Newsletter for Teachers of English in the West Indies I.i Sept 2009

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Page 1Newsletter for Teachers of English in the West Indies Volume I No. 1. September

Editorial: A Call for Caribbean Ideas. [email protected]

T&T Ministry advice on Teaching Hummingbird Tree

Newsletter for Teachers of English in the West

Indies Volume I No. 1. September 2009

This issue ofThe Newsletter

for Teachers of English in the

West Indies is a response to

the felt need to provide a fo-

rum for sharing the profes-

sional musings of teachers of

English and Literature at pri-

mary and secondary levels in

the Caribbean. In the 1990s,

in Trinidad and Tobago, the

activities of the English

Teachers Association and its

ETATT newsletter served that

purpose. Unfortunately, inter-

est waned. In Jamaica, NATE,

thankfully, has maintained a

consistently activist position.We aim to provide a forum

where professional ideas will

contend, collide and inspire

informed individual teacher

decision making in the class-

room. The issue will be deliv-

ered free by email to all

teachers who wish to sub-

scribe. The newsletter will be

issued three times yearly, in

September, January and April.

Use it to generate debate and

encourage professional

teacher behaviors in Lan-

guage and Literature teaching.

In this inaugural issue, we

feature contributions by

teachers from Guyana, Ja-

maica and Trinidad and To-

bago. The contributions un-

derscore the potential of

teacher creativity in the re-

gion. We thank CXC for af-

fording commingling. We

also proudly reprint the advi-sory of the T&T Ministry of

Education on controversial

text selection. All this is with

a view to supporting a re-

sponsible, professional culture

among teachers of English.

Share and develop that cul-

ture.

teemed Caribbean personali-

ties such as Professor Gordon

Rohlehr and Professor Ken

Ramchand and of course the

many teachers of good litera-

ture who wish to share it with

their students. It presents is-

The Humming-Bird Tree is a

poignant novel that explores

the tensions of pre-teens of

different social backgrounds

who become friends. This

happens within a society that

has clear lines of demarcation.

According to James Ferguson,

it is a deeply humane

novelan honest recogni-

tion of the contradictions and

conflicts within a colonial

order. As a work of fiction it

has earned the respect of es-

Inside this issue:

Approaches to drama, poetry and

prose for exam success

2

The language of feelings 6

What is drama? 7

Maya AngeloGo and hug your

Michael

10

Special points of interest:

What criteria should teachers use in

selecting texts for students to study?

In what ways can teachers help

students to develop an independent

critical perspective in Literature study?

The Language of Emotionsa

teachers perspective.

Email communication for professional

sharing.

Michael Jackson, self image and Litera-ture study

Developing the Ideal Caribbean Person through professional Language Teaching

September 2009

Volume 1, Issue 1

Man Thinking - by Stepha-

nie Clair


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expert guidance of the teacher of Litera-

ture, students are taught to respond criti-

cally to what they are exposed to in

books, films or other media. Books lend

themselves to critical thinking activities

necessary for students overall intellectual

and moral development. That an author

used the dreaded f-word does not in

itself make the book vile nor is it neces-

sarily a promotion of obscenity. The

plains why Kaiser, in the novel, speaks

the Creole. In the CXC English A ex-

amination, the English-based Creole is

permissible within the dialogue in the

short story. This of course is for purposes

of realism, since the average West Indian

speaks the Creole as her first language.

Yet, there are advocates of Standard Eng-

lish who feel strongly that schools should

not be promoting the Creole.

novel has to be considered in its entirety

as a work of fiction. Literature lauds the

imagination but literature at the same time

reflects the society from which it springs.

Teachers of Literature well understandthe element of realism in fiction and seek

to engender this understanding in their

pupils. It would be unreasonable to expect

a child in rural, agricultural Trinidad to

speak the Standard English which ex-

dice in a culturally divided society.

weigh the power relationships between

people in their society. Do Whites still

posses the power as they did during theera of the novel? How has the reality of

the Indo-Trinidadian changed? Are there

stereotypes portrayed in the novel such as

the illiterate cane cutter?

Literature Teachers who engage their

pupils in the study of The Humming-Bird

Tree engage students in reflective dia-

logue about students own use of lan-guage considered impolite or obscene

help students to re-examine some of their

own attitudes towards language itself.

Standard English is still linked to class. In

the novel, it is the language of the power-

ful and the educated. Creole expressions

are consistent with the speech of the poor,

uneducated masses in the novel and in

2006, speakers of the Creole are still per-

ceived as unintelligent by some sectors of

the population. pose important questions

that might help students to deepen or re-

consider their views regarding sexual

activity, sexual repression, inter-racialrelationships, racial superiority. (All ex-

plored in the novel)

Encourage students to critique their

world, to look deeper into the issues of

class and race by comparing Trinidad in

2006 with that of the 1930-40s. How dif-

ferent are relations between ethnic groups

at present?

Encourage students to explore the con-

flicts associated with ignorance and preju-

Literature gives students the tools to develop their critical consciousness.

Opposition is not necessarilyOpposition is not necessarily

unhealthy, but in fact, results inunhealthy, but in fact, results in

healthy debate.healthy debate.

Page 2 Newsletter for Teachers of English in the West Indies Volume I No. 1. September

Street also met with stiff opposition

from segments of the population who

questioned their moral content.

Opposition is not

necessarily un-

healthy, but in

fact, results in

healthy debate.

Literature sessions

are indeed just

that. Under the

sues that are faced by students on a daily

basis in the society of today. Its use in

schools provides the opportunity for stu-

dents to address these issues in a safe

environment under the guidance of pro-

fessionals.

The Humming-Bird Tree by Ian Mc Don-

ald is a West Indian novel set during the

pre-Independence period in Trinidad. Its

major themes include childhood, family

relations, love, social class, poverty andmans relationship with the environment.

It is currently a source of controversy

because of its language, in particular, the

use of a few impolite expressions. Its

suitability for students of literature is also

being questioned because of allusions to

sexual activity as the boy grapples with

adolescent passion, though this passion

remains unrequited.

Literature gives students the tools to de-

velop their critical consciousness. This is

a reason why The Humming-Bird Tree

would be selected by teachers of Litera-

ture as material suitable for discussion

and serious critical analysis. In the past,

books such as The Adventures of Huck-

leberry Finn, Annie John, The

Dragon Can Dance and Miguel

This cartoon by Martin Rowson illustrates

the chapter The Body of Literature:

Heads, Lungs, Hearts and Bowels in

Curiosities of Literature: A Book-lovers

Anthology of Literary Erudition by John


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Approaches to teaching poetry, drama, and prose for exam success.

the stage for a big class act. Ourchildren would become part and

parcel of the experience and that

is the solution for Examination

success.

What works for poetry for me

are repeated readings by myself

and various students. Then, I

then ask probing questions. For

example in the poem "CoolieMother by David Dabydeen I

may ask "What are the activities

Jasmattie involved in? What

does this tell us about her? Why

was Jasmattie educating her

son? Does she enjoy her chores?

How are you able to tell this or

not tell this? During this process

I introduce devices e.g. Simile

Curse swarm from she mouthlike red ants. And I asked what

the qualities of ants are? For

example it stings hot and makes

you quite uncomfortable. It is

painful. What about the

word swarm? What picture do

you get? A large quantity of

ants running out of a nest.

Hi my nameis Dianne

Henry and I

am from Guy-

ana. Where I

live is miles

and miles

away from the

city

of George-

town. I have been teaching for twelve years

and I started at age of 17 years,

went immediately to

Cyril Potter College of Educa-

tion and three years later I

graduated with a Credit in

English. Immediately after

that I attended the Essequibo

Technical Institute where I got

Distinction in both the Elemen-tary and Intermediate

Level in Information Technol-

ogy. Following that I attended

the University of Guyana and

did a Bachelor of Arts

in English with a Minor in

Communication Studies. I have

always taught at the Anna Re-

gina Secondary School which

is my Alma Mater. I love read-

ing, chatting online, playing

cricket, walking, scrabble, fowl

words (a word game). In my

spare time I dabble in a little

gardening, fishing and I enjoy

cooking. I teach both English

A and English Literature at the

CSEC Level and I am on the

administrative staff of my school as Senior Mistress.

When my Fifth form goes off

for CSEC I volunteer to teach

at the Form 1 Level. The kids

are always an enthusiastic

bunch and I love working with

them. I am a Seventh Day Ad-

ventist and I have marked CXC

English Literature for three

years at CSEC

Poetry, drama and prose are the

three genres that are taught forliterature at the CXC Level and

results are not to our expecta-

tion .What continues to plague

teachers are means of getting

children to read and to appreci-

ate these three genres. Strate-

gies are needed to be imple-

mented to bring these genres

alive in the classroom and so

enable our students to appreci-

ate and love them. The univer-

sal question is - How to do this?

Drama and a number of strate-

gies are the way to go. What

better way it is to have our chil-

dren feel what the characters

experience and live through it

but by role play and setting up

The man who does not read

good books has no advantage

over the man who cant read

them. - Mark Twain

Dianne Henry,

Teacher, Guyana


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or novel is very important for it is here where I set the stage for my kids to keep on reading these gen-

res. Once I am able to build suspense, to build interest my kids enjoy the novels. Sometimes it is true

that it is hard to do so with some novels or plays since they are pretty boring. However I know my

students and what works for them. When I teach Shakespeare I go through the entire play in class,

since there is no way I would allow the kids to go through the play at home and return and explain

what it means. It hasnt worked and wouldnt. Granted, going through the play could be a tedious act,

but I carefully plan lessons to prevent this task from being boring. Role playing Shylocks speech is

one exciting way to go- Has not a Jew eyes. etc. I had a class of 28 students and I divided themup into four groups. They were all to look like Shylock and to divide the speech into parts and drama-

tize same. Of course, it was important that I teach them certain important facts of drama and that is

face your audience and dont back them etc.

As a teacher I realize I am not perfect and there are always things for me to learn. I even let them do

short scenes or parts of the play. I even let them tackle speeches. Small quizzes are given to check if

students understand at the end of every scene. Students are told to summarize every scene .They

must write it and they help me in checking same.

The same thing goes with the novel but I dont go through it with them like the plays. Usually I organ-

ized that students read at home and report to class on what the chapters were about. As the teacher Ihave quizzes to see if they have read. Short tests are given to allow character analysis. During these

class discussions themes are highlighted and kids are asked to give instances when these themes are

portrayed. Opinions are shared on characters and how they (students) might have reacted if they

were in the situation.

The final step is teaching students how to write in essay form for each of the genres. I teach them the

need for introduction and conclusion, and the need to concentrate on every part of the question. I em-

phasize the need to bring evidence possible from the play, novels and poems to support their views.

Also I inculcate the importance to quote short pieces for supportive evidence. Quoting should come

easy since the many activities of acting they had to learn pieces. I continuously check students work

to ensure they master the art of writing good essays. I comment on their mistakes and compliment

them as much as possible. During this period I show them how they can better their pieces.

Teaching is an art and there is a lot to do to ensure the success of my students. These are only a few

strategies and everyday I learn and come up with new strategies to better my techniques in teaching.

Teaching is a learning process and being innovative is necessary for my success. Making literature

fun and exciting in the classroom is the way I go and it works for me.

By Dianne Henry. Guyana.

Today a reader, tomorrow a leader.~ W. Fusselman ~


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The Language of Feelings

Alas! how few of Natures faces are left to gladden us with their beauty. The ca-

res and sorrows and hungering of the world change them as they change hearts;

and it is only when those passions sleep, and have lost their hold forever, that the

troubled clouds pass off, and leave Heavens surface clear.

(Oliver Twist)

Name: Mr. Geddes Kahn

Presentation College, San Fernando

E-mail: [email protected]

While giving background information about the age of Shakespeare, my class was interrupted by a studentwho bolstered in asking for help. Sir, the Geography teacher asked for a project on the Nariva Swamp. Can

you help me?

Shaking my head, I replied, Son, I can help you with the chronicles of Nariva, but it is a series of unfortunate

events! My class laughed boisterously, as the young lad sauntered away, even more bewildered than when he

came in.

Resuming my posture, I began to tell of the plays in the Elizabethan age, about the feeling of rejuvenation thata person felt when he or she left; the renewal of spirit, the sense of human empathy that was expressed, I said,

was what was important at the end of the day. To believe that the events that unfolded touched the very core of

the human soul, is what these plays were about- the occurrences in everyday life that we can relate to, and say

yes, that happened to me, or, I remember feeling like that, is what makes a piece of literature worth the while.

So caught up was I, in my rhetoric, that I momentarily lost sight of the fact that I was teaching in a boys col-lege, and that emotions were the one thing they vehemently denied having, expressing these non existent fea-

tures on paper was a task for them. True enough, boys are capable of reading for meaning, just as girls; it is inexpression that the problem arises. The language of feelings remains restricted deep within their hearts, and so

the teaching of Literature becomes difficult.

In order to get them to express themselves, materials that they can relate to are, and should be introduced. It isindeed a troubling time when the majority of youth, in their search for identity and individuality, end up hav-

ing communal rather than solitary beliefs and ideals. The advances in technology have brought the world

closer, and our youth emulate what they see in foreign lands rather than embrace their own localities. Sadly,

the majority of said influences are negative and even the local politicians as well as other persons in public lifeseem to have counterfeit values. Where then, are these materials to come from?

Indeed some teachers of English are to be held accountable to some extent, as they emphasise that they arepaid whether the students learn or not. We have become the epitomy of villainy, pliers of our trade for wealthrather than worth, denying students the vitality and enthusiasm that our conviction demands rather than re-

quires; we have become so lethargic and monotonous that it is easy for the child to notice and say, Sir dont

care, why should I?The basis for the language of feelings and emotions is emotions itself! You cannot influence a child to express

him/herself when you yourself remain reserved. The Jurassic and archaic ways should be abhorred. There are

ways to involve and encourage young minds in meaningful debates. Expression of human emotions can onlyevolve when reciprocated. A child will not respond to a teacher who is impotent in the delivery of his/her mes-

sage. Sometimes you feel as though you are talking to a brick wall. Imagine how the students feel listening to


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you.

At the beginning of my discourse, I gave a simple example of how we can use what we know to our benefit.The literature of today is quite different from Wordsworth, Coleridge, Roach and Carter. The concept, how-

ever remains the same- expression of human essence. In a simple parody of their literature, I was able to con-

nect with them and make light of the situation as well. I expressed my ability to reach out to them, through hu-

mour and wit, resonant of Oscar Wilde, perhaps?

Any good teacher of literature can equate the quotation from Oliver Twist with the opinions being expressed,and appreciate the value of their words. Too often, we focus on the scribal nature of literature and forget nature

itself. It is imperative that the students become aware of the importance of their environment, and the impact ithas on an individual. The invocation of the muse used in the times of Milton can emerge in the ravings of a

lunatic, the chant of a madman, and even the soca junkies. Many a time we ask What do you think? about a

topic rather than How do you feel? Responses to both questions will be different.I am fully aware that virility still flows in the veins of many of us, that we are ever vigilant at bettering our-

selves to have greater impact in the classroom, and for this, and I congratulate you. Overcoming obstacles and

strengthening morale is what the language of feelings is all about, the expression of these feelings will echo inthe sentiments of a new age of citizens, one in which sympathy and empathy go hand in hand with logic and

rationality.

Geddes Khan.

What is drama?

In the following email exchange, Caribbean educators, Daphine Simonof Jamaica andMartin Jonesof Trinidad and Tobago share their professional thoughts, doubts and feelings about the challenge ofteaching Literature in these times. How could we generate similar discussions among our colleagues onstaff and with teachers throughout the region?

Sent: Tuesday, 2 December, 2008 11:10:09Subject: What is Drama?

Dear Martin,

I saw a play today. Yesterday, actually. It was put on in the Caenwood Auditorium by I do not know whom. Itis called "Positive"and I saw it for free. It is one and a half hours long and was presented like how artists of-ten use the lunch-hour concert concept. The intention, however is for "children" to be charged Jam$250 tosee it and adults Jam$500. Drama has been revolutionized.

The director spoke to the audience afterwards.The play apparently began as a commissioned work by the United Nations and the Ministry of Health as adocumentary to sensitize youth about safe sex. When the project was falling apart, they called in the masterplaywright Trevor Rhone and Grub Cooper of "Fab Five" band produced some original music that is reallylovely. And now what they have is sex on stage, like drama has never packaged it before.

It does not come across as a documentary anymore.It can be consumed as "entertainment with a message" and it is billed for audiences of "children"and adults. I do not know what to say or think. We have never had a play like this before. 'Bastard Out of

Carolina'pales, for this is visual! 'Smile Orange'is a joke.This is not presented as xrated now or porn, but just a play.The reason we saw it----apparently the United Nations is funding it to be shown in St. Vincent and theGrenadines, and having to mount and practise it, the troupe is doing a semi-commercial run in Jamaica for a


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limited time. They are striving to have three casts, so it can run in three places at the same time! And not nec-essarily in theatres but in school auditoriums.

The dialogue is hair-raising, the action eye-searing; and the audience was not embarrassed to look eachother in the face to leave the auditorium. What is this? And what are the implications?Daphine

Date: Tuesday, December 2, 2008, 10:01 AMDearest Daphine,

Once again, I marvel at your uncanny ability to convey surging and searing emotions and heightenedstates of outrage and horror with such mundane prose! And whats more, are your honesty and sincerity.

But after what I saw recently after googling porn, Im thankful that theres an initiative like this. Our studentshave, and routinely use the easy access to it.

The Ministry of Health and the United Nations have obviously taken action based on their recognitionof how vulnerable our youth are when it comes to their sexual activity. No doubt, they used the medium of

drama to relay carefully chosen information and presented it with the intention that the lowest functioningmember of the audience will have clear notions of what responsible, informed behaviour is in relation to theirsexual activities. (Apparently they succeeded, as you note that the audience wasn't embarrassed.) The mostobjective, neutral account cannot fail to jar our cultured adult sensibilities, though.

It would have taken oh too long to get our teachers to accept the opportunity and challenge of Bastardeven though, for me, it represents socially responsible art of the highest quality.

But your experience of Positiveappears to be real education, Daphine. We have been, and are,concerned with schooling. We could predict that that education wont last long in the auditoriums!

Blessings,Martin

Sent: Wednesday, 3 December, 2008 10:51:46Subject: Re: What is Drama?

Dear Martin,

I suppose this is the evidence that we are living in special times. The seeds of self-destruct? I don'tknow.

DaphineDate: Wednesday, December 3, 2008, 12:40 PMDearest Daphine,I doubt very much that the initiative represents the seeds of self-destruct. True, it is a responseto frightening, pervasive, deadly behaviours which threaten the survival of our societies. This threat is very

real. But we have been shielded from it with the same cultured indifference that slaveowners didn't see theinjustice of slavery, or indeed the mother of a serial killer who stoutly proclaims that her son was a good boy.

These times are special, because at least there's a concerted, smart effort, sponsored by responsible armsof the status quo (national and international) to address a grevious threat. Imagine the horror if this were thecreation of a single imagination! They killed Christ, Bobby Kennedy, Bishop, Dr. King and Gandhi. Mandella'sa total miracle.

Keep the faith, Daphine. The sky is not falling.Blessings,

Martin.


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Sent: Friday, 5 December, 2008 17:50:43Subject: Re: What is Drama?

Dear Martin,

I am no Chicken Licken. I know the sky is not falling. The seeds of self -destruct were not imputed to the cou-rageous initiative. But you must admit, sex marketed to "children" will take some getting used to. Myconsternation, and sadness really, comes from the fact that we have had to get here, to save their very lives.

Its just such a pity that to be responsible adults, to BE responsible adults, we have had to expose them fromso young to what MATURITY on the other hand would have given, and added, so many little colours andshades and hiccups of breath.

It is what they will miss, that makes me sad for them and wonder if they are indeed on a path that lacks vital-ity and renewal, in fact, a slow self- destruction like the ten year incubation period of the virus.

Oh the play does not offend me. It is creative and vital in itself. But perhaps more so than the audiences whowill watch it. These are special times.

Regards,Daphine

Date: Friday, December 5, 2008, 10:12 PMDearest Daphine,How close you've brought me to you on this one! And how loud you make me want to scream that your defi-

nition of MATURITY is my concept of Literature study.

But I know how stupid, vapid and hollow it would sound.

I can't help thinking that the greatest gift we can offer our generation now, is a list of life promotingliterature texts that students should be exposed to from primary to CSEC. But especially at primary.

We have been poorly served by High stakes tests at every turn, Reading Specialists and Linguists who haveflooded out the school space that belongs to texts to give them 'the many little colours and shades and hic-

cups of breath' - the cultivation of their emotional sensibilities. Jeeze, it sounds so corny in the light of whatwe face in these special times...

I'll shut up, read your thoughts again, and hope.

Blessings alwaysMartin

Sent: Monday, 8 December, 2008 12:47:42

Subject: Re: What is Drama?

Oh Martin, its not stupid , vapid or hollow to WANT things to go right. It is just very difficult to achieve it. And

nothing is more corny than honest optimism. We must try to convert others and yes, HOPE!

Regards,

Daphine

P.S. Sometimes I read your notes twice too. Funny how information can be layered. Or understood/

misunderstood at three thousand miles!


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Go and hug your "Michael" by Maya Angelou.

Yesterday I cried watching the Michael Jackson memorial. I cried for a

little black boy who felt the world didn't understand him.

I cried for a little black boy who spent his adulthood chasing his

childhood. And I thought about all the young black boys out there who may feel

that the world doesn't understand them.

The ones who feel that the world does not understand their baggy jeans,

their swagger, their music, their anger, their struggles, their fears or the

chip on their shoulder.

I worry that my son, may too, one day feel lonely in a wide, wide world.

I cried for young children of all colors who may live their life feeling

like a misfit, feeling like no one understands their perspective, or

their soul. What a burden to carry.

As a mother, I cried for Katherine Jackson because no mother should

ever bury a child. Period. And I think about all the pain, tears andsleepless nights that she must have endured seeing her baby boy in

inner pain, seeing h im struggle with his self- esteem, and his

insecurities and to know that he often felt unloved. Even while the world loved him

deeply.

How does it feel to think that the unconditional love we give as mothers

just isn't enough to make our children feel whole?

I wonder if she still suffers thinking, "What more could I have done?"

Even Moms of music legends aren't immune to Mommy guilt, I suppose.

When Rev. Al Sharpton (who always delivers one "Awesome" funeral

speech), said to Michael's children " Your Daddy was not Strange . . . .

It was strange what your daddy had to deal with" I thought of all of the

strange things of the world that my children would have to deal with.

Better yet, the things I hope they won't ever have to deal with anymore.

And as a mother raising a young black boy, I feel recommitted and yet a

little confused as to how to make sure my son is sure enough within

himself to take on the world. Especially a "strange" one. To love

himself enough to know that even when the world doesn't understand you, tries

to force you into it's mold or treats you unkindly, you are still beautiful,

strong, and Black. How do I do that?

Today, I'm taking back "childhood" as an inalienable right for every

brown little one. In a world that makes children into "booty-Shakin", mini-adults long before their time, I'm reclaiming the playful, the innocent,

run-around outside, childhood as the key ingredien t in raising confident adults.

Second, I will not rest until my little black boy, My Michael, knows

that his broad nose is beautiful, his chocolately brown skin is beautiful, and

his thick hair is beautiful.

And nothing or no one, can take that away from him.

Now, ain't we Bad, ain't we Black, and ain't we Beautiful!Maya Angelou

July, 2009

Newsletter for Teachers of English in the West Indies I.i Sept 2009

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