make sense of this world in which we live.
So I decided that my students "go to" in the conference for their peers without a clear direction from me. Not well, I can read professional texts and checklists found conference Exchange documentation work that I thought we've all seen the "ready to use" checklists of workbooks for teachers and magazines, right? Yes, these lists and documents that have helped, but my students do not really have conversations about their writing with peers, who were simply doing what had to check in the check list and inclusion issues / reactions to your documents. I wanted to have conversations with my students together to be authentic, not superficial. I wanted my students to be able to think for themselves, do not always have to refer to a spreadsheet or memory to plan his thinking. So …
It was not long to understand how my students were depending on me to help them develop their writing pieces. I realized I had focused on the development of both parties and not much in the development of the writer. Once I came to this understanding, how they teach writing to my students has changed dramatically. I realized I wanted my students to become independent thinkers and writers. Barry Lane (1993) confirms This conviction of mine when he declares: "The conference Peer review is a central element of a student-centered classroom. The more you give to students, unless will be to match your office for a conference "(p. 67). I wanted my students to run, thinking, reflecting and analyzing themselves. I just want to be your teacher for a year, so I needed to prepare for their future. The turning point for me was when I really took a summer course in 2003 at the University Bellarmine in Louisville, Kentucky, led by Cindy Gnädinger and co-taught by Donna Stottman. There I learned is the strategy of conferences and processes currently used with my students today. Thomason (1998) suggests, "Only when students know that we are more interested in what they said than done to say that when they know that we are facing as a player and not a criticism, feel free to take risks in their writing. Remember, children develop the language through interaction. So as they learn to talk by talking to someone who responds, usually a parent, learn to write by writing to a person who answers "(p. 21).
What is the purpose of the conference at the Writers' Workshop?
What is the purpose of the conference at the workshop writer, you ask? Writing conferences are essential to the writing process. In his book, script writer Tommy Thomason (1998) believes that "the conference Writing is a more valuable teaching strategies in the classroom focuses on the process as it helps the author to think of the handpiece. Writing is not Congress's intention to create a dependency. Its goal is to help young writers to reflect on the issues every writer should consider when writing. Writers conferences writing help focus on what they write and speak through the media of writing can be improved "(p. 3). writers of all ages need the opportunity meet someone to discuss your writing. Sometimes it takes someone out to help a writer to answer questions that otherwise would have remained unanswered in one piece of writing. Sometimes it's just another person to tell the writer what works in your writing and what is missing. In short, the conferences are the conversations about writing. If you think a conversation he had with a friend, you probably think of words to describe this conversation honest, open, relaxed and natural, right? It is exactly writing conferences are supposed to describe: honest, open, relaxed and natural.
My goal as a teacher my students is to get where they are at their conference also known as a peer conference. I want my class to be more student-centered and non-teaching. Having a student-centered classroom is a perfect fit with my beliefs about education, exploration and discovery. I use the fish to "catch up" to best describe the philosophy lectures of my colleagues class. Metaphorically, if I wanted, I can only give fish to eat, without my students to make them work for it. It could serve them on a silver platter ready for enjoyed. But why do this to help independent students? Could Your say what they need to put in their writings, what the hell, maybe even do it for them if they wanted, but how to help them develop their own passion for writing? He would not. If everything has been given to you all your life, do you ever feel motivated to work hard for something? Probably not. Instead of giving students my fish, I wanted to teach her to fish would be willing to be independent and independent throughout their lives as writers. I wanted my students to explore, create, discover, ask questions, and the question in the world around them. To do this, I to teach them to do everything alone. peer conferences is a bit like catching fish. To be good at it, it is necessary to know the process quite well. You should always practice to catch a game. My students learn principles, can not count on me to help "fix" their writing pieces. This is where your colleagues come in. Here they begin to develop as independent writers. Carl Anderson (2000), in his book how are you?, Suggests: "Once we have learned to give and have a smart power that never goes away. Generates original teaching stronger every day, every year, for each writer, always and forever. When learn more about the teaching of writing, giving theme that promises the greatest benefit, since it is the basis of the writing workshop "(p. xiii).
How is? Presentation Box of authoring tools to promote discussion of the writer
Thomason conference (1998) arrived, "Writing are most effective when they occur in a classroom where "talk writing" pervades the atmosphere "(p. 17). We are social beings and want talks with others. We learn from interaction with others. Therefore, it only makes sense to allow our students to use language in our classrooms which is related with learning. Ketch (2005) states: "Establishment of talks in the classroom, where students are truly learning, access to information, and reflect and test their theories about the world students will understand and think for themselves "(p. 11).
What is "talk writer? "Let me put it this way. Think when you enter a race track. Since I am originally from Louisville, Kentucky, I turn to Churchill Downs, home of the Kentucky Derby. What do you hear? You hear language such as: "Who put on your accurate? How many stages is the race? Is this high horse to run this distance? Parlay Let it! Was it a ball of training? Who is in the male line of this gelding? How much do you bet? "If you always want to win races, I know what you mean. To understand the horse races and Paris, must be able to understand the language used on the track. You should be familiar with jargon. If you can not understand what is said, you're lost. It's the same for students in the workshop writer. Need to understand the language of writing before they can begin to master the concept of the writing process. Teachers and students need to use "author talk" in class daily. When students can communicate as a writer, then learn more about the writing process, and in turn become more independent writers themselves.
The way this conversation with the writer in the classroom through a toolbox tool called our "writer." At the beginning of school, I Use about a writer with my students to begin to get used to it. During the first six weeks of writing, I work on strengthening my writing community. Each student in my class has a book writer and a written record. Notebook copyright remains appropriate, and everything we use as a reference for print goes here. The first thing that students are going in their writing folder is blank "writing toolkit." This toolbox "writing" matrix white where students insert pictures and sketches of writing they have learned during the school year. When students learn a new skill in writing, create a symbol to add one of your dice in his "box to the tools of writing." For example, one of the first skills I teach my students is the strategy observation. Good writers should be able to observe their environment and surroundings. After giving a lesson on observation and allow time for students to mini observe and write, then ask students to add the ability to observe their tool box "author." Students can illustrate a symbol for the talent of observation. Some students draw the eye, while others simply draw eyes. I even had my students draw the microscope more creative represent this skill. Students are able to refer to this tool when you think of your writing. This is particularly useful when the time of the conference pairs. Writing toolkit helps promote speech writer in my class. The students are familiar with the jargon they expect to use during the workshop as a writer, and is worth punishment when they have their conferences with their peers. Ketch (2005) explains: "The conversation is a vital part of learning to make sense and how to make sense out the world in which we live "(p. 10). For socialize and talk with peers about their writing, students grow in strength and confidence of young writers.
Put it in motion
Teach students to use my talk at the workshop of the writer starts writing in early school. My students learn very early, the terminology that I wrote for use in their peer conferences. I see conferences as an event pairs each day in the study of my author, not just a few days a little work on the conference peers. Instead, I use the language of writers to help my students understand how an effective peer conference occurs. If walking in my class now, you see and hear a buzz of excitement going on. Some students can work in private in your project, while others get to your toolbox as a means of reviewing their work. Other students can talk about your room with a classmate or with a group of classmates. Never my entire class at the same stage in the process of writing. I like to shop as a writer, because this is my chance to walk the room looking over the authors of contacts. Beginning with the writer, portable toolbox, my students develop an understanding of talk as writers and writers who read, and throughout the day, not only during writing time.
A snapshot of fellow conference
It is 10:30 am on Monday and my students are finishing their reading workshop. When I say that the writing of the time, you can listen to some students GASP quietly: "Yes!" My students enjoy their time to write … not my fault, because they had the right tools they need to ensure they always have success during the writing of the time. My students walk quietly at their desks and leave a written record yellow, book writer, writing box tools, and a pencil. I always have a mini-lesson for students of memory in some What I want to focus on during the time of writer's workshop. Some students are late to start writing on his yellow paper project … I can not wait to get your words and ideas on paper. Others are ready to begin to share their writings their classmates. That day, I talked with my students to do so to provide in writing the dialogue to help the flow personal documents. A Once you've shared, I let the students go to the room to be authors. They always carry with them a written record, specifiers, and toolbox writing. They know they must have these items at your disposal in order to have a successful writing workshop. Several of my students to lie on the floor to write. A student asked to write to the hall. A couple of girls, travel to the presidents of beans in the conference with others about their writing pieces. I keep an eye on the rest of the class, while I listen to their fellow conference. I make sure to stay calm because I really want students to talk to each other and not do something that only sounds good just because the teacher is listening. I hear Savannah lead the conference by saying: "OK, so where you are in your writing and what I can do to help with this? "McKenzie responds by saying:" Well, I think I'm almost finished, but I really need help with my head. I do not like it seems. I do not think that attracts the attention of my readers. Can you help me find some ideas to help make the pop? "Savannah nods and McKenzie then begins to read the beginning of your piece of personal writing. As bed McKenzie, Savannah has never accent from your partner. She wrote notes on a post it note with McKenzie to discuss when completed. After a minute advantage of reading, McKenzie looks at Savannah and asks: "What do you think?" Savannah McKenzie replies saying "I liked how he asked questions that I love in its history, but I wonder if you could start otherwise. Have you tried to start her story with a 'See, Do Tell "Lead? Or even a" snapshot "lead, or what about starting your story with dialogue, as Mrs O Come share with us? What if comes with some different themes, and then you can see which sounds better? "Savannah McKenzie hands of office, notes with ideas for different tracks. "So I'll try to write a track that begins with a dialogue, I had not thought of that. Thank you, Savannah. OK, so I know what I have to work why not share with me your room and we can see what you have to work to make your room more "McKenzie said. Savannah need help creating a catchy title for their own work. McKenzie made several suggestions and even tells Savannah should look at the titles of books images that are in the class library to get some ideas. Savannah McKenzie shakes her head and thanks. Savannah McKenzie and thanks goes to his office to work in trades several cables. Savannah goes to the class library for ideas for a title to his room to write. This brief conference between McKenzie and Savannah has lasted less than 15 minutes. So girls and agreed to get back together that day to discuss the changes they made to their writing pieces.
Conclusion
My goal is for students to eventually develop a passion for writing. peer conferences is not something you can teach a lesson. As the process of writing, communication is a process that a writer must experience again and again to master the concept. "The writing conference is one of the teaching strategies more valuable in the class-based process, allowing the author to think of the handpiece. The conference is not the intention of writing to create a dependency. Its purpose is to help young writers to reflect on questions that any writer should consider when writing. drafting conference to help writers focus on what they have written and talk through the media of writing can be improved "(Thomason, 1998).
Through this process, my students begin:
- To become independent thinkers.
- To develop a passion for writing.
- To think and speak as writers.
- For work collaboratively in groups.
- For the rest of the students and their writing styles.
- To understand the writing process in depth.
- To become self-reflexive.
- For criticism of himself his own writing.
- For questions about your writing.
- To take risks in writing.
- To develop creativity and autonomy.
- To understand the structure and guidelines of the writer's workshop.
- To provide constructive feedback to their peers in peer conferences.
- To improve their writing skills through lectures and communication peer.
In addition, Hoyt (1999) suggests: "… When children are supported in a learning environment that encourages discussion and reflection deep, begin to expect the level of thinking to themselves "(p. 11).
A quote from Thomason (1998) summarizes: "And what can wait in their classroom lectures that gradually becomes a part of your routine? You can expect your classroom into a community writers. You can expect students to writing taken seriously because they realize that their purpose is to communicate the sense of hearing. You can expect your students to mature writers because they have spent time discussing their own writing and gain in their own process of composition. And you can expect to enjoy their interaction with young writers, more than ever "(P. 65). If you do this well, then you see students begin to spread their wings and fly before their eyes. What is best to see this place in your class?
References
Anderson, C. (2000). How are you? A practical guide to give students
Writers. Portsmouth, NH: Heinemann
Calkins, L. (2005). One by One: Art conferring with young writers.
Portsmouth, NH: Heinemann.
Calkins, L. (1994). The art of writing education. Portsmouth, NH: Heinemann.
Fletcher, R. (1993). What a writer needs. Portsmouth NH: Heinemann.
, M. (2001). Razzle Dazzle Writing: Achieving Excellence 50 goals Forney
Skills. Gainesville, FL: Maupin House.
Frank, M. (1995). If you try to teach children to write … Found
This book. Nashville, TN: Incentive.
Graves, D. (1983). Writing: Teachers and children at work. Portsmouth, NH:
Heinemann.
Ear, 2002). The review of the teaching kit: Techniques (G. this work.
Portsmouth, NH: Heinemann.
Hoyt, L. (1999). Review, reflect, retell: Strategies for improving reading comprehension.
Portsmouth, NH: Heinemann.
Kentucky Educational Television (KET). Inside Writing Communities, Grades 3-5. June 10
2009.
Ketch, A. (2005). Conversation: The connection of understanding. Reading Teacher 59.
(1), 8-13.
D. Kirby (2004). Among the strategies teaching of writing. Portsmouth, NH:
Heinemann.
Maslow's Hierarchy of Needs. July 11, 2009 http://honolulu.hawaii.edu/intranet/committees/
FacDevCom / guidebk / Teachtip / maslow.htm.
Lane, B. (1993). After the final. Portsmouth, NH: Heinemann.
Lane, B. (1999). Box auditor tools. Shoreham, VT: Discover Writing Press.
Routman, R. (2000). Conversations: Strategies for teaching learning and assessment.
Portsmouth, NH: Heinemann.
T. (1998). One writer to another: How Young Authors Conference Thomason. Norwood
MA: Christopher Gordon Publishers, Inc.
TIP: Theories. Office Development Theory. July 21, 2009 http://tip.psychology.org/
Vygotsky.html>.
Vygotsky, LS (1978). Mind in society. Cambridge, MA: Harvard University Press.
Wilde, J. (1993). The opens a door: Writing in the fifth year. Portsmouth, NH: Heinemann.
Zemelman, S. (1988). A community of writers: Teaching writing in high school and
Superior High School. Portsmouth, NH: Heinemann.
Appendix A
- White Box Writer tools (Donna Stottman)
- The writer filled Toolbox
About the Author
Laurel Oskins
4th Grade Teacher
Louisville, KY
PESCA MOSCA FLY FISHING TROTA FARIO BROUN TROUT
|
|
7′ 6″ Graphite 3 Weight EMERALD MATRIX FLY FISHING ROD $95.00 |
|
|
5 Piece 4/5 Wt 9′0″ EMERALD MATRIX FLY FISHING PACK ROD $115.00 |
|
|
5 Piece 10 Wt 9′0″ EMERALD MATRIX FLY FISHING PACK ROD $120.00 |
|
|
3 Piece 4 Weight 8′0″ EMERALD MATRIX FLY FISHING ROD $105.00 |
|
|
3 Piece 3 Weight 7′0″ Gremlin Fishing Signature EMERALD MATRIX FLY FISHING ROD $105.00 |
|
|
Icom IC-M504 Fixed-Mount Marine VHF Radio (Grey) $347.00 The Submersible PLUS Marine VHF with Class D DSCIPX8 Submersible PLUS (1.5m depth for 30 minutes)The IC-M504 withstands submersion in up to 1.5m depth of water for 30 minutes. It is equivalent to the IPX8 standard. All products are rigorously checked to pass the quality test at the factory.M504 LCDLarge LCD with dot-matrix charactersThe IC-M504 has a 168-charactor full-dot matrix display that allo… |
|
|
MATRIX TINY20 CLASSIC SPINNING REEL $32.95 The Tiny20 Matrix features four stainless steel bearings including Unlimited Anti Reverse, Resist Twist Line Roller, and a balanced rotor. The…… |
|
|
Raven Matrix Center Pin Reels Model: Titanium 5 XL $249.95 Center pin float reels are the ultimate weapons for float fishing. They allow for the smoothest and most controlled float presentation possible. The sleek ergonomic design of the MATRIX float reel offers incredible value. Blending great performance with cutting edge design…. |