During our virtual class lesson , We had to give her thoughts on reasons why we love poetry and why we dont . Each side had to give their views . The questions were given reasons why you love poetry and why you don't love poetry . Responses were written on the Jam board and read orally by the lecturer .some students were questioned about their responses and the teacher clarified .

Additionally , we got more information about the reasons for poetry , the lecturer gave reasons like give expressions and that it is unique it helps persons to feel while they are reading , putting themselves in it seeing the world in a different light , it is said that some poems can make us laugh, make us get into our feelings . When writing poems we must always choose our words carefully , whether they are creative so they can understand .

As children read poem, they should have a natural flow . They are different ways to bring out poem eg songs, verses and rhymes especially for the infant classes NB,When creating  a poem you also have to follow the writing process eg revise , edits and share their writing . While doing poetry I've also learned that they are different types of poems eg preposition poems , wish poems, free verse, acrostic poems, bilingual, concrete and found poems .

Prepositions poems are poems begins with prepositions 

Wish poems : Poems starts with I wish 

Free verse : It is an un rhymed poetry using word choice and visual images take on greater importance .

Acrostic Poems : Using key words 

Bilingual Poems: Inserting words from the other languages into their poems .

Concrete poems. Arranging words to form a picture helps convey meaning .

Found poems : By ailing words from other sources such as news paper articles songs, and stones .

List poems : create a poem using words and phrases from a list they brain scorned.

As the class continued I've learned something new that when you are doing poetry , you use alphabetical order according to the letter sound .We did two poems : The flattered flying fish  and the  sea is a hungry dog .

 

In conclusion using poems in class is a great choice as it helps with class lessons as it helps .I also gained a lot of information about poetry and how it is orchestrated . Poetry can bring color to a lesson and class room interaction .

Poetic Pencils: A Student's Toolkit for Poetry Writing

Welcome back to my blog...this week's topic is 'POETRY.'

As I logged into the virtual classroom, little did I anticipate that a pair of digital boards would become the stage for a unique exploration of emotions, perspectives, and the often-misunderstood realm of poetry. Our lecturer initiated a poetic dialogue by dividing us into two camps—those who declared themselves "lovers of poetry" and those who candidly admitted to being "nonlovers." This simple act set the tone for an engaging online session that delved deep into the intricacies of teaching and embracing the art of poetry.

I found myself hesitating before confessing my poetic bias: "Poetry is often challenging to understand. The complexity is frustrating, especially if the meaning isn't immediately clear." Little did I know that this admission would become the steppingstone for a transformative journey into the world of poetry.

As we navigated through the discussion, the spotlight turned to our individual teaching experiences. I found myself revealing a truth—I never explicitly taught poetry. Instead, I focused on literary devices, the building blocks that construct the poetic tapestry. This confession sparked curiosity and led us to the core question of the day: How can we, as educators, instill a genuine love for poetry in our students?

Our lecturer brilliantly redirected our focus from the overused rhyme schemes to the rich palette of poetic elements. We explored reading expressively, using figures of speech, unraveling rhyming patterns, painting vivid imagery, and appealing to the senses. The class unanimously agreed: it was time to break free from the monotony and introduce students to the diverse and captivating facets of poetry.

The real magic happened when poems like "The Sea" and "The Flattered Flying Fish" took center stage. The spotlight was not just on the words but on how we brought them to life. I, too, faced the challenge of infusing my voice with the emotions embedded in the verses, realizing that reading with expression is the key to unlocking a poem's true essence.

We explored innovative ways to make poetry come alive in the classroom—role plays, expressive readings, and the revelation of a new concept for me: deciphering a poem's rhyming pattern. The session unfolded as a roadmap, guiding us through a step-by-step process to dismantle the perceived complexity of poetry for our students.

As the class unfolded, we were showered with practical teaching ideas: guiding students to identify imagery, appealing to their senses, introducing figures of speech, and carefully selecting poems that resonate with their interests and grade levels. The goal? To make poetry not just a subject but an experience.

In the end, I left the virtual classroom not just with newfound knowledge but with an eagerness to share the poetry journey with my future students. The session, with its blend of insights and interactive activities, transformed my perception of poetry from a daunting task to an exciting exploration. As I reflect on the class, I can't help but anticipate the day when my students will embark on their own poetic adventures, guided by the lessons learned in that enlightening session. It was more than a discussion; it was an invitation to dance with the beauty of language, to explore the depths of expression, and to nurture a love for poetry that extends beyond the confines of a classroom.

by

• TEKOYAH MASON •

"Guiding Students Through the World of Poetry”  

By: Shaniel Liburd-Bryan

Continuing to learn about the different genres and types of writing pieces, we focused our attention on Poetry. To begin the session, my classmates and I were given the first task : 

 

"To state whether or not we like poetry and why"

I joined a group of people who didn't love poetry. My reason was that I felt it was difficult to understand because it often uses complex language and symbolism. As I wrote that I reflected on my classes during my school days and vividly remembered poems with sentences I couldn't decipher. As well as the teacher who didn't make it much easier to understand or even like the art form. I was always left to wonder:

This brought us to the main topic of the discussion, which was how teachers can instill a love of poetry in their students by teaching them in interesting and entertaining ways. Poetry instruction can cover a variety of subjects, including reading expressively, using figures of speech, rhyming patterns, imagery, and identifying our senses. Instead of rhyming words, which, we have to admit is the most popular and overly used topic when it comes to teaching our students about poetry. 

To demonstrate these topics, poems entitled "The Sea" and "The Flattered Flying Fish" were utilized. We were given step by step process of how we can teach students and how we can break a poem down for students to understand. For example:

• When it comes to reading with expression, she selected a couple of persons to read the selected poems. This activity highlighted reading with little to no expression can make a seemingly interesting poem to be a bore.

A more engaging way is to model how you'd expect your students to read the poem. Demonstrate voice ranges, expressions, and tones for punctuation marks so students can see how tone and expressions can bring a piece to life. Activities such as role plays were also heavily suggested. 

Another suggestion to teach literature was instead of the norm rhyming words, we should teach students how to find the rhyming pattern of a poem. This was new to me but was very useful.

Some Additional Poetry Teaching Ideas

• Teach imagery: help students identify words or sentences that help paint a vivid picture of what the author is trying to portray.

• Appeal to our senses: Identify words throughout the poem that speak about smell, sound, touch, etc.

• Figures of speech: Open the students' minds to similes, metaphors, onomatopoeia, etc.

• Poem selection: Choose a poem that is appropriate for the grade level and of interest.

Overall, I thoroughly enjoyed the session and gained tons of insight into teaching poetry. Some of which I can't wait to do with my students.

So, until next time.......

 Creating a climate for writing 

Shanice Phipps 

Everyone has heard about the term differentiation , Differentiation is tailoring the needs of students . In a classroom setting , students should feel comfortable and safe . It should contribute to their psychological well being as well as their physical . When planning for a differentiated classroom the lessons must be plan based on the students level of knowledge , skills and ability along with materials , tools .

   Young authors would write about skills and highlight the challenges as a chance to improve . Once they get feedback and encouragement giving them a chance to do their work on their own it is evident  that in every classroom one should always encourage students to do work on their own . I must add, once students understand why writing is important it enhances their communication skills help the to express their emotions and thoughts , once these skills are consistent they will become great writers as time goes by and in return teachers can see students improvement as she will enjoy reading their pieces .

  Creating an Environment that motivates the writers 

Some factors that motivate students are self efficacy , develop self regulated learners , develop internal motivation. Self efficacy gives students a sense of having confidence in themselves which will have a great impact on the decisions they make guiding them . According to Zimmerman, Bandura and Martinez- Pons 1992 states students must believe in their writing ability to be successful in their writing experiences . Develop Self Regulated learners - Zimmer, Bonner , Kovach ( 1996) states that self- regulated students monitor and control their thoughts process in order to learn .

Self regulated learners monitor how they get the information and process it . Self regulated learners , self evaluate ,  monitor , goal setting and have a strategy plan. They put a plan into action and monitor it , They monitor the outcomes . They need to know about their thinking skills as well. 

Applying meta-cognition  skills is also important as well as monitoring oneself . It takes place when a student uses thinking strategies Ferrari and Stern berg ( 1998)Teachers can help by guiding  students though the thinking process that accompany writing during , after an activity . Students motivation increases when they get a choice  and take responsibility for his or her own learning  . Stipek 1996 . Once a teacher is excited about a particular subject matter it helps with intrinsic motivation and it becomes a key factor in developing a self motivated writer .

Create a safe and positive writing atmosphere 

Students are eager to participate in writing experiences . The teacher creates a personalized environment that can help to motivate , challenge and stimulate others to write . Some students do not like when teachers correct their work using a red pen they usually get turned off  even if they know the majority of the information . Once the environment is safe , they will feel free to do things to express themselves .

When writing instructional strategies one must: 

1.Use Slogan and Poster ideas

2.Use the 4 B's 

3.Cool tools 

4.Material Magic 

5.The shape of things 

6.Rainbow castings

Suggestion include : 

Supply reference books and materials 

Use writing lamps 

Give choices 

Provide Word list 

The use of centers - using rooms as writing nooks , centers stations 

Assess the writing climate 

As in a normal setting a teacher is to maintain the tone of the classroom and using a checklist to see students interest.

"Creating a Climate for Writing": A Review

Having thoroughly examined the contents of "Creating a Climate for Writing," I am motivated to express my comments on this interesting scholarly piece. The article highlights the significance of establishing a supportive and motivating environment for aspiring writers in their early years, a sentiment with which I strongly agree.

The article begins with a beautiful analogy, comparing a child entering the world of writing to a butterfly egg hatching in a conducive environment. This sets the tone for the nurturing approach advocated throughout the piece. It stresses the importance of a differentiated classroom where every student's individual needs are acknowledged. This resonates with me because I believe every child has unique writing talents that can flourish in the right environment.

Key themes include instilling self-efficacy and developing self-regulated learners. The concept of self-efficacy, which fosters a belief in one's abilities, is particularly striking. It reminds me of my own journey as a writer, where positive feedback and overcoming challenges played a crucial role in building my confidence. Similarly, the emphasis on self-regulated learning, where students are encouraged to monitor and control their own learning process, aligns with my belief in fostering independent learning skills.

Another aspect that stood out to me is the focus on developing internal motivation. The article underscores the role of intrinsic motivation, driven by factors like curiosity and challenge, in enhancing a student's writing experience. This is something I've personally experienced - when I write about topics that genuinely interest me, my writing is more passionate and effective.

Creating a safe and positive writing atmosphere is also a major focus. It's about treating each piece of writing with respect and ensuring that students feel comfortable taking risks and expressing themselves. This approach is crucial for fostering creativity and originality, which are at the heart of great writing.

The article also discusses practical strategies like varying writing tools and materials, which I find incredibly innovative. Using different mediums like chalk, paint, or even digital tools can make writing more engaging and fun, especially for younger students. This multi-sensory approach to writing can ignite a child's imagination in ways that traditional methods may not.

Lastly, the emphasis on teacher's role in creating this climate is compelling. It's a reminder that educators play a pivotal role in shaping young writers' attitudes and abilities. The teacher's enthusiasm, choice of materials, and the classroom setup all contribute to the writing climate.

Overall, "Creating a Climate for Writing" resonates with me deeply. It aligns with my belief that writing is not just about the technical aspects but also about creating an environment where creativity, individuality, and self-efficacy are nurtured. As someone passionate about writing, I see these insights as invaluable in guiding young writers towards discovering and honing their unique voices.

 "Creating a Climate for Writing"

By: Shaniel Liburd-Bryan

Creating the perfect writing environment is one that inspires creativity and productivity.  This can boost focus, spark inspiration, enhance comfort, set the right mood, and foster writing habits. As teachers, we must create that space for our students to help them flourish into the writers they can become.

The article "Creating a Climate for Writing" immediately captured my attention by starting with the comparison "When a butterfly egg is hatched in a proper environment, It has everything needed to thrive. When a child enters the writing world, He has everything he needs to become an effective author". With further reading, I was left in agreement with the author. It was very beneficial as it gave numerous strategies we as teachers can utilize to create our very own writing climate in our classrooms.

 The article provides 10 differentiated instructional strategies for writing, including using shapes as learning tools, incorporating color to stimulate the mind, providing ready references, and using various paper sizes to fit writing assignments. It emphasizes creating a climate for writing by using materials related to the content to build interest and motivate the writer.

However, the two that stood out for me were instilling self-efficacy and developing self-regulated learners. I have witnessed firsthand how motivating students, providing them with positive comments, and pouring into them that they can achieve anything can positively change students' efforts and give them the extra push they may need.

To help students with self-regulated learning, the article cited Zimmerman, Bonner, and Kovach's (1996) model that can be used to plan self-regulated experiences for writers, which sadly I have never thought of as it pertains to building self-regulation. The model includes:

• Sel-evaluation and monitoring
• Goal Setting and Strategic Planning
• Putting a plan into action and monitoring it
• Monitor outcomes and refine them

Overall, when it comes to creating a climate for writing it doesn't just entail the physical environment but also the psychological.  Creating a climate for writing also encompasses providing tools and materials to bring out creativity, a space where positive feedback is welcomed and shared, and helping students plan and execute their learning. 

"When a flower doesn't bloom, you fix the environment in which it grows, not the flower." Alexander Den Heijer

Until Next time........

LEARNING ABOUT THE DIFFERENT TYPES OF WRITING!!!

Genre: Expository

By: Shaniel Liburd-Bryan

In preparing for a presentation for my writing course on Exposition I stumbled upon quite a few things that I never knew and am relieved to now know. This information made me realize that I was limiting all I could have done with the topic, the knowledge I could have given my students cleared up some misconceptions and introduced me to many activities that can make lessons more engaging. 

First, I have to start with my misconception. I have always learned that expositions always have an opening sentence or thesis statement and because this is all I knew I sadly passed that on to my students. My preparations and consultation with my lecturer taught me that not all expository pieces have thesis statements. 

I'm sure reading this you are puzzled. I sure was!

I never really observed that the only time an expository piece has a thesis statement was if it is written as an essay. Which led my mind to wonder and realize that it was indeed true. For example, a piece that tells you how to make a cake for instance is an expository, but when it is displayed online you receive the recipe and steps in numbered or bullet form. That was my ohhh!!! moment. It was something worth noting when I reentered the classroom. 

I also learned more ways to utilize the traits and processes in the different types of writing especially exposition. Researching enabled me to find out more about exposition and come across so many different fun activities that can make lessons more engaging and worthwhile like the few displayed below.

Fishing for Errors                         

     

 

Reading Festival

 

Musical Papers                                          

     

Pair Writing

 

During our workshop sessions, we were able to use some of the activities found which made the session very interactive and fun. Some activities were Minute to Write, Demonstrate it (with a twist), and spot the errors. 

Try these activities and more in your next class and let me know what you think!

 Until next time........