My Journey: Why I Began To Use Picture Books In My High School English Classes
As an undergraduate, working on my B.Ed. in Secondary English, I took many interesting courses including Shakespeare, the English novel, Canadian literature, Greek and Roman Myths, and the short story. I also took a Classics in Children’s Literature course. I remember reading Charlotte’s Web and Winnie the Pooh, but there were no picture books.
After I graduated from university, I accepted a teaching position at a junior high school in Prince Rupert, British Columbia. I taught grade eight English. At that time, the literature I provided for my students was limited to the novels and textbooks which were either collecting dust on the book room shelves (because they were terrible), or falling apart from overuse. Again, there were no picture books.
My approach to teaching English was very traditional. My students all read the same pieces at the same time. They were asked to answer review questions to prove that they had done the required reading, and there was usually a comprehension test. We then began analyzing the plot, setting, theme and characterization, and we finished with my students writing an essay on one of these elements. I was not satisfied with the results of this type of study. The students gained knowledge, though often temporary, of some literary terms, but the experience was not enjoyable for the students, or for me. Also, any connections that were made between the literature and the students’ lives were usually decided on by me and therefore lacked real meaning for the students. Although I was not happy with my approach, I did not know what else I could do.
After teaching in Prince Rupert for two years, I moved to the lower mainland. I was hoping to find a position at a junior or senior high school, but there were very few jobs available at that level. Because of this, when I was offered a position teaching a grade six/seven class, I happily accepted. I did not think that teaching at this level would be too different from teaching grade eight. I spent all summer excitedly preparing for the new school year. I read every textbook, every recommended novel, and created what I thought was a dynamic unit for the fall.
After spending the first week getting to know my students, I received quite a shock. The school board had overstaffed. Our elementary school would be losing a teacher, and the classes would have to be reorganized. My first thought was that, due to lack of seniority, I was probably unemployed. However, my principal soon informed me that he would love for me to stay at the school, and this would be possible... if I would agree to teach a grade three/four class instead of the grade six/seven class I had planned for. I was panic stricken. I knew nothing about these little people. However, with great trepidation, I accepted the position.
I faced many new challenges as an elementary teacher. Almost all of the content was new to me, and I was now responsible for all the subject areas, not just English. In addition, I was expected to create thematic units by integrating these subjects. At first I was a little overwhelmed. However, with the help of a knowledgeable and supportive teacher-librarian, I was able to develop some wonderful thematic units, and to fill my classroom shelves with dozens of picture books, poetry anthologies, collections of short stories, novels and fact books that related to our themes. My students loved the variety. Everyone was able to find at least one book that he or she could read and enjoy, and often students would recommend books to one another. They were excited about reading and learning, and I was excited about teaching.
My experiences at the elementary school transformed my teaching, so when I went back to high school a couple of years later, I had a different perspective on teaching English: one that included a thematic approach and picture books.
How did you come to use picture books in your classroom?
After I graduated from university, I accepted a teaching position at a junior high school in Prince Rupert, British Columbia. I taught grade eight English. At that time, the literature I provided for my students was limited to the novels and textbooks which were either collecting dust on the book room shelves (because they were terrible), or falling apart from overuse. Again, there were no picture books.
My approach to teaching English was very traditional. My students all read the same pieces at the same time. They were asked to answer review questions to prove that they had done the required reading, and there was usually a comprehension test. We then began analyzing the plot, setting, theme and characterization, and we finished with my students writing an essay on one of these elements. I was not satisfied with the results of this type of study. The students gained knowledge, though often temporary, of some literary terms, but the experience was not enjoyable for the students, or for me. Also, any connections that were made between the literature and the students’ lives were usually decided on by me and therefore lacked real meaning for the students. Although I was not happy with my approach, I did not know what else I could do.
After teaching in Prince Rupert for two years, I moved to the lower mainland. I was hoping to find a position at a junior or senior high school, but there were very few jobs available at that level. Because of this, when I was offered a position teaching a grade six/seven class, I happily accepted. I did not think that teaching at this level would be too different from teaching grade eight. I spent all summer excitedly preparing for the new school year. I read every textbook, every recommended novel, and created what I thought was a dynamic unit for the fall.
After spending the first week getting to know my students, I received quite a shock. The school board had overstaffed. Our elementary school would be losing a teacher, and the classes would have to be reorganized. My first thought was that, due to lack of seniority, I was probably unemployed. However, my principal soon informed me that he would love for me to stay at the school, and this would be possible... if I would agree to teach a grade three/four class instead of the grade six/seven class I had planned for. I was panic stricken. I knew nothing about these little people. However, with great trepidation, I accepted the position.
I faced many new challenges as an elementary teacher. Almost all of the content was new to me, and I was now responsible for all the subject areas, not just English. In addition, I was expected to create thematic units by integrating these subjects. At first I was a little overwhelmed. However, with the help of a knowledgeable and supportive teacher-librarian, I was able to develop some wonderful thematic units, and to fill my classroom shelves with dozens of picture books, poetry anthologies, collections of short stories, novels and fact books that related to our themes. My students loved the variety. Everyone was able to find at least one book that he or she could read and enjoy, and often students would recommend books to one another. They were excited about reading and learning, and I was excited about teaching.
My experiences at the elementary school transformed my teaching, so when I went back to high school a couple of years later, I had a different perspective on teaching English: one that included a thematic approach and picture books.
How did you come to use picture books in your classroom?
posted by Mrs. Corman at 9:46 AM
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