Running head: THE JOURNEY OF A LEARNING TEACHER

The Journey of a Learning Teacher:

Discovering What It Takes To Teach 9th Grade English
Angelio Grullon
Manhattan College

Running head: THE JOURNEY OF A LEARNING TEACHER

Abstract

It is important to note the purpose of this response/reaction paper so that one may have a better
understanding of the content in it. In the next few years, one might be part of a group of many
first year high school teachers in New York. Whether or not they have much field experience on
the process of teaching teenagers, they will still probably have to deal with a variety of different
attitudes from their future students. Some will be enthusiastic or skeptical, while others may be
completely indifferent to the new teachers purpose as their moderator and the purpose of their
learning material. With the new introduction of the common core standards in the education
world, teachers will also come across biases that must be put aside or fueled in order to create a
successful learning environment for the students in that subject area. Teachers have to learn as
quickly as they can about the purpose of their material as well as develop techniques so that they
can teach it to their future students. That is why I have researched, reviewed, and responded to a
variety of articles, some pertaining to the subject of Common Core English in high school so that
others may read and gain some insight on the journey of learning teacher, specifically in the ELA
department.

Running head: THE JOURNEY OF A LEARNING TEACHER

Adaptation for Student and Teacher Alike

The first article under review is called Read, Flip, and Write (2012). It briefly
describes the task of a concerned high school English teacher and her solution to the prevalent
issue of paraphrasing and plagiarizing with her students. After acknowledging the lack of insight
her students had on the subject of summarization, Sandra F. Matson developed a unit that would
allow her students the chance to practice the skill without the pressure of graded assignments.
Calling it Read, Flip, and Write, Sandra utilized this technique efficiently and was able to get
her students to understand the concept of paraphrasing and incite more confidence in them. She
even inadvertently taught them the life lesson that the more they practice any skill, the more
masterful they will become at it.
For a future educator of high school students, this is crucial: Adapting to your students
and learning from them so that they can learn even more from you. Remember that although the
standards in the curriculum do not fully cover subjects or concepts that students may or may not
understand, you must alter your pedagogy somewhat in order to reach as many students as you
can. This is arguably a more prevalent issue in the English department of education than in any
other. While other subjects like history or science require strict memorization of concepts,
English has additional factors of individual based learning that require more attention and honing
than the simple repetitive natures of other subjects. This brings us to our next article under
review.

Understanding and Preserving the Essence of Your Subject Area

How I Replaced Shakespeare (2012) is an article written by Joel Stein who has a
notable bias against the introduction of the common core in the ELA standards. He explains how

Running head: THE JOURNEY OF A LEARNING TEACHER

the common core shifts the English literature focus in order to put more emphasis on non-fiction
reading for students. In this way, common core apparently prepares students for market
analyses and how to make a persuasive argument by, for instance, avoiding insulting the media
world Stein wittingly objects to this idea of successful English learning by stating the
failures of this learning from history curriculums. He goes on to truthfully state that before the
common core English standards, students could learn how to communicate throughout their lives
rather than the alternative of being droll robotic work figures in society.
Although Stein is very informal in his argument against the common core ELA
curriculum, he exhibits very interesting points. Looking back at my freshman year of high
school, I remember the romantic, epic, and overall intense aura of the readings my classmates
and I experienced and learned. While the introduction of non-fiction literature seems productive
and logical in a political or scientific point of view, it just isnt what the ELA learning format
needs. Perhaps a more modern take on literature would seem necessary but the essence of
English literature lies in the creation and imagination of incredible writers such as Shakespeare
or Homer. In summary, learning English literature without fiction is simultaneously without
merit and should be reconsidered if we as educators want students to get the most out of their
high school education.

Working Together To Change the Lives of Our Students

The last article under examination is When a High School Librarian and an
English Teacher Team up, Anything Can Happen (2015). The article title is self-explanatory in
regards to the collaboration of an English teacher and a librarian and the nature of what they

Running head: THE JOURNEY OF A LEARNING TEACHER

were able to accomplish. Both experts in their respective positions, Kathleen Pagano (librarian)
and Kelly Merritt (teacher) worked together on an idea that would allow Merritts special needs
students to become more efficient writers while abiding by the new common core ELA
standards. They wanted the students to become more independent writers, improve their research
skills, and improve their argumentative writing skills. After extensive planning and permission to
execute this learning segment in correlation with the common core standards, a yearlong lesson
was administered with expertise and success. By focusing on non-fiction literature, deviating
from personal narratives, and honing their argumentative writing abilities, the students were all
able to achieve top marks on their papers and gain important skills that they can take to college.
Against what many people would consider all odds, Pagano and Merritt were able to create a
powerful, efficient, and permissible learning segment under the newfound pressure of the
common core.
Perhaps it takes a passive or more submissive mentality when it comes to accepting the
nature of common core in ELA. At first glance, with the implementation of non-fiction literature
and boring structure, the common core may seem repulsive to those who are passionate about
the subject matter, such as myself. However, with enough vision and determination, it is still very
possible to teach students viable and life changing skills or concepts without the complete
necessity of the former ELA curriculum. Whats important to learn from this article is that as
teachers, we must be willing to set aside our biases or familiarities in order to make real change
in our students lives. Along with that, working together with our peers is a sure way to get a
broad range of what needs to be done as well as getting it done. In perspective, a single drop
pales in comparison to a vast ocean which is nothing but a multitude of drops. Let us be oceans
in the work we do for our students.

Running head: THE JOURNEY OF A LEARNING TEACHER

Running head: THE JOURNEY OF A LEARNING TEACHER

Works Cited
[1] Read, Flip, and Write!: EBSCOhost. (2016). Web.b.ebscohost.com. Retrieved 13 October 2016
[2] How I Replaced Shakespeare: Bookmarkable URL intermediate page. (2016).
Web.b.ebscohost.com. Retrieved 13 October 2016
[3] When a High School Librarian and an English Teacher Team Up, Anything Can Happen:
Bookmarkable URL intermediate page. (2016). Web.b.ebscohost.com. Retrieved 13 October
2016