One of the hardest parts about teaching through the Virginia Standards of Learning is finding the right balance between two subjects. Within our middle school classroom, Ben and I have been working towards a collaborative project that incorporates the disciplines of English and Political Science. As an English major I find English very flexible in that it can be applied to nearly any subject or context. However, the Political Science side of this proposed project has proven more difficult for me to connect towards in a way that makes sense to eighth graders. One blog article that I have found particularly helpful in tying the two subjects together inside the classroom is “Politics and English Language Teaching.” Inside this brief blog post, the author addresses the issues that modern teachers face when teaching curriculum that involves these two subjects. While applying any form of politics into the classroom may sound intimidating, especially under today’s sensitive political climate, this article argues that “politics is already there” inside the classroom. Every textbook, teacher, and classroom environment has a political stance which in turn influences the student. No matter how hard school systems try to be politically neutral, it’s simply not possible. And while some classrooms do incorporate the use of political curriculum, this material is often extremely black and white; the author refers to these as “bland topics.” In order to truly learn about politics and themselves, the student’s ideas need to be challenged. Rather than presenting students with more ‘bland’ or ‘sanitized’ politics, this author suggests controversial topics such as “corporation tax, abortion, the death penalty, atheism, and NAFTA.”

You may be asking yourself now how all of this also applies to English?

In order to best accompany the introduction of political learning, students should also be presented with the right tools to analyze material and express themselves professionally. Knowing how to formulate arguments and engage in civil discourse is an essential skill in the outside world. While Ben and I understand that our eighth grade students probably won’t grow up to be the next senator or congressman, we want to build a foundation for future success. Through this project Ben and I want to give our students the confidence to speak out, to have a voice, and to most importantly to think for themselves. This collaborative project will not only build towards these goals, but also falls in line with the Virginia Standards of Learning model.

https://malingual.blogspot.com/2018/06/politics-and-english-language-teaching.html

Amongst all the classes I took as a student in High School, my best experiences come from taking AP English Senior year. Over the course of the year I improved the most on my writing and critical thinking. I attribute the majority of this growth towards practical exercises such as writing peer reviews and reflection. Activities like this not only corrected my writing, but also strengthened my confidence and opened my eyes to new ways of thinking. While I took almost everything we did for granted in High School, I now realize the advantage that this gave me over so many other students. This approach to learning is supported by EL Education’s “Core Practices: A Vision for Improving Schools.” Within this textbook, teaching designs are explored to further construct learning expeditions and achievement. The concept of peer review and consulting can also be found again in John Dewey’s “Philosophical Documents in Education.” In chapter 8 of this book Dewey discusses the ‘implications of human interaction’ in learning. The idea that “men associate together in all kinds of ways and for all kinds of purposes” supports the idea of discussion within the classroom. Dewey also notes that a “lack of the free and equitable intercourse” can lead to an intellectual imbalance. To put this more simply, Dewey explains that the greatest improvement is found in diversity and being challenged by others. The greatest point that Dewey made in this chapter is that “isolation makes for rigidity and formal institutionalizing of life.” I have found through my own experience that the best way to accomplish this design is through controlled and constructive criticism among my own peers. The opportunity to correct and learn from students at the same level offers unique perspectives like no other. I hope to see more practice of peer review and consulting in class rooms in the future.