Notices NTUNOW Sconul RJA1 Visits

1. Notices NTUNOW Sconul RJA1 Visits

2. Teach First Subjects 1. Motivating to write - strategies 2. Primary level English 3. Assessing Progress in English 4. Reading the whole novel – getting them to 5. Teaching sentences

3. Learning Outcomes of Day 1. Motivating to write - strategies 2. Greater understanding of the nature of writing 3. Understand the idea of a pedagogy of multiliteracy Progress 10 9 8 7 6 5 4 3 2 1 0

4. ‘I must write, I must write at all costs. For writing is more than living, it is being conscious of living’ Anne Morrow Lindbergh, cited in McCormick Calkins, 1989: 3

5. Percentages I can’t make the pupils write. I tell them to write and they won’t. They don’t know how to write properly. They need to to pass exams. If they don’t pass exams then I will get in trouble. Pedagogy I want to be an English teacher because... What do you love?

6. Five Ways to Kill a Man There are many cumbersome ways to kill a man.You can make him carry a plank of woodto the top of a hill and nail him to it.To do this properly you require a crowd of peoplewearing sandals, a cock that crows, a cloakto dissect, a sponge, some vinegar and oneman to hammer the nails home. Or you can take a length of steel,shaped and chased in a traditional way,and attempt to pierce the metal cage he wears.But for this you need white horses,English trees, men with bows and arrows,at least two flags, a prince, and acastle to hold your banquet in. Dispensing with nobility, you may, if the windallows, blow gas at him. But then you needa mile of mud sliced through with ditches,not to mention black boots, bomb craters,more mud, a plague of rats, a dozen songsand some round hats made of steel. In an age of aeroplanes, you may flymiles above your victim and dispose of him bypressing one small switch. All you thenrequire is an ocean to separate you, twosystems of government, a nation's scientists,several factories, a psychopath andland that no-one needs for several years. These are, as I began, cumbersome ways to kill a man.Simpler, direct, and much more neat is to seethat he is living somewhere in the middleof the twentieth century, and leave him there.

7. What has worked for you in motivating to write?

8. Getting the buggers to write Give them a reason Create the right atmosphere Ensure correct behaviour Make writing fun Use ‘warm ups’ Keep it topical Group tasks in writing Challenge them Remove the stress Remove the blocks Offer a reward Show writing is relevant Show writing is important Show your writing Be an inspiration

9. 1 Remove the stress Remove the blocks

10. Role play in pairs One is the child One is the teacher

11. My father died when I was three but my sister was twelve and my brother, ten. When I see pictures of him holding me, it’s like he is a stranger. In the same picture is my brother and sister only they knew him well. They never talk about him except to say, “You would have liked him.” When I see other kids with their fathers, I wonder what it would be like to be his daughter Pp125-6 The Art of Teaching Writing, Lucy McCormick Calkins, 1989, Heinemann: Portsmouth USA

12. The girl is sad She has no friends

13. ‘Instead of thinking honestly and deeply about why students have learned to dislike writing, we rush about, pushing, luring, encouraging, motivating, stimulating, bribing, requiring... The bitter irony is that we, in schools, set up roadblocks to stifle the natural and enduring reasons for writing, and then we complain that children don’t want to write’ McCormick Calkins, 1989: 4

14. Demotivated – writing not good Scared – criticism Bored – writing does nothing Rebellion – won’t do what teacher wants

15. 2 Give them a reason to write Show writing is relevant Show writing is important

16. Why do we read? http://www.youtube.com/watch?v=DJA2CZdd3Bc&feature=related

17. Why do we write?

18. To be surprised. The writer sits down intending to say one thing and hears the writer saying something more, or less, or completely different. The writing surprises, instructs, receives, questions, tells its own story, and the writer becomes the reader wondering what will happen next

19. To understand ‘We write because we want to understand our lives’ McCormick Calkins, 1989: 3

20. There is no plot line in the bewildering complexity of our lives but that which we make and find for ourselves...Writing allows us to turn the chaos into something beautiful, to frame selected moments of our lives, to uncover and to celebrate the organizing patterns of our existence’ ‘It is during adolescence that we have a special need to understand our lives’ McCormick Calkins, 1989: 106

21. Creation ‘Writing is but a line which creeps across the page, exposing as it goes all the writer does not know...writing puts us on the line and we don’t want to be there’ Shaughnessy, 1977: 7 cited in McCormick Calkins, 1989: 106

22. Expression Sometimes when I’ve had a really tough day and nothing seems to be going right, I think, ‘nothing is mine.’ Well, my writing is. I can write is any way I want to. You know how your mother can tell you, ‘Go up to your bed right now.’ Nobody can tell you how to write your piece. You’re the mother of your story Cited in McCormick Calkins, 1989: 6

23. LISTEN Express passions Teaching writing begins with recognition that each individual comes to the writing workshop with concerns, ideas, memories, and feelings. Our job as teachers is to listen and to help them listen. “What are the things you know and care about?” I ask writers McCormick Calkins, 1989: 5

24. It is not my piece of writing. It belongs to someone else McCormick Calkins, 1989: 120

25. Blog

26. 3 Create the right atmosphere Ensure correct behaviour

27. Recap Action-consequences Relationships Happens at the start Rule-praise-ignore Collaborate on rules Be polite – model Treat pupils as people

28. 4 Group tasks in writing

29. COLLABORATION

30. Peer conferences Writer reads aloud Listeners respond perhaps with questions The group asks and helps with what happens next McCormick Calkins, 1989: 129-132

31. Read, watch and write.

32. ENCOURAGE MULTILITERACY

33. Class andGender

34. Gender Around 50% of low achievers are white British males Boys are 30% more likely to be low achievers as girls http://www.jrf.org.uk/knowledge/findings/socialpolicy/2095.asp

35. Ethnicity http://www.poverty.org.uk/15/index.shtml?2

36. . His door was open, but I sort of knocked on it anyway, just to be polite and all. I could see where he was sitting. He was sitting in a big leather chair, all wrapped up in that blanket I just told you about. He looked over at me when I knocked. "Who's that?" he yelled. "Caulfield? Come in, boy." He was always yelling, outside class. It got on your nerves sometimes. The minute I went in, I was sort of sorry I'd come. He was reading the Atlantic Monthly, and there were pills and medicine all over the place, and everything smelled like Vicks Nose Drops. It was pretty depressing. I'm not too crazy about sick people, anyway. What made it even more depressing, old Spencer had on this very sad, ratty old bathrobe that he was probably born in or something. I don't much like to see old guys in their pajamas and bathrobes anyway. Their bumpy old chests are always showing. And their legs. Old guys' legs, at beaches and places, always look so white and unhairy. "Hello, sir," I said. "I got your note. Thanks a lot." He'd written me this note asking me to stop by and say good-by before vacation started, on account of I wasn't coming back. "You didn't have to do all that. I'd have come over to say good-by anyway." "Have a seat there, boy," old Spencer said. He meant the bed. I sat down on it. "How's your grippe, sir?" "M'boy, if I felt any better I'd have to send for the doctor," old Spencer said. That knocked him out. He started chuckling like a madman. Then he finally straightened himself out and said, "Why aren't you down at the game? I thought this was the day of the big game." "It is. I was. Only, I just got back from New York with the fencing team," I said. Boy, his bed was like a rock. He started getting serious as hell. I knew he would. "So you're leaving us, eh?" he said. "Yes, sir. I guess I am." He started going into this nodding routine. You never saw anybody nod as much in your life as old Spencer did. You never knew if he was nodding a lot because he was thinking and all, or just because he was a nice old guy that didn't know his ass from his elbow. "What did Dr. Thurmer say to you, boy? I understand you had quite a little chat." "Yes, we did. We really did. I was in his office for around two hours, I guess." "What'd he say to you?" "Oh. . . well, about Life being a game and all. And how you should play it according to the rules. He was pretty nice about it. I mean he didn't hit the ceiling or anything. He just kept talking about Life being a game and all. You know." "Life is a game, boy. Life is a game that one plays according to the rules." "Yes, sir. I know it is. I know it." Game, my ass. Some game. If you get on the side where all the hot-shots are, then it's a game, all right--I'll admit that. But if you get on the other side, where there aren't any hot-shots, then what's a game about it? Nothing. No game.

37. Some say life is like a game and it is - some start on 1 and others on six and some have to throw a six before they start and they’ve lost already

38. Timothy Winters Timothy Winters comes to school With eyes as wide as a football-pool, Ears like bombs and teeth like splinters: A blitz of a boy is Timothy Winters. His belly is white, his neck is dark, And his hair is an exclamation-mark. His clothes are enough to scare a crow And through his britches the blue winds blow. When teacher talks he won’t hear a word And he shoots down dead the arithmetic bird, He licks the patterns off his plate And he’s not even heard of the Welfare State. Timothy Winters has bloody feet And he lives in a house on Suez Street, He sleeps in a sack on the kitchen floor And they say there aren’t boys like him any more. Old Man Winters likes his beer And his missus ran off with a bombardier, Grandma sits in the grate with a gin And Timothy’s dosed with an aspirin. The Welfare Worker lies awake But the law’s as tricky as a ten-foot snake, So Timothy Winters drinks his cup And slowly goes on growing up. At Morning Prayers the Master helves For children less fortunate than ourselves, And the loudest response in the room is when Timothy Winters roars ‘Amen!’ So come one angel, come on ten: Timothy Winters says ‘Amen’ Amen amen amen amen.’ Timothy Winters , Lord. Amen

39. The Choosing We were first equal Mary and I with the same coloured ribbons in mouse-coloured hair, and with equal shyness we curtseyed to the lady councillor for copies of Collins’s Children Classics. First equal, equally proud. Best friends too Mary and I a common bond in being cleverest(equal) in our small school’s small class. I remember the competition for top desk or to read aloud the lesson at school service. And my terrible fear of her superiority at sums. I remember the housing scheme Where we both stayed. The same house, different homes, where the choices were made. I don’t know exactly why they moved, but anyway they went. Something about a three-apartment and a cheaper rent. But from the top deck of the high school bus I’d glimpse among the others on the corner Mary’s father, mufflered, contrasting strangely with the elegant greyhounds by his side. He didn’t believe in high school education, especially for girls, or in forking out for uniforms. Ten years later on a Saturday- I am coming home from the library- sitting near me on the bus, Mary with a husband who is tall, curly haired, has eyes for no one else but Mary. Her arms are round the full-shaped vase that is her body. Oh, you can see where the attraction lies in Mary’s life- not that I envy her, really. And I am coming from the library with my arms full of books. I think of the prizes that were ours for the taking and wonder when the choices got made we don’t remember making

40. Ideology Discourse Labelling

41. Ideology? Norms and values Contained in a culture (trapped in time and space) a way of seeing ‘reality’ Gives power to some and takes from others.

42. Awareness ‘Ideology is how the existing ensemble of social relations represents itself to individuals; it is the image a society gives of itself in order to perpetuate itself. These representations serve to constrain us … they establish fixed places for us to occupy’ Bill Nichols Ideology and the Image (1981) Indiana University Press p.1 ‘Ideology operates as a constraint, limiting us to certain places or positions’ Nichols p.1

43. The rich man in his castle, • The poor man at his gate, • God made them, high or lowly, • And ordered their estate

44. Ideological State Apparatuses • Education • Media • Family • Government • Law • Louis Althusser

45. Ideology is in stories

46. The prince is a figment of our boring legend, he is the gravity her sleep-ship may escape from. Dressed in a red shift, she’s always a world ahead of his weight’ Dorman, 1978, 55

47. Texts are not transparent objects; they are highly coercive linguistic strategies, positioning readers in particular ways which have nothing to do with encouraging individuality and everything to do with reproducing a particular social formation’ Cranny Francis, 1993: p.98

48. Crash letter

49. Michel Foucault Discourse THE POSITIONS TO WHICH WE ARE SUMMONED

50. The discourse is always chosen - played with… BUT ...if we refuse the expected discourse we will be outside of society class age group ethnicity gender