Learning Together: Technology, Voice, and Vulnerability in the Classroom

 Reflecting upon reflecting on the reading materials, helped me be more cautious and aware of the educator I want to be for my students. As a future educator, it is important to create a safe, collaborative, and understanding environment. I should acknowledge and express a sentiment of relating to the students rather than reprimanding them for something I struggle with as well. Technology enhances and yet, subdues our potential as critical readers and literary writers. We are living in the digital age, and we should move intentionally in the direction we are heading towards, instead of being led to the unknown. This idea empowers students to take greater control of their writing and not allow technology to steer them as writers. 

It is the teacher's responsibility to keep students engaged as we are performers. We should have discussions with instructions; this develops critical thinking for students and teachers as to why we are doing what we are doing. Having this acknowledgment helps both parties be on the same page. Assignments should also be creative like writing poetry, letting students be vulnerable and honest with themselves. It should be common knowledge for teachers not to antagonize students. Uplifting students to recognize their full potential is a key aspect of an educator, no matter where they are paced. Modifying lessons does not hurt anyone, it reinforces the lesson with a full understanding of complex topics. 

Giving students various options rather than sticking to one or two-course material is something states will not understand. Requiring one text is going to split the class with those who are engaged with it and those who are not. Yes, everyone should for the most part read the same novel and have class discussions. However, there should also be options for secondary sources that align with the text with different genres. This can help students navigate to what helps them learn best. 

This post will be a reminder to meet my student's needs and treat them as human beings and not from a hierarchical perspective. We all make mistakes and have countless errors; this is a setting where learning is for everyone. The fun never stops. I am an advocate for students who can express themselves freely and admit when they are struggling and how we can tackle the obstacles we are facing. 

Small Victories, Big Growth: Reflecting on My Lesson Plan Presentation

Practice makes perfect. After seeing the first-week students present their lesson plans, I felt inspired to refine my own slides. Their slides were creative, from topics to the slide designs. It made me realize how passionate I am about teaching and the challenges associated with public speaking. To prepare my material, I recorded daily vlogs and shared them with my best friend for feedback (although they were too busy to respond, it helped sharing them with someone).  There were moments of anxiety before presenting, but after discussing my feelings with my professor and peers, I recognized that this was the most impactful part of the semester. They reassured me that it didn’t have to be perfect and that we were all there to support one another.

As I began my presentation, the stress eased away. I was in my element. My peers participated actively, and I found that the Socratic method effectively kept students engaged. Encouraging participation by asking questions helped them explore what they knew and didn't know. However, I was conscious of the time and felt I had over-prepared my material. Reflecting on my lesson, I realized I needed to cut and edit certain parts and pace myself better. I often felt like I was rambling. Additionally, silence makes me anxious; I can sense every moment of quiet after asking a question if no students respond. This is an area I want to improve internally.

Afterward, receiving private feedback from my classmates reassured me that I had done some things right, which helped alleviate my tendency to overthink my mistakes. Reading my professor's feedback also highlighted the positives and the areas for improvement. I learned that small victories lead to larger successes, and this experience felt like a significant milestone for me.

First to Teach, First to Learn: Reflections on my Lesson Plan

     Presenting my first lesson plan was nerve-wracking. I volunteered to go first to help alleviate my nerves. One area I recognize I need to improve is pacing; I need to learn to slow down and engage with the students instead of rushing through my lesson.

     One advantage of being the first presenter was the opportunity to observe my classmates and absorb their strategies. They did an amazing job and taught me effective approaches to writing prompts. For instance, they provided examples for each argument, regardless of whether the students chose to support or oppose the topic and included logical reasoning. They also discussed drawbacks and how to counter opposing arguments. Additionally, they suggested asking a question before starting the topic to make the discussion more casual and engaging. 

       These are valuable lessons I’ve learned from my peers, which prompted me to reflect not only on their teaching methods but also on my own and how I can incorporate their techniques into my next lesson plan. Another important takeaway is the power of collaboration. We are all inspiring teachers, supporting one another as we develop into the educators we aspire to be.

Sure and Loud: Understanding Family Through Poetic Perspectives

  Arlene Tribbia's poem "Sure" is a captivating short piece that I would share in a high school classroom because it beautifully explores the complexities of love and memory. The speaker is aware of his brother's troubled life but also cherishes the lovable childhood memories they shared. The poem highlights the juxtaposition of love and pain with a subtle tone, demonstrating that people should not be judged solely by their worst actions. Regardless of what his brother has done, the speaker emphasizes that they still love him.

Another poem I would use as inspiration for writing is "Loud Music" by Stephen Dobyns. This poem delves into the contrasting desires between the speaker and his stepdaughter, using music as a metaphor for identity and perception. The stepdaughter feels silenced by the music, which makes her feel voiceless. She seeks to find her identity in the space, yet the music seems to push her away. The speaker, however, suggests that music can erase the ego and serve as a form of escape, offering a sense of freedom.

Both poems reflect family dynamics through specific memories and emotions. Students can use these works to reflect on and write about their experiences with family members, showing two different perspectives on a topic. I would want my students to capture both the challenges and joys of that relationship.

Students can write a poem about a moment in their life that they felt their identity was either amplified or diminished, using sound or sensory details to convey their experiences. 

Where I'm From

 My goal in writing this piece and what I hope the readers take away from it is self-perseverance and self-reliance. The first stanza is my identity and prepping for the day, a mental note to myself that I have to be affirm to the external world, put myself out there. The second stanza is being healthy and getting the nutrition that I need to survive throughout the day. Breakfast is the most important meal of the day as I was told. Both stanzas discusses where I am, in the present moment. However, The last stanza is a social commentary of expectations and it is the closest to describe where I came from. Doing manual labor in order to provide for myself, as most teens do while also going to school. 

Life is about survival, whether if it is financially, mentally, and emotionally. It has been about staying afloat. This reflection helped comfort me that I made it this far when I couldn't have imagined it back then. It is about being grateful that it did not go another route. 

I hope the readers understand that if they are dealing with any hardships right now, it is okay. It is okay to take a deep breath and let go. Moments where you just want the day to be over, but you have to build that discipline for growth and do what needs to get done for yourself. Be proud of the things you have accomplished, even if it is just rising out of bed and going to school or work. 

Breaking the Cycle: Overcoming Perfection with Writing

Fear and perfectionism lead to procrastination. Every second of the hour becomes heavier, whether putting ink to the page or fingers to the keyboard, making the act of  writing increasingly daunting. However, if one teaches themselves to journal and express themselves as an exercise rather than placing pressure on achieving perfection, their confidence would build as well as their writing. Finding your voice as a high school student is very important, it shows originality and authenticity. It is not writing to please what the teacher wants to hear, but expressing your true thoughts and ideas.  In chapter 2 of Troy Hick's Creating Confident Writers: : For High School, College, and Life reads, "A less common, though less important, temporal landmark that we would like to see in a classroom across the country is dedicated classroom time for independent creative writing. Though the research here is not robust as it is for independent reading, Andy supports the idea that sustained, in-class, independent creative writing increases the likelihood of building a writing identity for students (Hicks, p. 28). This suggests that structured opportunities for creative expression help students reduce procrastination. Journaling and stricter creative writing practices can help individuals build confidence and develop a stronger writing identity.

 

This struggle is echoed in the classroom experience, where the creative process fluctuates between productivity and stagnation. Similarly, Penny Kittle’s Write Beside Them articulates, "There is a deep connection between Art and Fear (and a great book of the same title about this), so my writing classroom hums with productivity some days and lurches along with what feels like little success on others" (Kittle, p. 63).  Writing is inconsistent between some productive days and some dreadful days. However, the whole point of independent creative writing is to help students shift their perspective and embrace their growth. As Hicks and Kittle suggest, working through fear can foster a stronger writing identity; writers can unlock their potential and develop a more authentic voice. 

Works Cited

Hicks, Troy, and Andy Schoenborn. Creating Confident Writers: For High School, College, and Life. WW Norton, 2020. Accessed 16 February 2025.

Kittle, Penny. Write Beside Them: Risk, Voice, and Clarity in High School Writing. Heinemann, 2008. Accessed 16 February 2025.

The Writer's Notebook

 During our class discussion, we talked about the steps we take to build our skills as writers. For me, having the freedom to write about anything can be overwhelming because I still need to decide on a specific topic. Even with this blog post, I found myself procrastinating. I prefer assignments that allow me to choose from one or two options, as this narrows down my choices and gives me a clear direction for my writing.

However, I acknowledge that the technique of free writing can be beneficial. It encourages us to express any ideas that come to mind and then reflect on them to create something more concrete. Teachers should recognize that some students are perfectionists who want every piece of writing to be a masterpiece. I often feel

an intense pressure to meet high expectations with all of my work, which can lead to feelings of failure. 

Ironically, this blog allows me to feel confident and to express my emotions, reminding me that it's okay to be imperfect. Many students write primarily for grades, which can limit their authenticity and make it difficult for them to acknowledge the pressure that affects their well-being.

Introduction

 Welcome everyone! 

My name is Victony Garcia and this is my first blog post of 2025. I am a senior studying English and preparing to enroll into the teacher's program in Montclair State University. I aspire to be a high school English teacher and an adjunct professor. 

Teaching has been my calling since high school. During that time, I developed a love for reading and writing. I always enjoyed diving into others' critical thoughts, expressions, ideas, and opinions. There is also an emotional connection and support that teachers provide-a vital aspect of the profession that is not expressed enough. Through this blog, I hope to explore the nuances and share my journey as I work toward becoming an educator.