Making the Classics Interesting for the Students

I understand that a lot of students don't like the classics, and I feel that it is because of how teachers portray them and teach them. I do not feel that students will like the classics more if you bring technology into it. I feel that to get the students more into the classics, we need to sell the classics to them, and change up which classics we teach. Each year the same classics are taught in majority of the schools in the country. Those classics are generally, To Kill A Mockingbird, The Catcher and the Rye, The Scarlet Letter, Of Mice and Men, The Great Gatsby, Romeo and Juliet, Hamlet, Lord of the Flies, and so on. I know from experience that there were two main reasons why I was not into reading those novels. One reason is because my teachers would say, we are going to read a great classic that your probably going to hate but we are going to read it anyway because it is a classic, and two was that when talking with my upper class friends they would talk about how horrible the book is and so on. I feel that for starters, teachers need to encourage their students to read the book, not tell them that they're going to hate it but either way they're reading it. Two is that I feel that we need to change up which classics we read in schools. No, I do not think books like Harry Potter and The Hunger Games should replace classics in the class room. However, there are a whole lot more then 8 phenomenal classic books in this world that can and should be taught to our students. For instance, how about instead of teaching the exact same books every year for each grade level, we have a rotating cycle that last say 5 years, and then restarts its cycle. I will use Senior English classes as an example. We can say that in 2012 the seniors will all read The Catcher and the Rye (I used this book because it was the one I read senior year), then the 2013 seniors will read Gone with the Wind, the seniors of 2014 can read Dracula, the seniors of 2015 can read Jane Eyre, and the Seniors of 2016 can read Heart of Darkness, then the cycle restarts. Each grade will have a different cycle of books so that there is no chance of students re-reading any book. I feel this would work because one, the students would not have their older friends discouraging them about a book because they did not read it, two it would introduce the students to a larger variety of classics because when talking to their friends in lower or higher classes they will hear about what they are reading and possibly become interesting, and three it would help the teachers. I see it helping the teachers because it is obvious that after five, eight, ten years, the teachers become quite exhausted from teaching the exact same books in four classes a year. If we change up which classic they are teaching then they will be much more excited and will encourage the students more. Plus, when doing projects involved with the novels the students will become more creative because they will not ask the upper class friends what their project was and then duplicate it. They will have to come up with their own project.

green knight should be green: Graphic response to literature

When I read this article I fell in love with it. I loved the idea of having the students made an illustration of what they feel is an important focal point of scene of a story/poem/novel. One thing that I plan on doing with my classes in the future is striving to encourage as much creativity as possible. I feel that today teachers have strayed away from creativity and only care about the students repeating what they have been told so that they can get good grades. One thing I learned about myself early on in school was that if I could not be creative in learning or was not taught in any way other then lecturing, that I did not obtained what was being said. So often my history and math teachers just stood at the front of the room lecturing me on what I need to know and why and how it is important today, and I hate to say ti but I barely took in anything from what they taught me. It is very difficult for me to take in knowledge when I am not engaged at all, and lecturing is not engaging what so ever. The idea of bringing in graphic illustrations done by the students excite me because one, it encourages students to read and two, it encourages them to think out of the box and analyze what they are reading and really pull it apart and determine what is important.

Using Facebook to Learn what we need to Learn?

After reading Chapter 5 in Kist's book, the section that "bothered" me the most would be "How do we use Facebook to learn what we need to learn." I understand that Kist feels that social networking could be used with school, but his ways bothered me a bit. Yes I use Facebook to communicate with friends or group members on a project we are working on, and yes in college I am friends through Facebook with some of my professors. However, I do not feel it is appropriate for teachers to communicate with high school or younger students through social networking. I understand the group was protected and only allowed the teachers and students to join, and I understand that it was strictly for school/projects/homework. However, I do not feel it is right. Many schools today set up student e-mail accounts through the schools for students to contact one another for projects and such and for students to be able to contact their teachers, and vice versa, outside of school. Facebook in my opinion is going way too far. Through that group a teacher can gain access to their students Facebook account information and such, and can see when and how long each of their students are on Facebook. I just feel that it is not appropriate for high school and lower. I understand that today world wants to include technology in their lives as much as possible, but Facebook for school is not right in my opinion. Sorry, but I do not agree with it.

McTaggart, J., Graphic novels: The good, the bad and the ugly

When it comes to Graphic Novels, I was psyched! I was first introduced to them my Senior Year of High School. This happened because I chose to take Literature of the Holocaust and my teacher had us read Maus I and II. I found the novels to be phenomenal and a fantastic way to get students to understand the true hardships and feelings of the Holocaust. A couple of the teachers, when they found out he was having us read those novels, became very upset stating that they were not real novels and that they were simply children books about World War II. Well not only did it hurt him, but it hurt me too since I wanted to be an English Teacher and loved the books. The teacher who had to strongest feelings against the novels happened to be my English teacher that year and he even asked me at the end of my class one day, because he saw me with the books, about how I felt reading them compared to our current reading of The Last Samurai. Being who I am I explained to him how much one could analyze Maus I and II and really dig deep into the Holocaust through those pages and even help out students with lower reading levels and such. I remember him not agreeing with me in that instant, but when we met again for class that Monday, he came to me and said that he read the books over the weekend and agreed with me. So many teachers are so against graphic novels, and it truly shocks me. I almost feel that many of the teachers today feel that if the book is not a few hundred pages long or a classic that the students just cannot learn from them or something, but they are wrong. Graphic Novels are just as important to the literature world as any other form of writing. It's just different because there are pictures

20 Shot Picture

When it came to our 20 chot picture, I had a blast! true, at first I was not excited to play the main role, Connie, for multiple reasons but I still had fun. The story my group performed was Where Are You Going, Where Have You Been? Overall the story drove me insane because of the ignorance of the main character  which is one reason I was not happy to be playing her. However, my group still had a lot of fun. We modernized it a bit do to the fact that we had very little to no props. I think it also went well because during the whole shooting fiasco, we were having fun. I thought that the project would just be 100% work and boring as hell, but in the end I already had 1 friend in the group, and it seemed like as a whole are group was filled with upbeat and creative people. So what started off as a scary project like the podcasts, ended with a lot of fun, tons of laughs, and quite a few inside jokes.