Teaching Practice Finding the Words to Change the World REFLECTIONS
THE AUTHOR'S REFLECTIONS
Just when I think I've planned a lesson so scrupulously that I'd place bets on its outcome, the chemistry of my students defies my predictions. Over the course of this unit, I found this hit-or-miss tendency to be both friend and foe. In the planning stages, I was certain that my students would relish in the hands-on mode of creating ad campaigns, and that their eyes would glaze over when I mentioned the words "Declaration of War" and "logical fallacies."
While some students did in fact find their inner market analysts, directors, and actors, others weren't as enthused at the idea of creating ads. Stage fright, poor group dynamics, and tendencies toward concrete thinking made the ad-campaigning process quite uncomfortable for some students. If I were to repeat this activity, I might leave more room for the left brain, allowing students to write the script for (rather than perform) a commercial might be an option. Despite these deficits, it was invigorating to circle the room and eavesdrop on the creative ideas that my students were bouncing off each other. The campaigns were overwhelmingly insightful… on paper. The presentations were divergent– some proved to be as inventive and amusing in action as in concept. Others, muddied by performance anxiety, were rushed and slightly inaudible. Nevertheless, students certainly familiarized themselves with the concept of targeting audience. They drew from their experiences with media, and demonstrated their expertise as critical consumers.
What surprised me most was how receptive my students were to the more conceptual lessons. They made astute links between the persuasive elements of FDR's Declaration of War and their own lives. They gave fitting (and amusing) examples of real-world fallacies that took us beyond the descriptions I provided. My students proved to me that they are critical thinkers, that they do make figurative connections, and that they can create strong persuasion.
Author:Sarah
Hatch (e-mail) School:Oyster River Middle School Organization:University of New Hampshire Credits: Paula Ickeringill, ORMS Language Arts Teacher
Mike Middleton, UNH Internship Supervisor
Jason Demers, ORMS Science Teacher and Technology Wiz
