Simulation

Next week, I will have my chance to observe students. Even though I feel slightly anxious about this, I cannot wait for the experience. Next fall, I will be student teaching. As this becomes closer to reality every passing semester, I get more worried by it all. It’s not that I feel like I will be out of my comfort zone, but rather I will be urging students to exit their comfort zones. Perhaps this isn’t such a dangerous thing after all.

What I found most useful with this chapter was the application of methods. I think as an educator, it will be important to expose students to alternative writing styles and methodologies for the sake of finding what works. For instance, I have been utilizing Peter Elbow’s method from the start of this semester for all of my classes. I do not necessarily believe this has made my writing better or worse, but my anxiety over writing has been reduced dramatically. Over the course of the last three years of college courses, my writing often feels forced. Clearly, this is obvious for a college student, but I began to feel burnt by it all. Elbow’s advice has rekindled my desire to place blots on an empty page.

I specifically like Williams description of simulation: “One of the more effective methods for making writing assignments meaningful is simulation. Simulation consists of asking students to take on roles and to act in character” (125). His example of Civil War soldiers writing letters home is an excellent assignment. And since there is technically no right or wrong way to write an epistle, perhaps a young student will be free of writing anxiety as well.