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Single Story and Single Story Video Reflection

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Single Story and Single Story Video Reflection

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I was honestly overwhelmed, in a good way, by people's reactions. I used the video to reflect on myself and how I have changed due to this project. It was really hard for me to put out there. It is such a raw and tender subject for me, but it was the best way to show the impact of this project.
My work, however, is far from over. I know now that my pronouns are she/they, but I have a hard time labeling myself. Transgender is an umbrella term, yet the word doesn't make a sound when I try to affiliate it with myself. This project is just a beginning of the journey, and I'm beyond grateful for the opportunity to be able to explore it.

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Troubling the Line: Trans and Genderqueer Poetry and Poetics  edited by TC Tolbert and Trace Peterson. 2

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Troubling the Line: Trans and Genderqueer Poetry and Poetics  edited by TC Tolbert and Trace Peterson. 2

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I really enjoyed this book. I love poetry, so getting to read so many differnt poems by a variety of people is amazing. This really helped with my single story. It was great to see so many differnt trans authors writing these gorgeous pieces of work. I feel like I would have this in my class, but just give a warning if a student is interested. There are some sensitive topics within these poems, but they are all beautifully done.

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For Troubling the Line I decided to do a collage inspired by one of the pieces of work. I enjoyed this activity, and it is something I would definitely use in my classroom. I did it on “Misfits, Rebels and Electricity” by Amir Rabiyah. It made me connect to the piece on a deeper level. I really had to look at it and see what parts stood out to me, and what I wanted to highlight. I think this is a fun way to have my students engage with class materials. I think it would also be cool to see how two students would do their college if they picked the same story. Would there be similarities, what would be some of the differences? I think this could be a great tech tool in my class.

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Troubling the Line: Trans and Genderqueer Poetry and Poetics  edited by TC Tolbert and Trace Peterson. 1 (pic two)

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Troubling the Line: Trans and Genderqueer Poetry and Poetics  edited by TC Tolbert and Trace Peterson. 1 (pic two)

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Troubling the Line: Trans and Genderqueer Poetry and Poetics  edited by TC Tolbert and Trace Peterson. 1 (pic one)

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Troubling the Line: Trans and Genderqueer Poetry and Poetics  edited by TC Tolbert and Trace Peterson. 1 (pic one)

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My final piece of literature is a collection of poetry by different trans authors. I'm excited for it!

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I decided to use Miro, and I really like it! It is something I can see myself using in the future!
I thought for this activity students could but their thoughts ideas and even questions in the boxes. We then could go over them as a class to clarify things or build discussion.

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Confessions of the Fox by Jordy Rosenberg. 2

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Confessions of the Fox by Jordy Rosenberg. 2

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There are some differnt things I liked about this book, but some things I'm unsure about. I plan to reread it eventually because I think if I had time to digest it a bit I may think of it differently.

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Confessions of the Fox by Jordy Rosenberg. 1 (pic two)

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Confessions of the Fox by Jordy Rosenberg. 1 (pic two)

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Confessions of the Fox by Jordy Rosenberg. 1 (pic one)

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Confessions of the Fox by Jordy Rosenberg. 1 (pic one)

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This is my fifth book, and it is historical fiction, kinda?

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I decided to use popplet for Beast. I didn't really like this book, but making this mind maps was fun at least! I think it is important for students to make connection between character, and this is a great tool to do that.

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Popplet is the easiest way to visualize ideas.

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I did not like this book...

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This book is realistic fiction, and seems like it will be good. Currently not the biggest fan of Dylan, but hopefully that will change!

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I wish I had included an activity. I think I got carried away on trying not to take too long, and how much fun I had making the presentation. I'm not sure what the activity could have been, but I feel like an activity would have created better engagement. Overall, I'm grateful I got to do this because it showed me things to be weary of while teaching, and will help me get better for my future.

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I felt okay about my book talk. I really enjoyed Cemetery Boys, show I decided to do it on this book. I enjoyed so many differnt things about it that I was having a hard time trying to not speak for too long. I think I may have focused a bit too much about the Brujx, but it was so interesting to me and something that completed the story for me. I just had to talk about it. I also know I spoke too fast.  I just wanted to say so much more about how much I love this book, that it made this book talk a bit hard for me.

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I decided to use Sutori for my tech tool with this book. I really like how easy sutori is to use, and I wanted to play around with formatting. I think asking students to theorize or guess what may happen is a great way to engage the students while they comprehend the story.

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After reading the first few chapters, what do you think about the book? Do you have nay guesses or suspicions on where his cousin is? How about how Julian died? Answer the next two once you are halfway done with the book: do you have any new or more solid theories about what happened to Julian? Are…

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Cemetery Boys by Aiden Thomas. 2 (pic two)

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Cemetery Boys by Aiden Thomas. 2 (pic two)

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Cemetery Boys by Aiden Thomas. 2 (pic one)

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Cemetery Boys by Aiden Thomas. 2 (pic one)

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I really enjoyed this book. I love the ending and all of the twists and turns throughout the book.

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Cemetery Boys by Aiden Thomas. 1 (pic two)

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Cemetery Boys by Aiden Thomas. 1 (pic two)

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Cemetery Boys by Aiden Thomas. 1 (pic one)

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Cemetery Boys by Aiden Thomas. 1 (pic one)

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This is my fourth book, which is mystery and supernatural.

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I actually didn't do the tech tool for this book until the end of November. I was stuck on what to do, and then Sarah's tech demo inspired me. I would have the students sign in anonymously to do this. The second slide I have a scale basically so students can put their sticky not under their thoughts. I think this format, the first question being adjust to the subject, could be used for any book.

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Beyond Magenta tech tool - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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Beyond Magenta: Transgender Teens Speak Out by Susan Kuklin. 2

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Beyond Magenta: Transgender Teens Speak Out by Susan Kuklin. 2

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I think this a great book to put in my class. I got emotional while reading this, and I think a lot of people could learn new things if they read this.

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Beyond Magenta: Transgender Teens Speak Out by Susan Kuklin. 1

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Beyond Magenta: Transgender Teens Speak Out by Susan Kuklin. 1

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My second book is a group of biographies done through an interview setting. I was drawn to this book because I love hearing people's stories.

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For The Riddle of Gender by Deborah Rudacille I decided to create an answer garden. I really liked this tool when we learned about it in class. It is something easy and simple, but still creates engagement. I could use this at the beginning of class or the end of class. I really could use it at any time during class.
My favorite thing is that each answer is anonymous, so students can feel free to be honest. One issues I have is that the answers can't be longer than 40 characters. It can still be a great tool depending on how it is used.

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AnswerGarden " After reading this book, what does gender mean to you?

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AnswerGarden is a new minimalistic brainstorm tool for online brainstorming, real time audience participation and classroom feedback.

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The Riddle of Gender by Deborah Rudacille. 2

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The Riddle of Gender by Deborah Rudacille. 2

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I really like the idea of this book and what is in it, but I kind of want to find something similar created by someone who is trans. Overall, enjoyed it for the most part.

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The Riddle of Gender by Deborah Rudacille. 1

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The Riddle of Gender by Deborah Rudacille. 1

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This is the first book I have decided to read for my single story project. It is nonfiction. Rudacille wrote this because when her friend came out to her as trans, she wanted to learn more and understand.

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here is the link :)
https://youtu.be/tvTc_D3Y5fw

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The digital divide exercise was extremely stressful, but also extremely beneficial. I was in the group with no devices. While the digital divide is more than just a lack of devices, it is still a great way to see how dentramerntial  the digital divide is when it comes to education. While the quiz we took has some important things to know for digital literacy, some of the questions were odd. I think students should know when a website is secure and what the privacy policies actually mean, but they don’t need to know what the founder of twitter looks like. I honestly found the articles more interesting and informational than the quiz. One thing I did notice was that some of the articles had the same facts, so I think there needs to be newer and more research done about the digital divide.

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I had a mixed experience when it came to my book search. I was able to find a multitude of books for each of the genres, but barely any of them were on the given websites. This meant I had to pay more attention to the reviews and the author. I really wanted to get as many transgender authors on my list as possible. One of the books I plan to read is Cemetery Boys by Aiden Thomas, who is transgender. They are a nonbinary transmasculine who goes by he/them pronouns. However, I purposefully chose one of my books that has a cisgender author. I think reading about a cisgender person’s journey of knowledge when learning about gender identity can be really important. It can help the reader relate, and they may not feel confused by terminology that is heavily used by people in the LGBTQ+ community. While I still need to find one more book, I have a solid list to go off of right now.

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My “Single Story” is about part of the trans community. I have always been an ally to the LGBTQ+ community, and I am part of it; I am bisexual. Even before I began to legitimately question my sexuality, I did research on different aspects of the community. However, I had no idea someone could identify as demigirl or demiguy. The first time I met someone who went by she/they or he/they was in college. Then, last year I read a book for a class, and the main character identified as a demiboy.

My “SIngle Story” kicked in a few months after that. I remember one day just looking in the mirror and feeling lost. Something just seemed off. I then realized I had been feeling like this for a bit, but it just suddenly occurred to me. I remember looking at myself and thinking, I don’t want to look feminine, but not because of fashion.

Looking back now, I realize this was when I first began to question my gender identity. Instead if taking it slow and thinking about it, I just told myself I was insane, and that I was a cisgender woman through and through. Part of the reason for this was because in my mind, I didn’t look the part. My hair was too long, I usually dressed too feminine, and I just didn’t give off the vibe of a she/they. I had a single story of what a demi girl was supposed to look like, act like, and just be like. I did not fit in those boxes, so I shut myself down. This led to a summer full of anxiety and constant questioning. If I had just looked past this single story, I could have talked to people I trusted and have them try using she/they pronouns for me instead of she/her. I still have only told four people. It is just hard for me when I have no way of actually knowing until I hear it in action.

This experience showed me that single stories can be harmful. While my single story didn’t hurt anyone else, it was still harmful to me. This could be happening for other people as well. This shows me that I need to break down these single stories for myself and others. I plan to be a high school English teacher, so this is extremely important. This has just further inspired me to make sure I have a variety of books for my students to read and choose from. I want them to experience characters that they can all connect with and relate to. A safe space to share fictional and nonfiction stories about anyone and everyone is one way we can break these single stories.

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Looking back on what I previously wrote about my single story, I realize I need to make one point more clear. I haven’t actually moved past this single story. I really am trying, and it's hard. I don’t view other people through this lens, just me. To me, I don’t fit in all the boxes I should to identify as something under the umbrella term of transgender. In class we discussed how Adichie read literature about people who she couldn’t relate to. This makes me wonder how I would feel about my situation if I read a book about a transgender character growing up. This further shows me I need to make sure to include a variety of books with a variety of characters and situations for my future students, so I can help them with their single stories while fixing mine, as well.

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I have already started to plan what I will do in my classroom once I’m a teacher. Last semester I learned what reading and writing workshops are, and different ways to alter them to my style of teaching. Atwell is a great starting point for developing my teaching style.

I am currently taking a Literacy, Language, and Learning Theories course, and we are currently discussing how we read. We all have different strategies for reading, and this is what we need to teach our students about reading. Atwell mentions how teachers feel they can’t let students pick up their habits, like passing over a word they don’t know (ch 7 pg 154). Personally, when I read for pleasure I will either look at context clues, look it up in the dictionary, or just pass over it; however, when reading for a project or academically I try to figure out as many of the unknown words I can. I plan to let my students know, because trying to get them to use reading strategies most people don’t actually use may cause them to dislike reading. In my Literacy, Language, and Learning Theories class we also discussed how we are not always good readers. I plan on letting my students know this. Sometimes when I am reading something I don’t like, I’m not the best reader. While I still try, sometimes we have times where we are bad readers, and that is okay. I think hiding this from our students is a factor of making them less interested in wanting to be good readers.

One thing that I will definitely “steal” from Atwell is the letter activity. I think this is a great option for student engagement, and how they are interacting with their book (ch 8 pg 171). When using this method I would have them pick out a notebook to write their letters in, and then I would collect them and respond. That way we would have all of the letters in one place. I would maybe have them do at least one letter per week, but they would always be allowed to drop it off whenever they wanted with more letters. They could even write multiple letters during the week, and then give it to me at the end of the week. I’m not sure of the specific yet, but I think this is a great way to interact with my students. In all, being able to adapt and change some of Atwell’s ideas to my own needs and styles of teaching will definitely be a great tool.