Final Reflection

     The semester is coming to an end, including my Literature and Learning III class. Over this semester, I learned about, and was able to use, various different literacy tasks, such as over the shoulder miscue analysis, writing assessments, and instructional conversations, that furthered my understanding of teaching literature in the classroom as well as helping my students develop a better understanding of literature. Teaching literacy in the classroom is not just reading books to the whole class, having independent reading, and giving mini-lessons, although those are important aspects to literacy. Literacy involves deep discussions between students and the teacher, and it MUST be meaningful to them. It also requires a LOT of planning.

     At the beginning of the year I was asked to write out my teaching beliefs, explaining why I thought these were important beliefs to have. I remember saying that having a holistic and student-led learning environment was important, as well as believing that all students are capable learners and that the best way to further learning is to read, read, read!! I definitely still believe these to be important aspects of my teaching beliefs, but now that I've been in a practicum class and taken my Literature and Learning III course, I have a better understanding of what it takes to carry out teaching practices and beliefs. For example, student-led discussions, especially for younger ages, is very difficult to start if students are not used to having an open discussion with their peers. Before doing my instructional conversation, I had thought that I was having meaningful student-led discussions, but after reading about instructional conversations and analyzing the talk I was currently having in my small group, I was so surprised how much I was leading the conversation and I noticed a great disconnect between students discussion with their peers. After careful planning and taking a step back away from the discussion, my students were able to successfully have a natural and flowing discussion about the text I read to them. It was amazing to see the difference.

     Other beliefs, such as knowing that all students can be learners and that reading furthers learning, have strengthened over the course of this semester. All students are learners! I can't repeat that enough. Some students may grasp a concept sooner than others, and some may take a lot of time and practice to master a skill or topic, but students are all capable if they are given the right instruction and motivation. With anything a teacher does, students' interests should play a huge role in the modification of lessons. By incorporating their interests into the curriculum, you have a better chance at getting their attention and a higher chance that the topic being taught will resonant in their minds. Also, incorporating books and various readings into other subjects is a great way to get students to be engaged in reading. Get your students to read (and write) as much as possible. Switch up the book selection in your classroom library or organize your library in a way that gets students engaged.
   
     Overall, this blog has helped me reflect and talk on and on about different aspects of teaching literature to a classroom. I feel like I have developed many techniques and methods to teaching and assessing students in the classroom.