Educating Incarcerated Youth

Does the use of non-traditional teaching and learning strategies improve engagement and achievement of incarcerated youth? This is the question that I would like to address in my research. Many students who are currently incarcerated underperformed while they were enrolled in traditional school settings. Most students continue to perform poorly academically during incarceration. Some teachers who work in the juvenile system have explained to me that their students are not engaged in class and often struggle to make academic gains. There are many external factors, including living in confinement, illness, anxiety, fear and abuse, that may contribute to why students are disengaged in class and fail to make academic progress. This research will focus specifically on the teaching and learning strategies that are being used in the classroom and examine whether or not these strategies can contribute to keeping students engaged and to students making progress in their learning.  

I will address this research question by defining and providing examples of  traditional and non-traditional teaching and learning strategies. Since the research addresses both engagement and achievement, I will collect data to address these two areas. In order to address the engagement portion, I will observe classrooms to see if teachers are using non-traditional teaching and learning strategies. I will observe to see if students are engaged in cases where non-traditional teaching strategies are being used and compare that data to engagement in classes that use traditional strategies. I will have a list of actions to check for during these observations.  I will also collect and compare data on student performance in classrooms that use traditional and non-traditional teaching strategies in order to address the achievement component.

In addition, I plan on making this an action research by involving my classroom in the study. I plan on using non-traditional teaching and learning strategies.  I will have my colleagues observe my classroom to collect data on engagement. I will also compare my class data on student performance with data for students in classes that use traditional teaching strategies.  

    Finally, I will survey students and administrators to find out the classes they find engaging and why. I will compare this information to the data that I collect during my observations.

The Writing Process

The Importance of Writing Well

It goes without saying that writing well is an important life skill. In our society, we use writing to communicate our thoughts, opinions and ideas in our workplace, in relationships and in life. Writing well goes both ways, so that both the writer and the reader can understand each other. Students at all levels should understand that the ability to write well empowers them to spread ideas that can have an impact on their communities and the world.    

Current Methods of Teaching Writing

I teach students how to write in a very methodical and structured way. Students learn the basic structure of a paragraph and a  five-paragraph essay. I also teach students about the mechanics of writing and how to improve their writing through editing and revising. I teach under Common Core centered and PARCC focused circumstances and I have to prepare my students to meet these standards.  

Types of Writing to Add to My Curriculum

My school district uses the Common Core Standards, which cover all the different modes of writing - that is narrative, expository, and persuasive writing. There is no set curriculum for writing. I would like to infuse more of a writer’s workshop philosophy in my classroom by providing time for students to write creatively with their choice of content. I would like my students to take more risks with their writing so I need to provide the space for them to write memoirs, diary entries, blogs and other creative formats.  

The Aspects of Writing Process that I can use in My Classroom

I would like to incorporate more peer feedback and sharing in my classroom. I believe that doing this will help to build a community of writers where students support and learn from each other.

Response to the Articles and Videos

I got the sense from reading The Writing Workshop Working Through the Hard Parts (and They’re All Hard Parts) that the authors, Wood Ray and Laminack (2001) portrayed Writer’s Workshop in a more positive light than the writing process. They seemed to criticize what they termed as “down-the-line” emphasis where teachers faithfully take students through the steps of the writing process- prewriting,drafting, revising, editing, and publication- focusing more on doing each step of the process and the product rather than on the writers. They contended that students in writing workshop use all the steps of the writing process but they don’t do the steps of the writing process because the emphasis is on the writer using, rather than doing the process to get things done. They emphasized the difference between do and use represents a shift in how teachers go about teaching writing (Wood Ray & Laminack, 2001, p.4).

I would argue that the using and doing the writing process are not mutually exclusive because writers need to learn how to handle both the choice of content that is offered in a writer’s workshop and how to respond formally to writing prompts. As educators we need to create a balance so that students can get exposure to different best practices in writing. Students need to also know that they will not always get to choose their content, but they can still write take risks to be creative in their writing. I admit that I need to incorporate more time in my classroom for students to write freely about the personal and meaningful content of their choice. This does not mean that I’m going to get rid of the structured writing process that I take them through in learning how to write paragraphs and essays. Balance is key.  

References

Wood Ray, K., &  Laminack L.L.(2001). The writing workshop: Working through the hard

parts (and they’re all hard parts). Urbana, IL: National Council of Teachers of English.

A Balanced Literacy Program, Strategic Instruction, and Best Practices

My Philosophy of  Reading and Writing Instruction

My philosophy of writing and reading instruction is directly aligned with the Balanced Literacy approach. I subscribe to the belief that reading instruction should include a variety of best practices. I don’t believe there is one best way for children to become literate. Rather, a combination of strategies or a balanced approach will help students to develop their reading, writing, listening and speaking skills.

This school year I am going to be working as a Special Education teacher with students ages 18-22 who are in the DC juvenile justice system. It is important for them to be literate in my classroom and beyond because they need to learn how to function in the real world. They will need literacy skills to read and make meaning of ideas, complete forms, communicate their ideas clearly in writing and orally and to be active civic participants when they reenter the society.  Literacy skills will come into play in their lives when they need to analyze arguments, assemble furniture, identify locations on a map, decode  nutritional information on food packaging,  find information online, and other important ways (NCTE, 2006). Many of these students will have gaps in their learning and may be reading several years below grade level. I will most likely have students with a wide range of abilities. Therefore, I will utilize a combination of elementary and secondary components of a Balanced Reading program in order to meet their individualized educational needs.  

Definition of Classroom Literacy Program

In my classroom I use a Balanced Literacy approach, which can be defined as a spectrum of the strongest components of Whole Language and phonics instruction. Westover and Price (2006) pointed out that a Balanced Literacy at the [elementary level] includes word study, reading instruction, independent reading, writing instruction, and independent writing.  NCTE emphasized that targeting motivation, comprehension, and critical thinking will increase adolescent literacy (NCTE, 2006).  There are also overlaps with elementary and secondary reading practices that build on each other.  Below I have outlined some of the instructional reading and writing strategies and best practices that I will use to help my students be literate.  

Word Study

Word study is when students engage in phonemic awareness and phonics activities to understand spoken words and sound-symbol relationships. They learn to decode unknown words and read multisyllabic words

Reading Program

Reading Instruction should include read aloud, shared reading, guided reading, content area reading and independent reading.  Each of the component is important because students will apply the sub-processing skills independently during the process of reading.

Read Aloud. Read Aloud is when the teacher reads to students and students interact and make connections with the text by asking and answering questions.  

Shared Reading.  Shared Reading is when a teacher reads a book multiple times in order to model, support, and develop skills and for students to make meaning of the text.

Guided Reading. Guided Reading is when a teacher works with a small, flexible group of students who have similar reading abilities, needs and or interests to develop strategies and comprehension skills.

Content-Area Reading.  Content Area Reading is when students use the strategies they have learned to read and comprehend literary and informational texts in specific content areas.

Independent Reading. Independent Reading is when students apply strategies that they have been taught as they independently read texts that they have selected.

Writing Program

Writing instruction should include shared writing, interactive writing, guided writing, writing process, content area writing, and independent writing. Each of the component is important for students to write for a variety of purpose and for diverse audiences.  

Shared Writing. Shared Writing is when the teacher and students share ideas and compose written pieces together.

Interactive Writing. Interactive Writing is when students collaborate with each other and the teacher to create writing pieces.

Guided Writing. Guided Writing is when the teacher guides students through a variety of writing through mini-lessons and conferencing.

Writing Process.  Writing Process is when students engage in the process of becoming writers by going through the prewriting, writing, revising, editing, and publishing phases. Students also practice grammar and conventions as they write their own pieces.

Content Area Writing. Content Area Writing is when students are guided and supported to compose literary and informational pieces within specific content areas.

Independent Writing. Independent Writing is when students write independently for a variety of purposes on self-selected topics.

Motivation. Students can be motivated to be more engaged in literacy activities by teaching them reading strategies, providing students with a  variety of text selections and by providing opportunities for student to select texts that interest them.  Students learn best when they are motivated and interested in what they are doing.  When students have a positive attitude towards the work, they will give it their best.

Comprehension.  Students can make meaning of texts through vocabulary development and discussion of texts they read.  Students can write about texts with more clarity after they have engaged in discussions about a text.  They get to share their ideas about the text, pose questions, offer diverse opinions, use reasoning to evaluate a speaker’s point of view.  

Critical Thinking. Students can develop critical thinking skills through self-monitoring, interpretation and analysis, multi-disciplinary approaches, and use of technology.  Students can evaluate multiple sources of information presented in different types of media, analyze historical and current texts and their significance, and use technology as a tool to research ideas to support their thinking.  

Professional Development Resources

Four resources for literacy instruction that I will use  to support my professional development and/or teaching practices are:

1. CBT with Juvenile Offenders A Review and Recommendation for Practice by Eva Feindler and Alison M. Byers
2. My colleagues
3. Reaching Out to At-Risk Teens: Building Literacy with Incarcerated Youth by Stephanie Guerra
4. STEPHANIE GUERRA: www.stephanieguerra.com

References

National council of teachers of english. (2006). NCTE principles of

adolescent literacy reform. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Positions/Adol-Lit-Brief.pdf http://www.ncte.org/library/NCTEFiles/Resources/Positions/Adol-Lit-Brief.pdf

Westover & Price. (2006). Classroom implications for a balanced literacy framework. Retrieved from

https://www.worthington.k12.oh.us/cms/lib02/oh01001900/centricity/domain/55/gradelevelguides/strategic_balanced_framework_for_literacy_.pdf

Whole Language Learning Theory

The Whole Language Model is important because it emphasizes child-centeredness, whole language used in context, teachers acting as facilitators and collaborators, and students involved in meaningful literacy activities of their own choosing.  According to Wagner (1989), the whole language classroom is not a place where students learn isolated sub-skills from teacher’s manuals. It is a place where skills are acquired naturally through meaningful, literacy activities. 

When I think of how I learned to read and write, I know for sure that it did not happen in the context of a Whole Language classroom.  I learned language in a traditional way with phonics instruction, spelling kits, readiness materials, handwriting kits, and workbooks. I had to learn to speak “proper” grammatically correct English at school because I spoke my Jamaican dialect at home. There was no student choice in my classroom or opportunities to explore my interests.  

Goodman (1986) explained that language learning will be easy if schools focus on having student use language meaningfully and purposefully instead of students learning artificial, abstract, irrelevant lessons. Goodman further explained that teachers should involve students in using language functionally to meet their own needs.

After reading Goodman’s article, the implications for me is that I should implement some changes to my current teaching methods and classroom environment to reflect some of the principles of the Whole Language model.  My general practice is to follow the curriculum that my school district provides.  However, some of the materials in the curriculum may not be of any particular relevance to my population of students. This school year I am going to be working as a Special Education teacher with students ages 18-22 who are in the DC juvenile system. At this stage in their lives, these students will most likely respond best to learning information that is relevant, meaningful, and applicable to their lives. Consequently, I am ready to weave into my daily routine, opportunities for students to use language to meet their own needs. This may include time for them to write about what is happening in their lives, speak about their experiences, and read literature that interests them.

References

Goodman, K. (1986). What’s whole in Whole Language learning.

Retrieved from http://newlearningonline.com/literacies/chapter-5/goodman-on-whole-language

Wagner, B.J. (1989). Whole Language:  integrating the language arts and

much more. Eric Digest.   Retrieved from  https://www.ericdigests.org/pre-9213/whole.htm

Keep Skills Sharp During Winter Break

Students and teachers across the United States are on break from school.  Should learning stop?  Absolutely not!  There are a plethora of ways to engage students over the break.  Check out a few below.

Keep Skills Sharp During Winter Break: Help your child stay at the top of his learning game during the holiday vacation — no flashcards involved!

DC Area Writing Project Teacher Leader Institute

The Log

Positive Behavioral Interventions and Supports

PBIS INFOGRAPHIC