Positive Guidance+ Social Collaboration + Creativity = Learning

 

“From this perspective, adolescents and adults do not “learn to write,” period. Nor do they improve their writing in a general way outside of all activity systems and then apply an autonomous skill to them. Rather, one acquires the genres (typified semiotic means) used by some activity field, as one interacts with people involved in the activity field and the material objects and signs those people use (including those marks on a surface that we call writing).” (Russell) 

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When I first heard that individuals don’t “learn to write,” I was completely mind-boggled. Since I could remember, I was always told you learn to write. No ifs or buts about it. I was given the materials and told to follow the instructions. Russell, you just threw several years of one perspective out the window. I felt lost! Seriously though, it’s a perspective I never thought about. I was programmed to believe academic learning was through absorbing and spitting out information. Yes, I do understand that particular aspect of learning requires groups and hands-on learning. However, I never would have connected writing with social involvement. We do learn by engaging ourselves in some form of activity. Then again, Journalist do have to interact to get a story. Yep, I’m glad I am taking TESOL. It has opened a door to new ideas that I was not acutely aware of in my year of school life. Although, from all of Russell’s points, the ball analogy hit a cord with me. It’s true, students are not robots that are programmed to learn the same way. We all require different steps and learning styles. When teachers had a one method instruction, I would always become irritated and bored with learning. It made me sick, and I hated school. This one-way path of teaching information became ingrained in me to the point where I started to teach the same way. Going to S. Korea opened my eyes to broadening my explanations. Of course, I’m still expanding and processing new knowledge.

Again, I can’t say much about the student’s writing skills. The things I have noticed is language use. Two out of the six students tend to speak up and ask questions. They rest do little interaction, and only respond when given an answer. Yes, they have become more relaxed in their tones, but their personalities come to life when using their language. In one class period, my Mentor had students pair up. Immediately the class came to life as they spoke to each other in Arabic. I am unsure if this fits into theory one, but language is a tool. It’s rooted in history and is an identity that comes with the culture. One thing I could be sure of is that most of the students do fit into Activity Theory five. As English is not their first language, most seek confirmation or guidance in areas such as; MLA format or the use of proper discussions in the classroom environment. The students also make suggestions where another might be lacking in their writing skills.” writing and learning take place as people, using their tools, mutually change themselves and their tools. All learning is situated within some activity system(s). And one learns by participating—directly or vicariously—in some activity system(s).”

As in the case of Wiley’s article, I do find templates useful to a point. I would not consider it my favorite method, but it does help when a student is very unfamiliar with what or how to write. However, the argument against the Schaffer method is strong. When individuals are not taught to use critical thinking, they become scared to be placed in an environment where innovation is required. Minds become blocked, and the ability to process becomes stressful. Students do need instruction, but they should be allowed to branch out and develop their creative skills. Regulating and establishing formulas that don’t allow for growth can handicap the students. We seek what is comfortable. If we are not permitted to take risks, then we never will shape ourselves as writers or independent people.

My daily writing consists of analyzing, interpreting and a few individual personal messages to friends. The only time where I tried to be adventurous in my writing skills was when I spent a month working on a story. Sadly that ended in disaster, as my computer decided to die. All info was lost, and I felt miserable!! :( In school, genres are usually the typical textbook. Long, condensed reading of repetitive points made in previous chapters. Oscar Wilde, Funny in Farsi, and Classic Fairytales were about the only readings that didn’t fit into the traditional textbook style. I quite enjoyed those! :) Outside of school, I typically pursue biographies and a few fictional stories. My preference tends to focus on social issues, history, culture, and everyday life. I have written five to twelve-page essays before, but I’ve never been introduced to the Schaffer method of five-page essay writing. Personally, students should write about what they know. “The Freedom Writers” come to mind. If teachers confine their students into categories and make them feel inferior in their abilities to grow, students will shut down. Meanwhile, interesting material and a positive attitude could go a long way in class. Work with the pupils, not against.