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Abstract

Biographical Data

Theory and Related

Project Design

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Analysis of Data

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References

 

 

Biographical Data

 

 Literacy Vision                                                       Literacy Professional Beliefs                             Favorite Links

 
 

 

 

 

 

 

 

 

             

         My name is Linda Lindsey, and I am a member of the Reading C.A.G.S. cohort 5. I hold a bachelor's degree in Elementary Education K-8 from Westfield State College and a master's degree in Special Education N -9 from Framingham State College. I am  married and have five children.  I presently teach fourth grade at the Memorial Elementary School and have previously taught grades 1,7 & 8. One of my goals is to help children access word study strategies at their developmental level..

 

          I try to  remain active in the school by serving  on  various committees  such as Literacy Committee, Report Card Committee, and the Superintendent's Curriculum Development Committee.  I am also an active member of the Massachusetts Department of Education (DOE) Massachusetts Comprehensive Assessment System (MCAS) Assessment Development Committee (ADC).

 

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 Literacy Vision

Reading is a developmental process. Russian Psychologist Lev S. Vygotsky posed a  theory (1978)  of the zone of proximal development (zpd).  This zone is “the distance between a child’s actual developmental level as determined through independent problem solving and [his or her] potential developmental [level] as determined through problem solving under adult guidance or a collaboration with more capable peers” (Harris & Hodges, 1995). Vygotsky (1978) acknowledged that people are social beings and it is said that all knowledge that is constructed “begins in social interactions”. This further supported the importance of social interaction in learning, which was central to the era of sociocultural learning (Alexander & Fox, 2004). So why are a majority of educators ignoring the research? There are a majority of educators encouraging students to sit in a classroom all day and fill in worksheets in order to internalize a skill.  Noam Chomsky (1957, 1965), a leading theorist in the linguistic perspective,  established the field of generative grammar. This  proposed the belief that language development was innate and should be developed through “meaningful use, not practiced to the point of mindless reaction” (as cited in Alexander & Fox, pg. 38). The children need to interact with their peers in order to grow socially and academically.  As I think of myself as a learner, I know that I am a visual learner, and if  I interact and become involved, the information is retained.  I want my students to have meaningful experiences while in my classroom.

 

Teachers need to engage students in cooperative learning activities that are at the students’ levels of ability, interest, and readiness.  In addition, the teacher needs to consider cultural, linguistic, and socioeconomic backgrounds as well as prior knowledge of the students. When students work cooperatively, and collaboratively great accomplishments can be made.  Peer collaboration requires a work environment that does not reflect the traditional learning classroom.  Peer collaboration is a mutual task.  Partners work together to complete an assignment that neither could have done alone.  A fourth grade teacher stated, “There should be a strong focus on cross-class grouping; if this is done, then all children can be taught at their readiness level" (Marshall,2007). They can also have time to share with peers a learning experience that they all understand”.  We can reach this goal if as a community of educators, we all realize that not all children are ready to learn the same skill at the same time. One size does not fit all.  A parent voiced a similar opinion, “Children should be switching classes with peers that are on the same skill level.  This way the students can have book discussions, complete assignments that are meaningful to them, and get the support they need to be successful” (Gross, 2007). This opens up a wide range of teaching opportunities; hence, a chance for differentiated instruction to be implemented. By implementing differentiated instruction, teachers can engage all the students in critical literacy experiences at their readiness level.  The activities will enhance thinking skills and allow the students to evaluate the reading material and broaden the scope of material that they comprehend. Thus, students develop an appreciation for a vast amount of fiction and informational text, have opportunities to participate in literature circles, and create meaningful discussions with their peers. A Principal advocates for peer tutoring. She states, “Student motivation is linked to how successful they feel”. The need to communicate to a less knowledgeable other, such as a peer, motivates the process (Forman & Cazden, 2004).  Lastly, the teacher should tap the multiple intelligences of the students.  There have been many great accomplishments made in my classroom when a student could write a song or create a visual instead of writing a report to exhibit their knowledge of the material.

 

When stakeholders have an opportunity to brainstorm ideas and create a common goal for the school or for the entire district, possibilities could become endless.  All should share literacy.  Some students may need more time than others to attain the goal that is before them. However, once the teacher plants the seed, wait and a flower will boom.   Teachers can help by building on the students’ strengths and supporting their weaknesses.  My ultimate vision is for all learners to be successful, no matter the road they must take to get there.             

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Literacy Professional Beliefs

 

My goal as an educator is to prepare my students to become successful in their life endeavors.  As each of my students leaves my class, he/she is one-step closer to becoming a contributing member of society.  I feel it is my job to make sure that they are on the road to fulfilling their potential.  Students need many opportunities and much exposure through a variety of experiences to reach this goal. The first and most important experience the students should have is success.   Every student can learn and be successful; it is my job as an educator to determine how each student is able to acquire such knowledge and then provide varied opportunities for each child to learn.

 

I am a kind and caring individual.  My classroom is a warm and inviting environment.  I happily give my time and talents to help my students become successful.  I am fair and reasonable with my expectations of students. By using teaching techniques that will give the students the feeling of success, I am encouraging them to become self motivated.   I emphasize to the student that each one of us is an individual.  We each learn in a different way.  We all need to learn how we learn.  Once we know our individual learning style, we can be successful in all that we so.   

 

I use the interest and prior knowledge of my students in determining the direction of many of my instructional units.  I believe that students can be self-directed and responsible for their own learning; however, I want to foster cooperation between students as well.  To do this, I incorporate cooperative learning groups and class meetings.  It is my responsibility as the classroom teacher to make a learning environment where each student can succeed at a mastery level and show academic growth.  

 

I want to have an opportunity to help my students become independent learners.  I want them to grow to be healthy and successful individuals so they can feel confident and content in their learning.  My intent is for students to leave my classroom in June as individuals that feel good about learning.

 

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Favorite Links

 

Reading A-Z

Discovery School

Enchanted Learning

International Reading Association

National Council of Teachers of  English

 

 

                                                  

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