I think that perhaps we need to find the right poetry...and what is right...what kids connect with, requires one to know his or her kids very well. Listening and reflecting upon what students say is so key...
In addition, so many of us as teachers did not have positive experiences with poetry so it is hard for us to model enjoyment when we don't (or didn't) enjoy it. I love the idea of immersion...it gives me the image of bathing in words...soaking them in...taking time to thoughtfully derive our personal meaning from them. What sticks with me here are the ideas of trust...and time. Time to let kids experience, think, question... and then trust that they will find their way. So hard to do that when the environment we teach in is so rushed... Jennifer L. Palmer Instructional Facilitator National Board Certified Teacher Magnolia Elementary (home school) 901 Trimble Road Joppa, MD 21085 410-612-1553 Fax 410-612-1576 "In every child a touch of greatness!!' Proud of our Title One School Norrisville Elementary 5302 Norrisville Road White Hall, MD 21161 410-692-7810 Fax 410-692-7812 Where Bright Futures Begin!! ________________________________________ From: mosaic-bounces+jennifer.palmer=hcps....@literacyworkshop.org [mosaic-bounces+jennifer.palmer=hcps....@literacyworkshop.org] on behalf of Sally Thomas [sally.thom...@verizon.net] Sent: Monday, February 06, 2012 9:50 AM To: mosaic listserve Subject: Re: [MOSAIC] Awakening the Heart Good morning all, our discussion has been quiet to say the list. Wondering if superbowl weekend kept everyone's minds off poetry??? Maybe we should write a poem? Meanwhile, Lisa's question for me went to the heart of this study of poetry. Interestingly, I've always found poetry to be the "way in" to students at all levels, students who were not confident and didn't believe in themselves as readers and writers. They almost always caught the fervor. Georgia suggests three layers for the way in and I think she is right on. The first layer is to let children grow into poetry in their own ways and their own time. Of course, as in chapter one, the teacher sets the stage. Immersing (ala Brian Cambourne) children by saturating the environment with poems, poetry books, and lots and lots of opportunity to see and observe the world around them. And beginning opportunities to share feelings and ideas from inside. TRUST and TIME. Then letting the children experience poetry in their own ways, building relationships with the poems through performance, drawing, painting, art - many ways of knowing! Letting the writing emerge naturally. And that involves LISTENING so respectfully, so carefully to what the children say and write. I suddently realized Georgia had organized her book in these layers. And I chuckle because in a funny way the first chapter bothered me. I had wondered why she hadn't begun by reading poems - of course in an open way. But now I realize building the enivironment of wonder and curiosity and noticing and the environment of trust and listening came first. Wonder if anyone else felt like I did at first. Sally On 2/2/12 11:26 AM, "LIsa Ward" <wa...@laramie1.org> wrote: > > This thread of "fervor" runs through this chapter, Georgia asks "How do we > ensure that poetry has a chance to sing to our students? How can we help our > students form a relationship to poetry?" I don't think I ever was given a > chance to form a friendship with poetry, as I posted in the last chapter I > avoided it every chance I got _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
