MisterCV

he/him/his | UD Class of '24 | English Education Major

[MisterCV @MisterCV024]

Finally, if this even needs saying, do not use a red pen! The red pen and its associations with aggression have disastrous consequences on teacher-student rapport. (https://t.co/CqarfggmBy) (8/8)

[MisterCV @MisterCV024]

If you feel anxious about ensuring your that your ELA students both understand the alienating features of standardized English while still being prepared for classrooms that require them to participate with it, this thread has some helpful resources (1/8):

[MisterCV @MisterCV024]

Speaking from personal experience, I break grammatical conventions (which Paraskevas calls “mythrules”) all the time! The ability to express my emotions and thought process in this way is something that makes putting pencil to paper feel liberating (7/8).

[MisterCV @MisterCV024]

@RebeccaStept Hey Rebecca! My first thought on this is to have the teacher go first with a Read-Around, collect the feedback slips, then use that to gague where the students need to go from there. #396FlynnS23

[MisterCV @MisterCV024]

@abbyporter01 Hi Abby! My experience with this is that how teachers frame this feedback makes a big difference in how personally a student takes it. Asking a student what they were going for, listening, then suggesting alternatives frames the feedback as constructive. #396FlynnS23

[MisterCV @MisterCV024]

One question was: What are some practices to encourage students to pay close attention to their classmates' work during Read-Around? "Close laptops" works for our class, but what else could a teacher do? Is this plenty already, and I'm just overthinking? (4/4) #396FlynnS23

[MisterCV @MisterCV024]

One key takeaway from the Dean reading was that feedback giving is a skill that needs to be cultivated in students. Giving students handouts that enable them to effectively make responses and comments helps in this greatly (1/4). #396FlynnS23

[MisterCV @MisterCV024]

Finally, a takeaway I had from Christensen was how Read-Around encourages students to see what "works" in their peers' writing. Her students' responses were overwhelmingly positive, and she encourages teachers to be persistent and energetic with the strategy (3/4). #396FlynnS23

[MisterCV @MisterCV024]

@nafisabhuiyan4 #396flynnS23

[MisterCV @MisterCV024]

@nafisabhuiyan4 Something that I've experienced in a few of my UD courses is the teacher including icebreakers every so often. Ask the students what their comfort foods are, what their favorite show is, what movie they've seen most recently, etc. This can be a great jumping-off point!

[MisterCV @MisterCV024]

@bluehenraye I totally agree, Rachel! During one of my previous English Ed classes, the professor encouraged us to respond to someone saying "standard English" by saying "whose standard?" Being aware of how language can create and enforce hierarchies is a crucial step as English Teachers.

[MisterCV @MisterCV024]

Another question I had (though this one is much less intense) is: what are some best practices to earnestly keep up with the culture and pop culture of my students? I don't want to feel like Steve Buschemi from that 30 Rock sketch. (5/4) #396FlynnS23

[MisterCV @MisterCV024]

One of my takeaways from Writing Next is that an important aspect of the classroom is the community. Collaborative activities and peer writing have a strong positive effect on students' writing. (1/4)
#396FlynnS23

[MisterCV @MisterCV024]

One question I have is: how can I ensure that a Historically Responsive curriculum does not recieve pushback from lawmakers determined to ensure white students are not made "uncomfortable" in the classroom? (4/4) #396FlynnS23