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I did my blog post on dialogic writing because I felt it was a subject that could easily be delved into more. In my Methods I class, I'm constantly talking about dialogic writing, and used it for my micro teaching lesson plans. I used it for my unit plan for this class and for Methods I, it totally turned around the way I view backwards design in the context of planning out lessons. Linked to this I have a blog post I made about Social Justice in the classroom involving dialogic concepts, for my Methods I blog! It is a great example of how I used the information I learned from this class and applied it to other aspects of the education program.

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A classroom should have open communication. It is a teacher's job to create an environment in which students can learn, thrive, and create a dialogue. But it's dangerous to allow students this freedom of full conversations, particularly when classroom dynamics are clear, the introverts sit in silence while extroverts take the floor loudly. Everyone has an opinion, where does the teacher come in to diversify perspectives?

Here is the bottom line: Students can get s*** done. For example, the National School Walkout had so many students up in arms about an issue that they cared about. It was never about the teachers pushing an agenda, it was about true passion and things that affected them directly. Conversation will happen whether we like it or not, as teachers. The importance of it comes from the navigation of this powerful thoughts into something productive, with a message that stands true to the students' morals.

Freedman, in his article "Echoes of Silence: Empathy and Making Connections Through Writing Process, writes about an assignment where "Students made connections and recognized themselves in the community of the world." A teacher's role should never involve horse blinders, it should not always be a magnifying glass, it is the ability to zoom in and out of the world contextually, teaching is so much more than just talking.

Blake Freedman, Kelly, Christenbury and Lindblom find common ground in the principle of safe, open, dialogue. There is a delicate balance when it comes to teaching social justice, there is the potential for a war to break out, particularly in this day and age. As I mentioned in my last post, I think this generation is particularly concerned with technology and social justice. Technology allows for the fast spreading of information, the quick formation of ideas, and for that very reason, such a diverse perspective when it comes to students. I think Blake Freedman, Kelly, Christenbury and Lindblom mostly want to emphasize that it's not the teacher's role to dull the fire, but maybe to keep it at a manageable spark that can turn into ideas that are usable within a classroom. Hopefully, this dialogue that is being created comes from something that is taught, with relevant texts that can be used and content that fuels the mind and the soul. We as teachers should aim to empower while keeping a safe environment.

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A classroom should have open communication. It is a teacher's job to create an environment in which students can learn, thrive, and create a dialogue. But it's dangerous to allow students this freedom of full conversations, particularly when classroom dynamics are clear, the introverts sit in silence while extroverts take the floor loudly.

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I will use the concept of dialogic writing in all of my classes moving forward. As I said in my midterm blog post, it is so easy to reformat the way we have students look at assignments by making them feel like they're part of the conversation. All of successful teaching has to do with adjusting to student needs and atmosphere of the classroom, while making content engaging. I feel dialogic writing is a great method of doing so!

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The Climax of this class for me was learning about Dialogic Writing! I loved it so much that I wrote a little song about it... and here are the lyrics if you want to sing along!
Dialogic writing is the best

It’s all about learning things

And  starting conversations

It turned around all that I knew

Reinvented all the things I assumed about teaching

Awoooooooo

Awoooooo

And it starts like this

Teachers, making prompts and engaging

Showing students a new way

Figuring out the material

I loved it

When I read all about it

I am excited to try it

And to use it in lesson plans!

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Truthfully, I think the most rewarding part of using Yammer was seeing the full projects of other students in my program. Being able to see their entire journey and the finished products of their work made me feel part of a group rather than just a discussion board, and allowed myself and my peers to make actually informed commentary on one another's work. I also really appreciated the overall attitude of the class, where we were able to share personal anecdotes in our responses.

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I had always thought that in teaching writing, the most important thing is sticking to learning standards, and understanding content. From my own experiences in high school, I was under the impression that some people just didn't like writing, and other people did. Those that didn't like it really struggled with it, and it was hard for teachers to engage with them. I was concerned I wouldn't be able to find a way that was engaging for everyone in my classroom, even with the skills I learned in this class, because writing can be a polarizing subject.

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I know I liked writing in school, but that's because i'm good at it. How can I get students to enjoy it too? 