Blog Post #1; PESB
While reviewing the PESB requirements for English teachers, a few topics seemed worrisome to me. Mostly the topics that I’ve struggled with since I first started school and others that I just don’t currently have even the tiniest bit of knowledge about. The major one is number 6.0- “Speaking and Listening Communications” is a real tough point mostly because I have an auditory processing problem due to my learning disability, and my learning disability also makes it so that I attempt to talk as fast as my brain is moving and move through material too quickly or it all comes out incoherent. The reason I worry about this is because how can I teach kids about speech and listening when I’ve struggled with it my whole life and still work to get better at listening and slowing down? Obviously, it’s something that’s being worked on but to make it a requirement puts a bit more pressure on me to really get it all under control, and maybe the tools that I end up learning to pass onto my students, I can also apply it to myself.
The second point that I worry about is point 1.0, Grammar. I love grammar in terms of correcting it and using proper forms and things like that, but when it comes to actually breaking it down- knowing the different parts of the sentence, word diagrams, word parts, and anything else involving the breakdown of words, I’m lost. I know I need to get over this inability to understand basic grammatical practices, but again- the pressure is on.
Points 2.0 and 7.0 I worry about solely because I don't have enough information about them. 2.0, Reading, seems pretty straightforward, but teaching it to kids (even in a secondary education setting), is a whole other ballpark. It’s natural to assume that every student that walks into your classroom has the basics abilities of reading, writing, and speaking down and there’s no need to brush up on it, even though i know that isn’t true. But teaching a child to read, and then also using aspects from 7.0, Instructional Methodology, together is even more daunting since I haven’t any idea where to even start with Instructional methodologies.
Points that I do feel comfortable with are 3.0 (writing process), 4.0, (Knowledge and understanding of literary texts) and 5.0, (knowledge and understanding of informational and persuasive texts). One thing I’ve honed over all the years of being in love with writing is being able to break down the process needed to WRITE something. From the idea, to the drafting, to editing and the end result, I like to think that I excel and know that I can teach, and teach well no matter how much hand holding and assistance may be needed. With 4.0, close reading and close analysis of the readings is another favorite for me to contribute to via discussion. And with 5.0, its even more interesting to hear the thoughts because its more opinionated and more personal motivation to really make students think and really engage in discussions.
The second point that I worry about is point 1.0, Grammar. I love grammar in terms of correcting it and using proper forms and things like that, but when it comes to actually breaking it down- knowing the different parts of the sentence, word diagrams, word parts, and anything else involving the breakdown of words, I’m lost. I know I need to get over this inability to understand basic grammatical practices, but again- the pressure is on.
Points 2.0 and 7.0 I worry about solely because I don't have enough information about them. 2.0, Reading, seems pretty straightforward, but teaching it to kids (even in a secondary education setting), is a whole other ballpark. It’s natural to assume that every student that walks into your classroom has the basics abilities of reading, writing, and speaking down and there’s no need to brush up on it, even though i know that isn’t true. But teaching a child to read, and then also using aspects from 7.0, Instructional Methodology, together is even more daunting since I haven’t any idea where to even start with Instructional methodologies.
Points that I do feel comfortable with are 3.0 (writing process), 4.0, (Knowledge and understanding of literary texts) and 5.0, (knowledge and understanding of informational and persuasive texts). One thing I’ve honed over all the years of being in love with writing is being able to break down the process needed to WRITE something. From the idea, to the drafting, to editing and the end result, I like to think that I excel and know that I can teach, and teach well no matter how much hand holding and assistance may be needed. With 4.0, close reading and close analysis of the readings is another favorite for me to contribute to via discussion. And with 5.0, its even more interesting to hear the thoughts because its more opinionated and more personal motivation to really make students think and really engage in discussions.
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