Teaching Poetry in the Primary School - Assignment Example

CHILDREN’S WRITING Introduction The intrinsic nature of poetry as a literary work cannot be overemphasized. Since time immemorial, poetry has developed to the extent that it cannot be ignored in any sphere of learning. In time past, poetry was thought to be a preserve of a few people who were good in mastery of the different forms of reading and writing skills. Today, the dynamics have changed to the extent that poetry is taught from the elementary to the high places of learning. Teaching of poetry to pupils in primary schools has come under sharp focus in the recent past. To ensure that the pupils are well equipped to be able to write and read poetic works, it is critical for the teachers to come up with approaches capable of enhancing the learning of poetry. The OFSTED report on concerning poetry in schools gave some shocking revelations about poetry, learning in schools (OFSTED 2007, p. 7). The report stated that many the pupils were able to write though not independently. Consequently, the report was noted that it was important to give pupils an opportunity to develop independent writing skills. While past studies have shown that pupils do best when they are able to draw skills from other genres, it should be noted that having children develop their own understanding in writing of poetry is essential and of essence. Creative approaches to the teaching of poetry writing in the primary school classroom is of critical importance. A teacher should be able to come up with different creative techniques or approaches quite capable of enhancing the pupils to write poetic works in the most creative manner. It is critical to note that circumstances and settings differ for every teaching process and the approaches for developing the writing skills in poetry may vary to some degree. The approach that a teacher develops determines largely the success of the pupils in in writing the poems and deriving a basic understanding of the requirements as appropriate (Balaam & Merrick 1987, p. 3). One of the creative approaches that a teacher can use in a classroom set up is having the pupils read other poetic works from other sources. This style enhances the ability of the pupils to learn the structure and the features of the poems and the form each should take. When the pupils are able to read a variety of poems, they are able to draw understanding on how best they can develop their skills based on what they learn from other sources. This approach is intrinsically crucial in the sense that it gives the pupil a first hand experience on the development of a poem. Teachers are obligated to come up with poems that are simple and with the basic features as critical components. There are some poems that are never up to the standards necessary to enhance someone’s ability. For instance, a poem should have a rhyme scheme and proper poetic diction in order to qualify as a poetic work. In the event that there are no poetic devices that are basic to a poem, it means that drawing skills and knowledge of such a genre may not be easy. Under normal circumstances as noted in the OFSTED report, pupils learn from other people, that is to say a child is quite able to follow the example of a given phenomenon and achieve some level of excellence (OFSTED 2007, p.9). Introducing poems in the classroom set up for the children to read is an important approach that can work for students in any given set up (Carter 1998, p. 34). The selection of the poems to be used may be the only challenge, though not so much for a teacher should be able to know the best poem to use in a classroom set up for the purpose of learning. Poetic speaking competition is another serious approach that can be used in a classroom set up to enhance a pupils writing ability (Hughes 2008, p. 16). A teacher should be able to come up with a mini competition in a classroom set up. In this sense, the pupils recite what they have been able to develop. Poetic competitions help the pupils know how to write and use the different poetic devices that are essential in a poetic establishment. This approach may not be popular, but has been used in the other set ups and the final analysis was that pupils from different levels were found to be able to offer fluent poetic speeches. When one is able to speak about a given subject, it becomes relatively simple to put the very issues into writing. This approach can be used in a classroom set up to enhance the ability of a pupil to write a poem based on the developmental skills learnt during the poetic speaking competition. Poetry is sometimes argued to be complex and involving, however, the writing of a poem depends on the skills and the creativity of an individual. In a classroom set, a teacher can be able to have the children write their own poems based on their own understanding concerning some given phenomenon. By allowing the kids to write to the owner, the pupil’s skills and creativity are brought into focus to a large extent. Two scenarios can be stated with respect to allowing the pupils write their own poems. One is that a teacher can allow the pupils to write on a subject of their own or secondly, the teachers can be able to choose a topic and then allow the pupils to write. Both scenarios are developing as they allow for creativity on the side of the pupil. Based on what the kids have written, the teacher is then able to help the pupils improve on the key areas of concern as appropriate. Arrange of words, rhyme scheme and development of plot can be some of the critical areas that a teacher can help the pupils improve on. This approach is intrinsic in helping the pupils develop creative writing skills in writing poetic works (Carter 1998, p. 34). In curriculum development, the focus is always based on the need of the students to read the different poems indicated in the course work. What is never envisaged in the curriculum is the need for pupils comes with their own poetic material. There should be a total shift from merely having the kids read, but be able to write. This writing aspect should be made mandatory to the extent it becomes part and parcel of the learning process. This approach can be helpful for students who would otherwise prefer reading than producing own original work. In a classroom set up especially in primary schools, the development of the curriculum should focus on the need of students to be proactive and be ready to take on to the literary field particularly in poetry development. The teacher should therefore come up with suggested topics that can be used by the pupils for the sake of writing. This approach can greatly impact on the student’s ability to develop writing attitudes to a greater extent. This approach is tow sided in the sense that there has to be an initiative from the student and the teacher’s responsibility to come up with materials that enhance the process of learning how to write the poems. On the other hand, a teacher can introduce visualize materials in class and let the students write what they are able to see and perceive in poetic diction. In this case, the teacher helps the children develop some creativity in their writing. This helps the pupils to be able to come with varied set of writings. When they eventually begin to exchange ideas from with another, they are able to understand certain aspects that they would have introduced into the writing. This approach is of the essence as it gives the pupil an ability to derive own thoughts and ideas based on a given scenario. Through this activity, the teacher is able to guide the students on certain aspects that might have been left out or which are important for the writing. This approach is sure way of enhancing the ability if a pupil to write poetic works as appropriate. The effectiveness of the approaches determines if progress is to be made in terms of having the pupils learn appropriately, the art of writing poetic materials. The teacher should be at the center of ensuring that the different programs initiated becomes successful in order to allow the kids have a level of prowess in their writing (Lambirth 2007, p. 5). Case in point is that the teacher should be able should be able to provide opportunity within the classroom set to allow the students read, write and share in order to develop their understanding on what poetry is in a wider perspective. When kids are able to have regular sessions where they able to learn and improve on their skills, they develop much interest in the poetic issues. A teacher is, therefore, the main motivation in helping the children learns poems (Lambirth 2007, p. 5). Through this initiative, the teacher only puts in a little bit of effort since awareness about the writing principles is put into practice in real time. During poetry classes, the teacher should be able to have the kids learn as a whole. This means that no one is to be left out in the learning process. A teacher should allow for three scenarios when teaching poetry in a classroom set up. The teacher should be able to put the kids in groups, pairs or individually. The idea is to have everyone participate in the processes effectively as possible. When kids are able to work in groups or pairs, they are able to learn from different quarters how some things are done. In other words, a teacher should be instrumental in ensuring that diversity prevails in a class set up. Pupils have different abilities and insights and as such it may be helpful to have everyone participate in order to learn from the other people. A collectivized process works best when there is a clear set of agenda that is to be achieved (Lockwood 1999, p. 64). Another measure to ensure effectiveness of the approaches is to have the kids presents their written poems in the class. Poems written in class encourage the kids to develop interest in the various poems that in turn makes them develop their poetic skills. In a class environment, the kids are able to get directions from the teacher on the structure and the design of the text that is to be presented before the class. This approach will help the kids to sample different works from colleagues and encourage them to develop better poems in the future. During the presentation process, there should be a need to correct or provide insights on how the different portions could have been written (Brownjohn 1994, p. 14). A teacher can only make the effects of this process possible by correcting and having the rest of the class give their contributions based on their understanding. This process to a large extent helps the pupils develop critical analysis skills that will make them transform into better writers of poems in the present and in the future. Every approach that a teacher comes up with in teaching poetry, an impact should be realized in order to make the programs realistic. Poetry can be used to convey how a person feels towards a given scenario. As scenario can be that of joy, anger, happiness or emotional tension. Poetry is not just a tool that can be learnt for the sake of it. In life, there are emotional coalitions that characterize the human life, and therefore people can use poetry to give an expression on how they feel about some certain issues. Teaching kids poetry in schools potentially opens doors for them to begin expressing what they feel in a poetic style. Under normal circumstances, kids are bound to experience certain issues that affect them in one-way or the other. Teaching kids the art of poetry helps them express themselves in a poetic manner (Lambirth 2007, p. 13). It is critical to note that poetry is an important component that enhances the act of the spoken word. In the event that there are no elements of poetry in a given system, especially in primary schools, the kids become frail and disadvantaged in language. The various approaches that a teacher uses should be aimed at giving the students the best insights as to what poems entail. In poems, there are a number of devices that make poems complete. Rhyme in a poem is of critical essence. Brownjohn notes that rhymes create some systematic patterns of sounds that make the poems sound in a particular manner (Brownjohn 1994, p. 14). To this end, it is critical for the words to be chosen as appropriate to ensure that the essence of rhyme scheme is sustained in a poem. Teaching kids the different poetic devices helps them develop their own ways of choosing the words. A teacher can be instrumental in choosing the right set of words for the kids and help them develop come up with words that rhyme. This is the first step of ensuring that poetic prowess is sustained among school going children. How best children succeed in their poetic learning depends largely on the ability of the teacher to give the right set of information capable of enhancing the prowess of the kids. One of the most critical phenomenons that should be considered is the ability of the teacher to deliver on the teaching of poetry to kids. In the event that the kids are not able to get a proper resource from the teacher, the intention of learning is highly affected. It is, therefore, critical to note that a primary teacher should be able of qualified standards and able to make the students learn the proper content as intended. Poetry is a field that requires due diligence because in all fairness has become an influential tool used intensively in the community. Kids are ever obliged to listen to their teachers and in the event that they are not able to benefit appropriately from the teacher, their ability and confidence are affected to a great extent. In all learning processes, the position of the teacher is of the essence. Without a teacher, the learning process becomes a mirage and elusive. An expert who is well aware of the issues and the content of the discussion should handle poetry as a genre (Merrick 1991, p. 11). Classrooms are the best places for kids to learn and enhance their abilities in the poetic field. In every learning process, there must be a method through which evaluation is done. In writing poetry, there are a number of issues that are necessary in ensuring that the pupils in the classroom meet the expectations for which poetry is being taught. One of the evaluation methods that can be employed in ensuring that the kids are up to date with the issues being taught, there is a need for teachers to come up with assessment methods that ensure that what the children are of essence. For instance, a teacher can come up with a program that ensures that all the kids’ write up poems ether one of their choices or a teacher’s selection (Lockwood 1999, p. 21). The OFSTED noted that the poems should have keys features that the students must use to determine if they are up to date with the things that have been previously taught to them (OFSTED 2007, p.9). Rhyme, poetic diction and line structure are some of the features that can be used as benchmarks for evaluation. Evaluation is necessary in the sense that it gives the teacher or the examiner the correct impression of the level of understanding of the issues that have been taught before. Evaluations are important because they assist in drawing adjusted curriculums that are able to address the challenges that face the kids in their learning of poetry (Corbett & Moses 1986, p. 12). When the evaluation is done, it does not mean the focus is only directed to the pupils but also for the teacher. Based on the evaluations, the teacher is able to revise the methods used in teaching poetry and i9nstitute fresh ones or improve on the previous ones to ensure that there is consistency in the teaching methods. Although the teaching of poetry continues ton gain prominence in a number of learning institutions, there are a number of challenges that teachers face in teaching the subject of poetry. In different occasions, a number of teachers have turned down teaching poetry, citing problems on how best to approach the subject matter of poetry. On the other hand, pupils have a notion and a predetermined opinion that poetry is complex and difficult to comprehend. This has made it difficult for teachers to effectively teach poetry (Hughes 2008, p. 21). The myths and different pre-informed opinions can be demystified by adopting simple methods of teaching to ensure that the learning process is effective. The approaches and strategies employed in the teaching process should be simplified and made friends to ensure that the notion behind the fear of poetry is quashed. In a classroom set up, kids are quite able to learn first and understand the various activities that entail the learning of poetry. Teachers should be proactive in ensuring that every teaching method adopted is able to yield results as appropriate. Through the different processes of learning, students are able to grasp the ideas as taught by the teacher and put them into perspective as appropriate (Dunn and Warburton 1987, p. 8). Kids learning best through the guidance of the teachers as they get to understand how best they are able to employ the concepts taught to them as appropriate. In the event that the methods of learning are not as appropriate, the learning process cannot be deemed to be effective. Primary school teachers in their respective fields should be able to come up with the proper strategies and approaches to make learning effective. Conclusion If the OFSTED report is anything to go by, it is important for teachers to have pupils independently carry out writing to enhance their abilities and skills. The OFSTED impeccably noted that it was important that personal responsibility was critical in enhancing the poetic skills of the kids. Poems are essential components of a person’s literal development. In schools, especially the primary setups, there is always a need to enhance the pupil’s ability to be able not just to read by to write. Promoting the ability of the children to write poems has gained prominence in the recent past. In schools, the approaches used and how best they are employed determine how best they become effective in enhancing the student’s ability to write. Teachers are critical in ensuring that the children at the primary level enhance their abilities to the extent that they are able to develop poems effectively. The various approaches should have methods of evaluation to ensure that the various programs can be re-adjusted to make them more effective. Every school should be able to use the OFSTED report as a yardstick to inform the proper teaching of poetry in schools. Bibliographies: Balaam, J. & Merrick, B (1987). Exploring Poetry 5-8, Sheffield: NATE Brownjohn, S (1994). To Rhyme or Not to Rhyme? London: Hodder & Stoughton Carter, D. (1998). Teaching Poetry in the Primary School, London: David Fulton Corbett, P. & Moses, B. (1986). Catapults and Kingfishers, Oxford: Oxford Brookes University Dunn, J., Styles, M., Warburton, N. (1987). in tune with yourself, Cambridge: Cambridge University Press Hughes, T. (2008). Poetry in the Makinga handbook for writing and teaching, London: Faber & Faber Lockwood, M. (1999). Poetry In and Out of the Literacy Hour, Reading: Reading and Language Information Centre Lambirth, A. (2007). Poetry Matters Hertfordshire: UKLA Merrick, B (1991). Exploring Poetry 8-13, Sheffield: NATE OFSTED. (2007). Poetry in schools. A survey of practice. Retrieved from: < http://dera.ioe.ac.uk/7075/2/Poetry_in_schools_(PDF_format).pdf.> Read More