Sunday, March 6, 2011

TWH Week 10 pages 184 to end

In reality not many of us have books published or movies made regarding our teaching experiences, such as Erin Gruwell did. I would tend to think that some of the day to day things we contend with as teachers are not addressed in this book. For example, Erin contested that she did not teach to test, but to the child. However, things such as high-stakes tests that are a given in today's schools seemingly go unmentioned. It is obvious that her commitment to her students caused other things to suffer (e.g. her marriage) For many of us, such things in life are too precious to sacrifice. However, Erin made these choices and from her choices and experiences we can learn. If you could think of one thing you learned or found most valuable from reading this book, what would it be?

At the end of the book, Maria and Sharaud introduce the movie "Freedom Writers" to the crowd of previewers. What do you find ironic in their talks? What did Erin do to facilitate their independence and encourage them to believe in themselves? What do you see yourself doing in your classroom to similarly assist your students to become independent learners and individuals? - week 10 pages 184 - end

Sunday, February 27, 2011

TWH Week 9 pages 154-183 up to Chapter 28


How did the Freedom Writers relate to those Freedom Riders who were civil right activists and rode interstate buses into the segregated southern United States to test the decision of the United States Supreme Court decision of Boynton v. Virginia of 1960? Consider the lives and individuals struggles of the Freedom Writers and how they emulated the same ideals of the Freedom Riders. THW week 9 pages 154 - 183

Sunday, February 20, 2011

TWH Week 8 pages 104 - 153 (up to chapter 23)

(Describe the accommodations that Erin made for Sue Ellen and why were they effective?  Also, what happened between Henry and Erin? Why was this interaction effective? TWH Week 8 104-152 

Tuesday, February 15, 2011

TWHweek7pages36-103(up to chapter 14)

Consider your content area and a situation in which a student was NOT motivated to learn the content. Remember what Erin did with "hooking" her students into reading Romeo and Juliet. Consider what she did. Also, why would you think it is helpful for students to experience the "real thing"  (note - learning retention is much higher (80%) by "doing"- rather than reading or hearing (5-10%). What were some ways that Erin provided these learning opportunities? TWH Week 7 pages 36 - 103

Wednesday, February 2, 2011

TWH Week 6 pages 1-35

Discuss how  Erin made connections or build relationships with her students. What did she do connect curriculum to their interests and motivate them to learn?  TWH Week 6 pages 1 - 35