Portal de Periódicos da CAPES

Poetry in Professional Development

2008; Volume: 75; Issue: 1 Linguagem: Inglês

0011-8044

Andrea Honigsfeld, Maria G. Dove,

Educational Methods and Media Use

The authors share their experiences of utilizing in pre-service and in-service teacher education programs. They incorporate into their education courses and professional development sessions for two purposes. Poetry becomes the avenue to explore pertinent educational topics such as cultural diversity, bilingualism, adult literacy, or the immigrant experience. It may also serve as a focus for exploring literacy instruction, such as discussing how can be used to promote literacy development through differentiated, scaffolded, or tiered activities. While conducting professional development on topics as varied as differentiated instruction or meeting the needs of culturally and linguistically diverse students in the mainstream classroom, adult literacy, or standardized test preparation, we frequently use poetry. Those who teach with passion and joy know it is one of the richest learning experiences students can have. We journey to worlds and peer into spaces in our hearts and minds and soul through poetry (Fitch & Swartz, 2008, p. 4). Classroom practice appropriate for K- 12 students can inspire creative ways to deliver instruction for adult learners. By the same token, professional development sessions may utilize learning strategies and techniques that mainstream teachers and education specialists can adapt for lesson delivery in their own classrooms. Poetry as a genre allows teachers (and their students) to be self-reflective and to express thoughts and feelings that may not fit into the curriculum while also exploring instructional strategies and practicing literacy skills. The purpose of this article is to share some of our successful professional development activities that use poetry. Poetry either (a)becomes the avenue to explore pertinent educational topics such as cultural diversity, bilingualism, adult literacy, or the immigrant education; or (b) serves as a focus of exploration in itself-to discuss how can be used to promote literacy development through differentiated, scaffolded, or tiered activities. Poetry as an Avenue to Explore Diverse Topics Windows and Mirrors A favorite activity of ours that may be used with a range of artistic expressions (paintings, film clips, music, or quotes from any form of literature including poetry) is called Windows and Mirrors. As we read a poem, we invite teachers with whom we work to reflect on the experiences described in the poem and jot down their reactions in a Windows and Mirrors graphic organizer. On the Window side, they are asked to write down new insights they gained from the poem; whereas, on the Mirror side they record ways in which their own lives or experiences are reflected in the poem. We have selected a few poems we use in various professional development programs and provided the first stanza or initial segment of each poem to offer a sense of direction the activity takes for participants as they listen to these poems, reflect on, and then share their Windows and Mirrors. Prospective Immigrants, Please Note by Adrienne Rich (1967) invites readers to place themselves in the immigrants' shoes and ponder their dilemmas. The poem immediately pulls the authence into the world of immigrants: Either you will go through this door or you will not go through. If y ou go through there is always the risk of remembering your name. Another poem, Elena, by Pat Mora (Williams & Muller, 1994) also explores the immigrant experience from the perspective of a 40-year-old Spanish-speaking mother. My Spanish isn't enough. I remember how I'd smile listening to my little ones, understanding every word they'd say, their jokes, their songs, their plots. Vamos a pedir le dulces a mama. Vamos. But that was in Mexico. Now my children go to American high schools. They speak English. …