Vote At Me

In John Cloud’s essay “The Myths of Bullying” he talks about the reaction that schools and states have to bullying. Cloud expresses his concerns for bullying and also explains the steps that people are taking to help prevent it. He explains that most of the systems used now are not effective and are making school’s waste money. He then provides his own opinion on how bullying should be approached in school systems. Cloud’s essay not only tries to persuade the reader to his cause but he uses literary elements such as bathos and logos to appeal to and draw in the reader.

“Bullying can threaten students’ physical and emotional safety at school and can negatively impact their ability to learn. The best way to address bullying is to stop it before it starts”( Prevention at school). My critical literacy book is about bullying at school. Bullying happens at all age levels and can happen anywhere. For educators the least we can do is make school a safe bully free zone for the students.

In “Phoebe Prince: Should School Bullying Be a Crime?”, an article written by journalist Jessica Bennet addresses school bullying, the outcomes and the consequences that bullies deserve or not. Above all, this article aims the spotlight on bullying, a 15-year-old who took her own life due to harassment, torment, rumors, physical threats all leading it to being bullied by well-known good students. In any case, the process of being bullied has never been taken into consideration nor importance in the school system or by society in general. “It’s even gotten better over the past decade says Dan Olweus, a leading bullying expert”. However, bullying just does not disappear, it is still an issue that humankind does not have any diligence to the cause

When in the course of human events, it becomes imperative to shake off the bands of repeated name-callings and falsely given identities which have been connected for so long, and to assume that the playing field is once again even, giving your undivided attention and respect to the opinions of the unheard and abandoned as they state why they have decided to stand up against the bullying and how they plan to write how to isolate themselves from bullying altogether.

This course has provided a window into the resources and strategies available to create rich instruction for diverse needs of all literacy learners. The media segments and virtual field experiences provided models of the strategies and activities being conducted in the classroom. This was very helpful in implementing my own versions of those lessons with my literacy learner and completing the literacy development study. I believe this course has prepared me to be a more efficient educator when teaching students of diverse reading abilities. I plan to continue using my newfound knowledge and skills to create an enriching learning environment for all students in my classroom.

Sarah is a kind girl, she gets good grades and is what society would think as quite pretty. However, on a daily basis, she is harassed from the time that she wakes up, until the time that she goes to sleep in tears. She has attempted to talk to other adults such as the teachers at the school. Sadly, the bully only got off a warning and Sarah was still tormented day in and day out. This short example shows that schools need to shine more light on the subject of bullying. Schools have “attempted” to take on this idea of bullying by plastering posters one walls along with counselors that try their hardest to help. Nevertheless, this cannot be enough to stop bullying at schools, can it? With the

I will use the Literature circle to enhance the student’s ability to collaborate on a higher level so that they can move toward independent readers, molding them to integrate in a powerful classroom activity that will activate their critical thinking skills. I will do a book study and have students to meet and discuss the importance of rotating their roles giving everyone an opportunity to share the responsibility. I will teach how to highlight in different colors distinguishing each student reading.

In conclusion, what I gained in this project is that children might actually like to be read if they would get exposed to different ways in literacy. Children enjoy reading not in the way is being taught, but at the way that could be used

Bullying cannot be accomplished with one or two people; many others contribute. In this book, I will discuss in further detail four roles that are played in bullying: the victim, the bully, the bystanders, and the teachers. Each role is different, and each contributes something that factors into the issue of bullying.

Struggling readers have difficulties remaining engaged during literacy lessons across the country due to stigma associated with independent reading texts as well learning content that is too difficult for them to understand (Ivey & Johnston, 2013; Guthrie & Wigfield, 2000). Stigmas associated with upper elementary school aged children are significantly below grade level the texts have a different appearance: more pictures, thinner spine due to shorter text. These texts are often considered less desirable and some strugglers have been known to call them “baby” books, unable to understand grade level texts, or having a lack of choice in their independent reading (Cambria & Guthrie, 2010).

In my reading class, students will be provided with explicit instructions on the whiteboard with images that have a clear focus on the reading intension. As the Cognitive Development Theory suggested that students’ learning can be improved through modelling and visual aids (Wood, Smith & Grossniklaus, 2011). A shared reading practice will be introduced first, where I can model my thinking and reading behaviours in front of the children while they sit on the floor. This is the foundation for students to develop a passion for reading and become readers themselves. I will include whole class discussion to develop their capacity of collaborative learning. Students can express and share their understanding through drawings, which can be displayed

According to the National Bullying Prevention Center, one out of every four students reports being bullied at school. Bullying is a growing problem where children are being taunted and teased for a variety of reasons including: looks, body shape and race. With the growing problem impacting the growth and development of children, it is important to realize that it is an issue that can be addressed and minimized when children learn at a young age, that, A Person is A Person, no matter how small! ( Dr. Seuss, 1960 )

Guided reading has become one of the most popular and significant reading instructional practices in the United States. In thousands of classrooms around the country, teachers are working with students in small groups using leveled books in guided reading lessons. The teachers work with students in small groups and provide instruction in ways that will allow them to observe their individual strengths while working toward new learning goals. This paper will address the key elements of guided reading, provide a rationale for guide reading, describe the teacher’s role in guided reading, and demonstrate how to implement a guided reading lesson.

“Its effects on victims, perpetrators, and even bystanders are both immediate and long term and can affect the development and functioning of individuals across generations.”(Donegan 2). What follows after this, will emphasize on the types of bullying, define the problem and its negative impact on students, and discuses nonviolent alternatives to address the matter.

Guthrie (2004) delved further into his research to analyze the specific texts chosen for instruction. He found that students recognize teachers as credible educators when they use authentic, interesting texts rather than basal readers or texts that mirror high stakes tests (Guthrie, 2004). Using authentic texts not only conveys a teacher’s own enthusiasm and love of reading, but also promotes engagement, especially when teachers share those texts aloud. While there are many cognitive benefits of reading aloud, there are also motivational and engagement advantages (Jang et al., 2015; Morrison & Wlodarczyk, 2009). When teachers strategically choose books they enjoy, many times students will likewise develop an interest in the chosen text too, as well as in