Abstract
One of the reasons I applied for this Masters program was because I am incredibly passionate about helping readers that struggle, and I wanted to learn the best and most effective ways to motivate and engage my students. So many of our students today are labeled as "at risk" because of a lack of resources or support at home, a lack of necessary differentiation/support in the classroom, a negative attitude about themselves as a student and their capabilities as a reader, or because they are learning the English language for the first time in their lives, in a class full of students who have been learning it since birth. For this reason, I plan to address the question: How can educators increase motivation and engagement in literacy for at risk students? I want to be a teacher that remains equitable towards my students and can give them all the necessary supports and strategies they need to reach their goals and be prepared for the future. Throughout this program I have taken classes that have taught me numerous ways to make sure my students are motivated and thoroughly engaged, especially those that have a more difficult time staying on track, understanding the content, and believing in their abilities. In this presentation I will address content I have learned from the classes— Reading in the Content Areas, New Literacies and Media, Literacy Assessment Instruction, Reading in the Elementary School, and Teachers as Writers. Specifically this presentation will address how certain technology tools, the incorporation of read alouds, one-on-one tutoring, writing workshop, closed reading and many other strategies and ideas have prepared me for teaching students that are at risk as effectively as I can.
One of the reasons I applied for this Masters program was because I am incredibly passionate about helping readers that struggle, and I wanted to learn the best and most effective ways to motivate and engage my students. So many of our students today are labeled as "at risk" because of a lack of resources or support at home, a lack of necessary differentiation/support in the classroom, a negative attitude about themselves as a student and their capabilities as a reader, or because they are learning the English language for the first time in their lives, in a class full of students who have been learning it since birth. For this reason, I plan to address the question: How can educators increase motivation and engagement in literacy for at risk students? I want to be a teacher that remains equitable towards my students and can give them all the necessary supports and strategies they need to reach their goals and be prepared for the future. Throughout this program I have taken classes that have taught me numerous ways to make sure my students are motivated and thoroughly engaged, especially those that have a more difficult time staying on track, understanding the content, and believing in their abilities. In this presentation I will address content I have learned from the classes— Reading in the Content Areas, New Literacies and Media, Literacy Assessment Instruction, Reading in the Elementary School, and Teachers as Writers. Specifically this presentation will address how certain technology tools, the incorporation of read alouds, one-on-one tutoring, writing workshop, closed reading and many other strategies and ideas have prepared me for teaching students that are at risk as effectively as I can.
"School turnarounds are accomplished by fostering caring relationships that build students' resilience and self-esteem, by setting high academic standards in the belief that all students can learn, and by initiating a focused and collaborative effort among staff members, parents, and the community to engage and challenge students to learn the things they need to learn." -Eric Jensen, Teaching With Poverty in Mind
Jensen, Eric, 1950-. (2009). Teaching with poverty in mind : what being poor does to kids' brains and what schools can do about it. Alexandria, Va. :ASCD,
About MeMy name is Rebekah Craven.Last year, I graduated from NC State University with a Bachelors degree in Elementary Education. During my undergraduate year, I student taught at a Title I school with a large English Language Learner population and loved my experience and all that it taught me. I also had the opportunity to complete 6 weeks of student teaching in Beijing, China, where I was immersed in a culture so different from my own. Traveling and going to new places around the world has influenced my style of teaching immensely, and I look forward to helping my students become more globally aware and adventurous. I will graduate from the New Literacies and Global Learning Graduate Program at NC State in a few weeks, and recently accepted a job teaching 4th grade students in Wilson County. I am anxiously awaiting my first year of teaching and the chance to use and practice all that I have learned throughout my time here at NC State. Go Pack!
|