Retroactive Reflection: Brick and Mortar Words
Now that I am no longer working everyday after class, I have regained my sanity and have some time to go back and reflect on various topics we have gone through as a class.
I would first like to discuss about chapters 1 and 2 about building academic language together with the group presentation on those chapters. Through my experience as a tutor and coach, I love to teach through colloquialisms and metaphors since it’s easier to retain less abstract information so I wasn’t too sure where I stood with my opinion on this chapter. I think a nice mix of both is good; initially introduce concepts using as few new academic words as possible, then once the students are familiar, formalize the concepts by using academic language and teach the meanings of new ‘bricks’. I guess in a metaphorical sense, I like to cover my bricks with mortar before I assemble my walls. Maybe I’m still slightly insane.
Regarding the presentation, I really enjoyed the example of teacher paraphrasing what the student says, as this connects a colloquial word (what the student said) with academic language (what the teacher paraphrases). I also enjoyed the concept of the in-class exercise, as it really demonstrates how important mortar is when instructing and teaching. Unfortunately, I got paired up first with a home-ec teacher whose parents were both math teachers, and I love to cook. So when I was instructed to draw a sieve, santoku knife, mortar and pestle, and spring-form pan (which I knew but my partner didn’t!), these were all items with which I had experience. And needless to say, my partner’s mathematical background was strong enough that she didn’t need much from me to solve the equation; thus we were both already fairly proficient in the ‘bricks’ of each other’s disciplines. But the second time around, when we were allowed to do anything, it was still easier to communicate!
-Linh