Cory Neil

Case Study
EDUC 340
June 13, 2014

Part I
Once you learn to read, you will forever be free. Frederick Douglas
All learning, all growth of the mind and the self, begins when the student takes his or her
first steps towards literacy. For literacy releases us from the confines of prescribed knowledge
and experience and makes each of us, ultimately, the master of our own education and, by
correlation, our own lives. As a future teacher of English, it should be shocking if I held an
opinion on the importance of literacy any less than this. But I do not feel that my position on the
significance of literacy should be one solely reserved to teachers of the language arts indeed,
such a position should be the foundation, corner and keystone of every teachers educational
philosophy. Literacy reading permeates every aspect of our lives, as it is not simply the
deciphering of printed letters on a page any more than living is simply the measure of a beating
heart and breathing lungs. In a very real way, we read everything every waking moment of our
lives. Consider the pitcher who reads the batter, the surfer who reads the ocean, the musician
who reads his audience as well as his music, the mother who reads her new-born infant, the
radiologist who reads the CT scan, the farmer who reads the sky in hope of rain, and the student
who reads the classic work of fiction and further discovers the nature of his fellow man all are
readers, all possess various multiple literacies necessary to allow them to succeed in their
individual pursuits. It is in this sense that each of us, every educator, is and must be a teacher of
reading and a guide to literacy.
Reading is the single, undeniable, common practice and skill that not only spans, but
connects all of the various educational disciplines/content areas, and as such it holds a vital
position in the development of a full and complete education. For by this connective quality we
are able to build connections, not only of the subject matter, but within the very workings of the
student mind. And the more we read, and the more varied the reading is in both subject and
mode, the greater the strength becomes of those connections and the more avenues we create to
negotiate through them to retrieve the knowledge the reading has given us. The mind, like the
rest of the body, is a dynamic thing, and to remain dynamic to continue in growth and to avoid
atrophy and stagnation, must be exercised in varying ways. Just as running alone exercises the
body in but a singular way, so too does reading in a single discipline exercise the mind in a
singular way; and so we as teachers must ensure that reading is a core element of instruction in
all our focused content areas. What all too often goes unexplained to students is the direct
correlation that writing (and the reading of it) has to thinking. Within a piece of writing we not
only receive information and ideas, but we also get a first-hand look at how the author, usually
an expert in the particular field, actually thinks about that information and those ideas. How one
chooses to represent a given piece of information on a page lists, diagrams, narrative, pictures,
etc., is typically a mirror representation of how they themselves think and make sense of that
information. As a result, when we read, in addition to the information we are gaining instruction
in how to make sense of that information how to think about it and organize it in our own
minds in relation to our own lives. The wonderful aspect of academic instructional texts is that
when writing these books (at least the ones of true quality), the authors have the student audience
constantly in mind and as such recognize that we all have different strengths in different types
and degrees of literacy and styles of learning and so the information is likely to be highly
repetitive and redundant through differing modes of representation which gives the student
reader the satisfaction and self-confidence in reading in the mode that they are strongest in (say
visually with graphs) while presenting the opportunity for them to develop their skills in reading
formats that they are deficient in (narrative, for example). It is thereby imperative that we as
teachers are all comfortable with and competent in teaching students literacy across the board so
that we can encourage and assist students in developing their skills in all the various forms of
reading so that no matter how the information is presented to them, they will be able to read,
interpret, and draw meaning from it. To fail to do so would be to almost purposely limit our
students something all of us should strive to never be guilty of, even inadvertently. It is our
duty to equip them as fully as possible for the unaccommodating reality of life beyond high
school to render them capable of functioning independently in a world that unfortunately
doesnt care if you understand or not because it must keep spinning with or without you.
Over the course of my classroom observations this last semester, I had the great fortune,
unlike most of my fellow classmates who were resigned to an individual class or single subject,
to be able to visit a relatively diverse range of classrooms where I was able to witness, in action,
the many different literacies and modes of reading we all participate in every day despite
whether we recognize them as such. I was able to observe students read and interpret chemical
and physical actions and reactions in a seventh grade science class and make various adjustments
to their projects and methods in order to achieve the necessary and desired results. I looked on
as students in an eighth grade English class researched for and read and revised their persuasive
essays, similarly in order to achieve the intended results. In a sixth grade class I watched as
students read and interpreted different modes of representation in watching a video on the nature
and properties of the sun and in a final review of several chapters of the universe in their
textbooks. And I observed each of the teachers as they read their students for evidence of
understanding and levels of attention and enthusiasm. Tying all of these observations together
all of this reading, this literacy is the common thread that it was all taught and learned prior,
and it all was hinged on each of their individual abilities to read and interpret in an array of
different modes of representation.
As a student and future teacher of literature, reading and literacy are nearly the entirety of
my academic and intellectual life I deal in the interpretation of symbols. Being the case, some
may argue that I hold a particular bias towards the importance of reading and would of course
advocate it as an essential element throughout the whole of the curriculum and such a claim
would not be without its merits. However, it is not my preference towards literature and reading
that positions my philosophy as such, but my ability in the discipline which allows me to more
readily recognize the critical role it plays in all the content areas and the many ways in which
reading is engaged in by students, which may not be as readily perceivable to teachers of other
subjects, that drives my advocacy. As a mathematician looks at the world largely in terms of
equations and numbers, or the teacher of social studies looks about and sees relationships and
divisions, I see the world largely in terms of reading. I noticed it instantly in the expressions of
my fellow pre-service teachers in class when they were struck with the realization, not of the
importance of reading in their various disciplines, but in the ways and to the extent in which they
have been engaged in it without realizing. The issue is that we have all been conditioned to have
a very limited notion of what counts as reading which for most of our lives, mine included,
constituted nothing more than making of meaning out of words printed on a page. As children
and young adults we are never instructed in the full meaning of literacy or the more abstract
definition of reading, when, to wax somewhat philosophical, it is perfectly reasonable to view
the reality of our world as consisting of nothing more than symbols that must be read and
interpreted. The bonds that exist between hydrogen and oxygen to create water is arguably a
symbol, one signifying a relationship an ideal constant that exists regardless of a tangible
example of it in life. Similarly too are the concepts of mathematics and physics, music and art.
All are communicated through symbols which we must be literate in in order to derive the
intended meaning. The goal then, for us as teachers, must be to break the cycle perpetuating the
notion that for each discipline of study there is but one single mode of communicating the
information and ideas of the subject and thereby a single literacy necessary to master the content
material. For an example, consider my own content area of English. In todays world, with our
ever-increasing use and dependence on digital media and a clear shift away from traditional
standard print-based texts, even I face the challenge of teaching my students in the ways of a new
and different form of literacy. Although many of the practices of the good and thoughtful reader
transfer from print to digital text, reading in the digital landscape will require students to adopt
and master additional new strategies for navigating digital texts effectively and efficiently. The
stark difference is in the deviation from traditional linear reading one text at a time, front to
back to a completely non-linear mode. Due to imbedded links in online texts, the instant
ability to instantly highlight and conduct online research of a word or phrase from an e-reader, as
well as the countless distractions possible while reading digital texts not to mention the myriad
of unreliable sources and false information now just a click away even reading in their English
class has taken on a new level of complication that must be accounted for to prepare them for life
in the world beyond the classroom. None of us, as new teachers entering the field, will have an
easy go of teaching reading in the modern context and understanding of it. But this is not an
option, for if we are to succeed as teachers, we must be able to prepare our students for the new
literacy requirements of the 21
st
century.

Part II
Over the course of this very brief yet exceptionally dense semester, I have come across a
great variety of techniques to aid my future students in their studies of reading and writing.
Although much of what we have covered already existed in my prospective took kit, it was there
in idea and theory alone. Through my studies this semester, what were once merely ideas,
notions, have been cemented into concrete strategies complete, now, with a fuller understanding
of application and function. Primary amongst the techniques I intend to incorporate into my
classroom is open discussion. As a student, I benefited greatly, perhaps more so than in any
other way, when my instructors engaged us in open dialogue about the class readings. When the
atmosphere of the class is such that it invites students to freely engage in discussion without the
potential for ridicule or undue criticism of their ideas, it helps create a low-stress environment as
the focus is not on getting the answer right and getting the high grades, but on the process of
thinking and understanding, and so the potential for real learning to take place increases. As
demonstrated in our readings, stress is a major factor in the learning process and can actually
cause the brain to effectively shut down thereby ending the learning process. Discussion, I feel,
is an excellent means to avoid this potential pitfall and still be able to effectively assess and
grade students growth and comprehension. Although I have always recognized and appreciated
the benefits of discussion in class, it was not until now that I had a full understanding of exactly
how and why this was, nor precisely how it really functioned to facilitate learning. Knowing
how it actually works in regards to mental function enables me to now be able to use it to its
utmost degree of effectiveness.
Another particularly interesting strategy I hope to utilize often is RAFT writing.
Literature deals a great deal in abstractions, something that I recognize may be difficult for many
students to grasp and make sense of, and I believe using the RAFT model could be a highly
effective means of bridging the mental gap between the tangible and intangible. I am especially
drawn to the way in which students can use it to personify different literary elements and so
situate them in a position or perspective that can make the concepts more readily accessible. In
addition to allowing the students to examine and analyze their own understanding of an idea or
concept, it can allow me a truly genuine glimpse of the degree and manner of their understanding
that will be highly useful in my assessments and the structuring of my lessons. As well, it is a
fairly fun and creative exercise for students that I feel they will be, if not eager, at least more
willing to engage in.
Reflection and response journals are one more technique that I have long appreciated and
found to be immensely helpful in deepening understanding of student reading. Again, the aspect
I find most appealing is the informal nature of the writing. When we remove the negative
pressure of formality from writing, it is my experience that what we get is a far more honest and
thoughtful piece of work. If it is emphasized that these writings are for the students benefits and
will only be graded on the merits of being completed, students are then free to focus on the ideas
rather than dwell on minor issues such as spelling and punctuation, for after all it is the ideas
and development of understanding that we are ultimately after. Too, they can help me as a
teacher to focus and prioritize class time around topics and ideas that the students are struggling
with rather than wasting time constantly readdressing what they have already grasped. With all
the material we will have to cover in order to meet the extensive required standards, the efficient
use of in-class time is of paramount concern for me as a teacher. As well, it will help me to keep
the students focused and engaged by not making them sit through lessons on material they
already have a solid understanding of.
Due to the intense level of reading and writing required of students in Language Arts
classes, and the generally mellow nature of our materials (lets face it, books arent as readily
engaging as a physics experiment), I know first-hand how tedious the study of literature can
become. Having now gained a great deal of insight into the inner workings of the developing
teenage mind, I see the importance of incorporating short brain-breaks into our time in class.
While I realize it is a major part of my job as a teacher to maintain students enthusiasm for the
material and keep them actively learning, I also know that the number of students I will have
who will be as passionate about reading and the books we will study as I myself am will be
drastically lower than I would hope. Considering that even mature and disciplined adults have
an attention span of only roughly 20 minutes, it is imperative that learning time in the English
classroom be punctuated with short breaks to avoid overstressing their abilities to receive and
process information. Additionally, by mixing up and somewhat disrupting the flow of the class,
the students minds will remain in a dynamic state. This variation keeps the mind active in the
processing and sorting and connecting of information something that is quite important when
delving deep into a lengthy and complex work from authors such as Dickens or Shakespeare.
Also, I feel that this will establish a relationship with my students were they recognize that the
class is not focused on my personal agenda, but on their development and personal mental
wellbeing.
On a similar note, I want for my students to take an active role in their education and to
feel that they have a voice in what and how they learn. To do this I intend on having them work
up their own reading and learning goals for the year. In one sense, this will alleviate a little
pressure from myself by not having to constantly wonder about their state of engagement with
and enjoyment of the material. But on a more important level, it will give them a true sense of
ownership of their education. It is important that students recognize that our goal is to help them
attain the skills necessary to allow for success and happiness in life as well as, and more
importantly, recognize and reach their full potential. By allowing and aiding them in setting
their own learning goals the stigma of an imposed set of knowledge is removed and they are
more apt to strive for, reach, and exceed them. In particular to reading, when students set their
own goals, they have the appearance of being more realistic and this will increase their
confidence that they will be able to meet them, not to mention the boost in self-esteem they will
receive when they surpass their own expectations. Empowering students in their own education
builds student-teacher relationships and has dramatic benefits in deepening student engagement
and, as a result, student learning. I know I will not be able to turn all of my students into life-
long lovers of literature and reading, but I sincerely hope I can avoid making them see it as just
work and something purely academic if nothing else I want them to be comfortable and
confident in their abilities and even if they dont love or necessarily like reading, I hope that they
will leave my classroom with a solid understanding and level of appreciation for literature.
As someone whose entire academic life has been centered around reading and literacy, I
entered this class four weeks ago, not with arrogance, but with the mindset that I largely already
had a solid understanding of how to instruct in reading and develop literacy skills. And while I
wasnt far off target, what I was lacking, and have subsequently gained, is an understanding of
exactly how learning to read takes place and how literacy is systematically developed. As
someone who took very naturally to reading and writing, I have never previously taken the time
to examine all the nuanced elements that go into developing a students ability to read and write.
During my time in this class I have not only learned many valuable strategies for teaching
reading, but I have come to know the underlying principles behind them which has, I feel,
expanded my competency as a teacher exponentially. And this has proven to be a lesson in
itself, as in addition to all I have learned regarding how to teach reading and why it works, I now
have the knowledge base to instruct my students in the same understanding, for to be able to
learn most effectively, I think it is of the utmost importance that we also have the knowledge of
how we learn. So in that regard, Frederick Douglas was only partially correct while learning to
read may set us free, knowing how we learn is what will guarantee that freedom forever.