My Experience Overall
The semester is coming to an end. GOODNESS, GRACIOUS...Where did the time go? Well I can certainly tell you that most of my time this semester has been devoted to my experience as a pre-service teacher. This semester has definitely been rewarding in terms of experiences, in and out of the classroom. It's been especially refreshing to engage with assignments that I can actually apply within my subject matter. Another refreshing element that I have encountered is the planning of conceptual units. I had the opportunity to plan and teach a conceptual unit in my placement school (my experience is outlined in my genre reflection post) which has facilitated my understanding of the importance of continuity and meaningful teaching moments.
I've also particularly enjoyed engaging in our semester planning activity. Future pre-service teachers...This is a project that you won't want to put off to the last minute. It cannot be done the night before it is due. It is helpful that our professor has scheduled a number of workshops in which we are able to get feedback on different components of the semester plan project such as our semester calendar, lesson plans, writing activities, and etc. It is totally up to you how much effort you want to put in for the workshop but it is best to have as much of a genuine effort as possible to get the most out of these workshops. These semester plans are imperative to our planning processes as future educators. I have enjoyed creating and modifying activities that I have participated in the past. I have spent countless hours modifying my semester plan and I plan to return to it even after I have submitted it for a grade. I look forward to that pivotal moment when I get to engage with these types of activities as a professional in the field of education.
A Note on the DMAC (Dual Major Across Colleges)
I just wanted to write a note to future pre-service teachers considering DMAC programs that universities may have to offer. I chose to double major in English literature through the College Liberal Arts and Sciences at my university because I ran out of classes to take for my pre-student teaching semester (this semester). If you are considering this program, consider that it will be significantly more work than your normal semesters. Not only will you have to balance your placement/method requirements but you will also have to balance your additional coursework. Consider this route if you are up to a semester full of challenges. I've enjoyed taking the additional courses to satisfy the requirement for the DMAC because it allows me extra experience with research and knowledge of English literature. I knew it was going to be a tough semester coming in but I have found it especially rewarding (and stressful at times).
A Note on LGBTQ(Lesbian/Gay/Bi/Transgender/Questioning) YAL(Young Adult Literature)
This week we were assigned to read articles over bullying and LGBTQ. Up to this point in my professional education I have not encountered issues regarding LGBTQ. I attended the KATE (Kansas Association for Teachers of English) conference and one of the presentations was over LGBTQ and how to create a comfortable and safe environment for all students. I have several friends who are homosexual but until this point, I have never considered how to integrate LGBTQ literature or themes in to my classroom, until now. I plan to integrate a variety of books into my classroom library and even curriculum, including books that have LGBTQ themes and conflicts. I have read many testimonies through my assigned reading that it has changed both the lives of homosexual students, as well as heterosexual students who were vehemently against homosexuality.
It is our duty as educators to address every derogative term and statement in the classroom. Statements such as "that's so gay" or "you're such a fag" will not be tolerated in my classroom. I will not be a bystander allowing this type of behavior to occur. I will make every moment a teaching moment and these types of moments should be addressed immediately. Many teachers think that issues regarding sexual orientation are irrelevant to the curriculum but that is because many teachers choose to neglect and ignore these issues. These issues, when relevant to literature study and literacy, can facilitate a broader understanding of the diverse nature of human conditions. Students have the right to read what they are interested in to reflect their personal situations, emotions, and opinions. I want to make sure that every student that walks through my door is under the firm understanding that bigotry and discriminatory acts will not be tolerated and that these actions will result in consistent and firm consequences.
