Podcasts, Voicethreads and Many Possibilities...

When I first started to think about the specific use of podcasts in the classroom, I will admit I was sceptical. I thought, "ok sure, it is an interactive tool to explore".  I still do not think that "podcasts" specifically are the most important tool to be used in the classroom.  Simple voice recordings can be very useful for students that would be less inclined to speak in front of the class.  They can also be an additional way to experiment with "mantle of the expert", or "historical interviews".  I think the idea of podcasts could be of most use for students that may have trouble reading.  The majority of middle school aged kids have ipods or some sort of mp3 device.  What better way to support a students reading then getting them to download an audio book to follow along when their reading.  Also, this helps reduce anxiety they may have about their reading because they will blend in with every other student who has ear phones in their ears.  Another idea that may be a great creative activity would be to have a school radio station that uses podcasts to share the media through a school website or alternate source.  Lastly, podcasts/audio threads can be very useful for students learning english as a second language.  Using Itunes, I found a plethora of language support podcasts that are all free- ex: http://itunes.apple.com/us/podcast/english-as-second-language/id75908431.  This particular podcast deals with hints on innuendos in english and runs though a scenario, then follows with an explanation.  It is for a more advanced english speaker but is a good example of what is available.  Overall, I personally see more use of podcasts and voice audio from the creation side as far as teaching and using within a classroom.  Listening to podcasts is more beneficial to an individual listener who uses them to supplement their reading.

Starting Out: IRP's and The Students of Today and Tomorrow

IRP?  You mean RIP right?...Rest in peace?  Prior to committing myself to the goal of teaching middle school a couple of years ago, I would not have had an idea what an IRP was.  Slowly I caught wind of the term through friends who were already teaching; however, it was not until very recently that I took an in depth look at this resource.  As I embark on my career as a teacher, the integrated resource package will definitely be a useful resource that I keep close.  Despite being quite daunting in size and composition, the package offers thorough guidance or "considerations for program delivery" that is open ended insofar as it provides suggestions without being directive.  For example, the figure "using reading, writing , speaking and listening in combination to make meaning" displays a concept I believe to be paramount in ELA.  The integration of reading, writing and speaking aims to strengthen understanding and support real world connections.  The specific exercises and texts that will contribute to "making meaning" are discretionary.  I like that the IRP does not inhibit creativity.  The needs and interests of every class will be different and it is important to utilize engaging resources to maximize comprehension and growth.  Switching gears slightly, The IRP provides some very useful basic information as well that, as a teacher, I may have otherwise overlooked.  Specifically, I learned a great while reading over "copyright and responsibility."  Ignorance to copyrights could lead to unnecessary conflict that I would not want to entangle myself with as a teacher.  Overall, the package provides a great deal of insight that is invaluable to a new or experienced teacher.  


As a new teacher, I anticipate entering an ELA classroom where the students require a great deal of encouragement, support and motivation.  ELA students are coming from an ever increasing range of backgrounds and learning environments.  Differences in culture, life experiences, ability, and primary language are all present.  The common factor that will connect these students will be active engagement.  Atwell expresses that learning is more likely to happen when students like what they are doing and when they are involved and active with other students.  I am prompted to think about my own learning experiences in ELA, specifically when I was given the opportunity to work dramatically in small groups.  I gained the ability to think critically through works and my comprehension increased when I was able to listen, share and express ideas with my peers.  I believe this can also be achieved through exercises like the tea party where ultimately the students are initiating the conversation and interacting with one another.  Games or exercises that prompt students to actively listen, process, develop their own thoughts and eventually express them will hopefully make meaning as the IRP encourages.  


I am creative and I have some ideas and strategies for teaching that I believe to be engaging.  With that in mind, I embrace the freedom that teachers have in terms of the delivery of material while respecting the fact that there is a curriculum to follow.  There is much to know and be aware of as a new teacher and the ELA IRP should be a solid framework from which to work.  It successfully hones in on students needs to be involved and engaged leaving the execution or fun stuff up to us.

Me and my future ELA classroom

When I was a wee lad I liked to play, be active, and physical.  I immediately took to just about every game, sport or activity that was offered up to me.  My evenings, weekends and summers would see me involved in organized sports such as hockey, baseball, volleyball and basketball to hobbies (passions) such as skiing and snowboarding.  And in between with friends, my younger brother and/or my dad I was either on the rink across the road, my driveway or my basement playing "mini" versions of my favourite sports.  I just couldn't get enough.  I was encouraged to try some different things-encouraged to read by my mom and play the piano by my nanna, however, my desire to compete and play always won over.

I read books during school and played a few instruments, not so much out of choice, but requirement.  I recall the first book I read out of pure enjoyment- a novel...about baseball.  I read it in a day.  A feat for myself as it was one hundred and something pages and sports were at my fingertips.  I continued to read further books in that series in which various sports were involved.

As I have grown up, my love for reading has evolved and specifically make time to read, however, if I get a call to toss a ball or get out on the ice, I will pause the pages briefly.

These memories make me think that my ELA classroom will be about interest, choice and encouragement. Also, I have had some english teachers that I really disliked and a select few that I genuinely enjoyed and learned with.  The teachers that I enjoyed working with had some factors in common that were without a doubt the driving forces behind their success that I will try to build on during my time...

Active Involvement- Getting children out of their seats, experiencing reading and stories with their bodies.  Using small groups to collaborate, discuss, act out pieces of a work.  Experiencing through reading, writing and speaking intertwined.

"Thinkpot" Atmosphere-  Everyones ideas and expressions and accepted and used to build creativity.

Fun- Writing jokes, telling humorous stories or experiences- using real life to create and bridge learning outcomes.  Opportunities to be very dramatic and present works or ideas.

Interest-  It has to be relevant.  Just like myself and reading about sports.  They need to be into the material to be motivated. 

Choice-  Linked to interest I believe that giving kids choices about what they read, speak, or write about will fuel motivation, build interest, foster learning and create a community to learn from one another.

Finally...Encouragement- Reinforcing each child's thoughts, ideas, work and individuality through positive feedback.

How feasible is all of this...definitely a challenge.  I believe that you need to bring a great deal of energy to the classroom and hopefully I can challenge, motivate and inspire my future students and open up their minds to new possibilities.