The Same Sun Here event that I attended was a panel discussion featuring a senior from South Burlington High School, a middle school English teacher named Mr. Novak, and an eighth grader named Zoe, who all consider themselves activists. Karim, the high school senior, is part of a slam poetry group called Muslim Girls Making Change, that travels and performs in many communities around Vermont and beyond. The English teacher is the adviser of an activism club, and the eighth grader has known from a young age that she is an activist for animal rights, having a strong sense of justice and not being afraid to use her voice.

Activism is one of those words that is spoken and used a lot but not necessarily defined. Therefore, it was enlightening to hear all three of their different definitions of activism. Oftentimes people think of activism as being a large, collective movement, and it can be, but one of the things that really stood out to me about this presentation, was just how individual activism can be. In many ways, activism is like a ripple effect, starting with one individual, and then gaining momentum as others learn about the subject and become passionate about performing such work. Passion was a major trope throughout the presentation, and that anyone can be an activist as long as he or she is passionate about something, and has access to the right resources.

Therefore, as an aspiring future English teacher, it is important to expose students to a variety of readings and resources that cover many social, political, and cultural topics, in order to potentially spark an area of interest and potential passion within a student. It was also enlightening to listen to Mr. Novak discuss the importance of always building students up, listening to their voices, and encourage them to take risks, as another major aspect of activism is confidence- confidence in one's knowledge and passion of the subject, and confidence in approaching the right resources to start making a change. This panel also made me think of the importance of connections, and how as an educator it's important not only to make connections with students, but also to have connections within the school and larger community, in order to connect students with resources for various needs.

This relates to the SMC Mission Statement regarding educators being agents of change as well as "collaborative and knowledgeable instructional leaders" because activism includes collaboration, knowledge, and a passion for igniting change.

Vocabulary is the tool with which individuals build their means of communication, whether it's through a book, letter, talking to a friend, or analyzing or commenting on a picture on social media. It's the way in which humans externalize their internal thoughts and feelings about the world. Therefore, it is vital in an English classroom that students are not only provided with words, but also the skills to help develop and enrich vocabulary. Since my instructional unit is about ambiguous language as seen in Macbeth, my vocabulary lesson revolved around Shakespearean language, since when students are first introduced to such a playwright, they are often overwhelmed and confused by the words. Instead of trying to provide students with definitions for all of Shakespeare's vernacular, I made the lesson more conceptual, with the overall goal not simply being denotation memorization, but having students become familiar with identifying the language, and hearing it in contrast to contemporary words. This way students feel less overwhelmed and scared of the language, allowing them to be more open to and comfortable with learning definitions and contexts. 

With the lesson, one of the areas I hoped to improve upon based on feedback from a a previous lesson, was to be more direct and clear with my instruction. After watching the video of myself teaching, and reading feedback from my peers, I feel as though I did improve in that category. When introducing a task, I was more straightforward, and less wishy-washy about expectations, which is something that I have struggled with in the past. One thing that I have learned about teaching vocabulary in an English classroom, is that there are many resources with which one can learn the definition of a word, so it is more important for students to be presented with the necessary skills to determine appropriate definitions based on context, but also see how words interact with one another. In literature, words are never isolated. They are strung together to form sentences, then paragraphs, then pages, then whole pieces. Therefore, each word is like a brick in the side of a building, creating context. However, in each building, every word has a different purpose and supports a different side. Therefore, it does not do a word justice to simply provide a single dictionary definition. Successful vocabulary instruction provides students with opportunities to explore definitions, contextual scenarios, physically engage with the words, and finally create with the words, which I tried to incorporate into my lesson. This relates to This seemed to be done successfully based on the assessment outcome. My goal was for students to be able to identify Shakespearean language and see how it coincides with contemporary vernacular, which they were all able to complete successfully and thoughtfully, but without much confusion or stress. 

This relates to the Saint Michael's College Education Department mission statement pillar since one of the performance criteria includes graduates gaining the necessary skills to become creative and integrative teachers who are"adept at both discipline-based and interdisciplinary teaching methods, using emerging technologies, social interaction, and imagination to support students’ achievement of rigorous academic standards”. Vocabulary itself is innately dynamic and artistic. Therefore, its instruction should be just as creative and compelling. https://docs.google.com/document/d/1jg5JSIBvMyDsvA3iy7RIUgOK-2QVsGVfvjdpHV7t150

    Last Friday I had the pleasure of meeting my ELL student (who for the sake of confidentiality will be referred to as "S") at South Burlington High School. When S was seven years old, he and his family escaped from the Democratic Republic of the Congo and stayed with relatives in Egypt. They were eventually granted permission to emigrate to the United States, but S's papers did not go through, and therefore he had to stay with his relatives in Egypt for three years without his family. S is a fairly quiet, reserved individual. However, I believe that part of his conservative nature stems from the fact that his WIDA levels are low and therefore his competence in academic English is limited, where academic English refers to the elevated, sophisticated language in which course material is taught in a classroom.
      We worked on a project for his health class that entailed viewing a powerpoint containing information about the various types of wellness: physical wellness, social wellness, emotional wellness, and spiritual wellness, before answering questions about the material. One of the questions that S had to answer was which wellness had the highest score during a self-evaluation activity in class, which one was the lowest, and explain why such results might have occurred. I was surprised when he said that he scored highest in social wellness, considering his quiet disposition. However, I think this harkens back to the idea that he is not as confident in the classroom with his academic English, which could be seen in his struggle to understand the complex words surrounding the topic, but his conversational English is more fluid, allowing for him to communicate with his peers more easily. Furthermore, he is an avid soccer player and he loves playing FIFA with his friends. Such activities require more athletic, physical interaction as opposed to copious amounts of conversational communication. Therefore, based on the combination between having a higher knowledge-base of conversational English, and interacting with individuals in a more non-verbal setting, outside of the classroom he probably feels more comfortable being social. Furthermore, since French is the official language of the Congo, S can speak it fluently and as I am a French minor, I was able to aide him by explaining certain words or phrases in French which helped increase his understanding of the material and the task-it has been proven that a bilingual approach to teaching ELL students that incorporates both their native language and English, is the most effective method of instruction.

http://www.centerforpubliceducation.org/Main-Menu/Instruction/What-research-says-about-English-language-learners-At-a-glance/Preparing-English-language-learners-for-academic-success.html

Imagine that you are an adolescent-you are trying to figure out who you are and how you fit into society. There are so many physical and psychological changes occurring as your body grows, and hormones begin to affect several aspects of development and behavior. Now imagine that amongst all of these factors, you are placed in another country where few individuals speak the same language as you and it is difficult to communicate- it is difficult to communicate directions,  what you want, and most importantly, who you are. Now imagine not only having difficulty with simple conversational language, but you also have to attend school where history, science, math, and more, will be taught in that foreign tongue. 

As an educator, it is important that when working with ELL students these challenges are not discounted, and that certain steps are taken to reduce the language barrier, and allow non-native speakers to succeed in their academics. Much research has been conducted concerning the best way to educate ELL learners, and although there is no one-size-fits all approach to teaching these students- there are many variations in cultural background, native languages, familial situations and more- there are some strategies that have been proven successful. It has been determined that it takes an individual about five years to become proficient in English, but it can take longer to gain fluency in both conversational and academic English, especially depending on the native language  of the student.  One of the main controversies regarding ELL instruction includes whether or not the student's first language should be integrated or dismissed in the classroom. It has been shown that integrating the student's native language will actually help improve proficiency in English since correlations between the two languages can be addressed and built upon. In many ways, it may also help the student feel more comfortable and accepted in the environment, which may lead to confidence and therefore increased academic success. Academic language is more important to a student's success than conversational language since it relates to reading, writing, listening, and speaking in a more elevated and sophisticated tongue- it is said that older ELL students have an easier time learning English than younger students. It is also the language that is commonly used in assessments and other classroom settings. Therefore, it is important to enforce that more elevated way of speaking so that it will become integrated more naturally into this new language. 

https://youtu.be/D9Ihs241zeg (Links to an external site.)


       Students will repeat and write what they read or hear, which can perpetuate stereotypes and marginalize people, just as Adichi had a propensity to only create her characters with the British, western view about which she had read.Labels only define people by one single trait, and once in place, they make it difficult for an individual to believe that a person can do anything else but fit that mold.The media can create specific, marginalizing images and preconceived notions of certain places and peoples. Adichie's roommate felt pity for her before they had met, simply because Adichi was from Nigeria, and the roommate had only seen stories of immense hardship and poverty. Stories are based on power, not only who tells them, but the ability of a storyteller to make their view the only one. According to Adichie, “The problem with stereotypes is that they aren’t true, it’s that they are incomplete.” Single stories highlight differences instead of bringing people together. Stories can diminish but also empower. Individuals should be exposed to a variety of images and stories of various places, to help diminish the single story.