Discussion of Chapter 1: It's a Wonderful Life

 

In this short first chapter, Kittle outlines some of her core beliefs:

  • Standardized testing does not rule how she teaches writing in her classroom.
  • The single greatest influence on a child's learning is the effectiveness of a teacher.
  • We don't tap into our students' passions; therefore, they don't care about what they write.
  • Students try to figure out what we want and deliver it -- they believe there is a correct way to write.

 

 

 

 

Go back to Reading Schedule.


Page Information

  • 2 months ago [history]
  • View page source
  • You're not logged in
  • Recent comments:
    Dana Huff:Penny, I hope I speak for everyone when I say we're delighted to have you join us. I am glad that means we get to pick your brain when we have questions. I have been busy with end of year stuff, too, but after this week, I should be able to get more involved in the conversation here. I look forward to your contributions.
    Penny Kittle:Hello to all of you. Lisa invited me to join your discussion and I truly hope that is okay. I hesitated because I thought you might want to rant and rave about my ideas without me peeking over your shoulder. But if you're okay with this, it will be really good for me to hear what you have to say and respond to your questions. I just finished teaching A block on senior skip day... so I had five students present, all the ones who had signed up to present their multi-genre projects. And it is 85 already (no a/c of course) so I was expecting cranky Monday morning nonsense. Instead I got honesty, courage... I wish you could have been beside me. One girl shared her project on rape. She trembled as she read, but she wouldn't stop. Her two-voice poem on what the research says and what it was to live through it was incredible. And my camera's battery went dead mid-read. Of course it did! But it was one of the moments in teaching when you say, 'Yes, this is why I'm here.' So... now I need to grade all of those projects. arrrgh. Thanks to all of you for reading my book. I mean that. It's an honor to have it read by such committed, smart professionals like you. Have a great end of your year, Penny.
    Anonymous:I'm pumped about reading this book. Tammy and I have just finished a two-year program call Lit Lab--the concept of turning our English classrooms into reading and writing workshops. I agree with the concept but came away from the training feeling short-changed: the program focused on the research and theory (important concepts) but provided little application of the concepts--the part explaining how we return to our classrooms and "do this." This book looks different, and it seems to be one of a precious few titles aimed specifically at high school English teachers. That excites me. I think it may bridge the missing gap with the Lit Lab concept--at least in the area of writing workshop. As Dana mentioned, Kittle's underscoring the power of the classroom teacher rang true to me. The fact that we're all here, taking control of our own learning is proof positive that we understand the concept of being a lifelong learner. Sadly, I don't think all teachers do, or maybe they just don't yet understand how Web 2.0 tools allow us to connect like never before, that each of us, no matter what school setting--whether supportive like Dana's or sometimes oppressive like Jessica's--can support us in our efforts to continue to learn, to improve. Another point that struck me was Kittle's emphasis on in-class reading time. I've struggled with this concept--knowing the research supports it but feeling unable to carve out time for it in my too short time with students. I'm making a commitment to reading time next year! Her quotes from students (pp. 72-72; I know I'm getting ahead!) convinced me.
  • No tags yet learn more

Wiki Information

Recent PBwiki Blog Posts