education

Part 1: Traveling to the Ron Clark Academy

/ Nancy Ann Creed / Leave a comment

I will be writing a series of blog posts about my experiences at the Ron Clark Academy (RCA), documenting this transformative professional development journey.

Part 1 Traveling to Atlanta

This trip marks a significant personal milestone, as it is the first time I have traveled by air since before September 11, 2001. The experience felt somewhat surreal; even the airline check-in agents expressed surprise when they realized how long it had been since my last flight. Over the years, the rising cost of air travel had made it a luxury that simply wasn’t a regular part of my life. Consequently, this journey served as my formal introduction to modern TSA procedures. Being unfamiliar with the current strict regulations regarding liquid sizes, I unfortunately had to surrender my lotion at security. Despite this minor setback, the overall travel experience was positive and smooth.

I am fortunate to be traveling to the Ron Clark Academy thanks to a generous scholarship provided by Sonic Drive-In, which is covering all major expenses, including our hotel accommodations and flights. Our logistical arrangements have been efficient; we utilized Lyft for transit from the airport to our hotel, and the Academy provides a dedicated shuttle bus for the daily commute between the hotel and the school. I am filled with excitement for this opportunity, especially since my own school implemented the Ron Clark Academy House System about a year ago. Recently, however, I have noticed that the initial momentum and enthusiasm among our staff and students have begun to wane, and I hope this visit provides the spark needed to revitalize our program.

The timeless rule of arriving at the airport early remains a necessity in modern travel. I felt grateful to begin this trip at the Evansville airport, which is relatively small and manageable. While the TSA process in Evansville was straightforward, I am mentally preparing for our connecting flight to Atlanta, which I anticipate will be significantly more crowded and chaotic—likely a “10” on a scale of difficulty. To mitigate this, we plan to head to the airport exceptionally early for our return trip on Saturday morning to ensure we can navigate security lines and terminal crowds without unnecessary stress.

My experience checking bags also provided a moment of relief. I was initially anxious after encountering technical difficulties while trying to pay baggage fees online. However, when I reached the counter, the agent informed me that because my bag weighed under 20 pounds, there was no charge at all. I was incredibly relieved that my online payment attempt had failed!

I must admit that the logistics of this trip were somewhat intimidating at first. Having been grounded for so many years, I worried about the complexities of navigating large airports and maintaining a tight schedule. I am very thankful to be traveling with a fellow teacher, as having a colleague by my side has made the entire process much more comfortable and enjoyable.

This trip marks the first time I have traveled by air since before September 11, 2001. It is a bit surreal; even the check-in agents seemed surprised by how long it had been. Since flying has become so expensive, it simply hasn’t been a regular part of my life. This journey provided my very first experience with modern TSA procedures. I was completely unaware of the strict regulations regarding liquid sizes, which unfortunately meant I had to part with my lotion. Despite that small hurdle, the experience was positive.

I am traveling to the Ron Clark Academy (RCA) thanks to a scholarship provided by Sonic Drive-In. They are generously covering all expenses, including the hotel and flights. We utilized Lyft to transit from the airport to our hotel, and the Academy itself provides a shuttle bus for the commute between the hotel and the school. I am incredibly excited for this opportunity. My own school implemented the Ron Clark Academy House System about a year ago, but lately, it feels as though the initial momentum and excitement among the staff and students have begun to wane.

The necessity of arriving at the airport early remains a constant in travel. I am grateful to be flying out of Evansville, as it is a relatively small and manageable airport. While my first encounter with TSA in Evansville was smooth, I am anticipating that the connecting flight to Atlanta will be much more crowded and chaotic—likely a 10 on a scale of 0 to 10. To prepare for this, we plan to leave exceptionally early for our return trip on Saturday morning to ensure we can navigate the security lines and terminal crowds without stress.

I also had an experience checking my bags. I was initially quite nervous because I encountered difficulties trying to pay for the baggage fees online. However, upon arrival at the counter, the agent informed me that because my bag weighed under 20 pounds, there was no charge at all. I was very relieved that the online payment hadn’t gone through!

Admittedly, the logistical aspects of this trip were a bit intimidating. Having not flown in such a long time, I was worried about navigating the airports and making sure I reached every destination on schedule. I am very thankful to be traveling alongside another teacher, which has made the process much more comfortable.

Part 2 Hotel

The flight to Atlanta was remarkably smooth, which was a relief given my long absence from air travel. Since I had not been on a plane in such a long time, I felt incredibly fortunate to have secured a window seat. Watching the world shrink below as we ascended provided a perspective I had truly missed.

My children have never had the opportunity to fly, so I made sure to record a video of the takeoff to share the excitement with them later. I often wish I had the financial means to provide them with this kind of travel experience firsthand. However, the logistics and cost of flying with all my children would be quite expensive. That said, with the current rise in gas prices, I sometimes wonder if driving the same distance would end up being just as costly.

As we made our way to the hotel, we didn’t see much of the local landscape as we remained primarily on the interstate. Eventually, we transitioned through the downtown area, which was visually appealing with its urban architecture; however, as anyone who travels knows, a city is defined by much more than just its downtown district.

The hotel itself was truly remarkable. I have never stayed in a facility with such unique aesthetics. After checking in, I went to inspect my room and was particularly struck by the bathroom design. It was unlike any I had ever encountered. The shower lacked a traditional door; while it initially resembled a standard shower with a sliding glass partition, the panel was actually fixed in place. There was simply an open space at the rear for entry. Furthermore, the bathroom door did not close completely. While this may be a contemporary design trend, I was quite relieved to be staying alone, as the lack of privacy would have been awkward with a roommate.

Later, we gathered with representatives from Sonic on the top floor of the hotel for a scheduled dinner and networking session with educators from various regions. I found myself acting with uncharacteristic confidence; I simply walked over to a table of strangers and joined them for conversation. Those who know me well would understand that this is not my typical behavior. I was pleasantly surprised by my own social initiative, though I reasoned that since most of us had traveled with only one other colleague from our respective schools, we were all in a similar position of not knowing many people. Regardless, I was genuinely impressed with my ability to step outside my comfort zone.

More Works by Nancy Ann Creed

MAEVE https://books2read.com/u/m25Ygd
MATTHEW https://books2read.com/u/bzNZYj
JUSTIN https://books2read.com/u/mBKzLZ
MAURELLE https://books2read.com/u/bzN19D
ANNBELLE https://books2read.com/u/bWqEkx
Carillon https://books2read.com/u/38anZV

The Ron Clark Academy

/ Nancy Ann Creed / Leave a comment

Two years ago, the entire leadership team from my school embarked on a profoundly transformative professional development expedition to Atlanta, Georgia. The core objective of this significant journey was to visit and conduct intensive, first-hand observation of The Ron Clark Academy (RCA), a globally recognized non-profit middle school renowned for its innovative and dynamic teaching methodologies, its high student engagement, and its distinctly unique, vibrant school culture. Located in a renovated red brick warehouse in southeast Atlanta, RCA serves students in grades four through eight from a wide range of economic backgrounds. The school’s co-founder, Kim Bearden, along with its namesake, Ron
Clark, have cultivated an educational model that has inspired educators worldwide.

It is a source of personal regret that I have not yet been able to participate in this impactful trip. Initially, my exclusion was purely due to my not being a member of the official school leadership team, which was the sole group invited in the first year of the opportunity. However, in the subsequent year, as the possibility arose again, I remember earnestly praying that I would somehow be afforded the chance to go. The powerful, albeit painful, lesson I learned from this experience has now become my personal motto: “Ask and you shall receive,” because, unfortunately, I never vocalized my strong desire to attend to anyone. I had kept that deep-seated wish entirely to myself, a silent aspiration that went unheard.

This observation trip proved to be a pivotal and eye-opening experience for our school’s leadership, furnishing them with a wealth of concrete insights, immediately practical classroom strategies, and a deeper philosophical understanding of student-centric education. Upon their return, they commenced the diligent and focused work of implementing a substantial number of the learned techniques, philosophical underpinnings, and cultural elements into our own school environment. This was not a superficial adoption, but a committed, authentic integration of RCA’s successful and proven models into our own unique context.

While I have not yet had the supreme opportunity to visit the physical school itself, I have taken every chance to extensively view a multitude of high-quality videos and photographs of The Ron Clark Academy. From this media, its vibrant, dynamic atmosphere truly appears remarkable and immensely inspiring. The school itself is distinctively and innovatively set up in a former warehouse facility located in downtown Atlanta, Georgia, which contributes profoundly to its unique, non-traditional identity and provides a wonderfully inspiring learning space far removed from the sterile, typical school setting. The environment itself is a powerful testament to the belief that the learning space should inspire creativity and passion.The Impact of the House System.

One of the most significant, visible, and universally successful cultural changes we implemented was the “House System,” a structure famously utilized and perfected by RCA. This system is powerfully reminiscent of the house divisions found in the Harry Potter series, which instantly resonated with our students, injecting an immediate element of magic and fun. Our entire student body was strategically and purposefully divided into various houses, and the subsequent impact of this initiative has been nothing short of profound. The House System has skillfully fostered a powerful and deep-seated sense of belonging and community, ensuring that every single student feels like an integral and valued part of a larger, supportive group, thereby powerfully combating feelings of isolation and disconnection.

This increased sense of connection, camaraderie, and purpose has yielded tangible, measurable, and overwhelmingly positive results, most notably in student attendance. I have personally observed a noticeable and sustained increase in daily student attendance rates across all grade levels. In fact, the demonstrable success of this system was a direct factor contributing to our school proudly winning the district-wide high attendance award for all ten months of the previous school year. Furthermore, I am incredibly proud to report that we have continued this impressive and positive streak, successfully winning the award for every single month so far this current school year. The House System has not only been instrumental in boosting attendance but has also injected a completely new level of energy, excitement, positive peer competition, and overall enthusiasm into our daily school life.

Our school is currently organized into four distinct houses, which we named Amistad, Isibindi, Altruismo, and Rêveur—adopting the exact names used at The Ron Clark Academy. I have the honor of being one of the proud house leaders for Rêveur. The entire staff was asked to thoughtfully choose a house they felt they best aligned with, based on the core values.The Ron Clark Academy House System Values
The Ron Clark Academy (RCA) houses are all themed around fundamental, positive character traits and deep multicultural connections. Their original names and associated values are:

  • Rêveur (Dreamers): This name is derived from French, meaning dreamers or idealists. It represents students who are passionate, imaginative visionaries who pursue their goals fearlessly, encouraging them to think big and challenge the status quo.
  • Amistad (Friendship): Rooted in Spanish and Mexican culture, this name signifies friendship. It strongly emphasizes kindness, unity, and an unconquered, resilient spirit, promoting collaboration and mutual respect.
  • Isibindi (Courage): Hailing from the Zulu language, this word means courageous. It focuses on strength and bravery, and is particularly helpful in encouraging shy or hesitant students to grow, find their voice, and take calculated risks.
  • Altruismo (Giving): Originating from Portuguese and Spanish, this name means the givers. It profoundly highlights the philosophy that the greatest rewards in life come from giving selflessly to others, fostering a culture of service and empathy.


These house names and their associated values are all strategically designed to foster a powerful sense of community, build strong leadership skills in all students, and promote healthy, positive competition through shared values and traditions, which are celebrated through ceremonies and house challenges.

When the staff was asked to choose their house, I thoroughly went through the core values of each, contemplating which house truly fit my personal and professional ethos the best. While I greatly admire the idea of friendship and the profound selflessness of giving, as a dedicated special education teacher, I frequently find myself deeply immersed in dreaming and wanting my students to reach for the stars—to aspire beyond their perceived limitations. I possess an unwavering passion and a resolute “never give up” attitude for my students’ potential.

There is a common and poignant saying that when people stop pushing you, it is because they have given up on you. I refuse to ever give up on a student, regardless of the challenges they face. I firmly believe that there is inherent talent, capability, and fundamental good in all students and, indeed, in all people. This passionate belief in the limitless potential of my students and my commitment to helping them visualize a future beyond their current circumstances made my choice clear, and I proudly became a leader for Rêveur, the House of the Dreamers.A Dream Realized

Though I could never visit the school, I never gave up on that quiet, deep-seated wish. My personal motto, born from the initial disappointment, finally paved the way for a remarkable opportunity. In early fall, my principal sent all of us an email from Sonic, the restaurant (not the hedgehog, as is often joked). It was a scholarship application to win a chance—an all-expenses-paid trip—to go and visit The Ron Clark Academy and participate in an intensive, two-day educators’ professional development workshop. I took about three days, working diligently on the application, meticulously crafting what I would say, how I would articulate my passion, and how I would convey my excitement and unwavering dedication to my students and their future.

On December 10th, I found out that I was chosen to go to this professional development session. I screamed with pure elation when I got the email. It felt like the universe had finally rewarded my silent, persistent dream. I have no idea exactly what I will learn, what new strategies I will bring back, or how my perspective will shift, but I am always incredibly excited to learn new things and bring best practices back to my school and my students. This is the fulfillment of a long-held aspiration.

The Ron Clark Academy, a non-profit middle school, is housed in a renovated red brick warehouse located in southeast Atlanta, Georgia, United States. Founded by Ron Clark and co-founder Kim Bearden, the school has students in fourth through eighth grades, from a wide range of economic backgrounds.

https://www.ronclarkacademy.com

https://books2read.com/u/m25Ygd

The Three Lenses: The Influence of Literacy Coaches and Observations 

/ Nancy Ann Creed / Leave a comment
man writing on a blackboard
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The Three Lenses: The Influence of Literacy Coaches and Observations 

When Literacy Coaches observe teachers, most of the time they use set rubrics to determine what the teacher needs to work on and what they are doing well. “Our analysis of the coaches’ discussion about their ratings on the rubrics led us to identify three lenses- or ways of looking- that influences their observations: the pedagogy lens, the responsiveness lens, and the relevancy lens,” Rodgers & Rodgers, (2007). What do these lenses mean and how do they affect our teaching and our ability to coach?  

Each time the Literacy Coach watches a lesson and observes how a teacher teaches; they think about how they would have taught that lesson. “Adrian conceptualized a mechanism called a pedagogical lens to help understand how the same teaching might be viewed and interpreted differently by different people (A. Rogers, 2002),” Rodgers & Rodgers, (2007). In other words, an English teacher may observe a teacher teaching a lesson on Shakespeare. The observer might have already taught a lesson like this and comes to the observation with their own ideas on how this subject should be taught.  

The observer is analyzing the lesson by seeing how they would have taught it.  

Another lens observers use is called the Responsiveness Lens. “When the coaches in our study discussed rationales for their ratings, they often referred to what we call the responsiveness of teaching as a factor in their analysis,” Rodgers & Rodgers, (2007). This means how well the teacher is responding to students. If the subject is too difficult, can the teacher adjust her lesson while teaching to help those students?  

One coach summed up the responsiveness lens nicely, ‘What you’re really looking for is, is she meeting the needs of those kids?” Sometimes the teacher must adjust the lesson to help students. What are the students getting from this lesson? Is the teacher matching what she is reaching to how her students are responding?  

When I started teaching Social Studies, I didn’t realize that some of the terms in the book that were known to most students, were not known to my particular group of students. I had to stop the lesson and go over some vocabulary that I thought was common knowledge.  

Finally, the last lens is called the relevancy lens. Are the students learning from what is being taught? “Their reflections on their retains also dealt with whether they thought students could profit form the teaching; this could only happen if what the teacher was teaching matched what students could use to learn,” Rodgers & Rodgers, (2007). The observer questions when teachers are teaching something that is “not meaningful or useful for students, and notes missed opportunities for learning,” Rodgers & Rodgers, (2007).  

 Literacy specialist must collaborate with others in their schools. “To be successful, literacy specialist must be able to work collaboratively and cooperatively with teachers, administrators, families and community agencies,” Bean and Goatley (2021). For example, just as I assumed when I started teaching Social Studies that my students should have already known certain vocabulary, Literacy Specialists come equipped with experiences from previous jobs and life experiences. They must also understand the different lens that they observe with and understand how to use those lenses to help teachers and others to becomes the best they can be.  

References 

Bean, R. M., Goatley, V.J. (2021).  The Literacy Specialist. Leadership and coaching for the classroom, school, and community.  4th ed (374 pgs) Guildford Press.  

Rodgers, A., & Rodgers, E. M. (2007). The Effective Literacy Coach: Using Inquiry to Support Teaching and Learning. Teachers College, Columbia University. 

https://books2read.com/u/m25Ygd

Graduated

/ Nancy Ann Creed / Leave a comment

“I haven’t posted in a while, but there’s a good reason: I just finished my Master’s in Education!”

Books by Nancy Ann Creed

The Interactive Framework of Literacy Coaching and Guiding Inquiry  

/ Nancy Ann Creed / Leave a comment
Photo by Yan Krukau on Pexels.com

“Coaching seems to be the right term to use for this supportive work with teachers, especially if we think about the definition of a coach as an individual who provides guidance and feedback that enables someone else to become more proficient,” Bean and Goatley (2021). Reading Specialists are often asked to coach teachers and other professionals. There are two schools of thought in the realm of Literacy Coaching as presented by Bean and Goatley (2021) and Rodgers & Rodgers, (2007). Bean and Goatley (2021), identifies Interactive Framework for Instruction Coaching whereas Rodgers & Rodgers, (2007) discuss Guiding Inquiry. How do these two approaches compare to each other? In this paper, I will discuss if these two approaches affect my own Teacher Leadership Project. 

Bean and Goatley (2021) identify Interactive Framework for Instruction Coaching. This consists of three important components: The coaching model, the context, and the coach. This process relies on many different aspects of each component. How much experience does the coach have, what coaching model is the school using, and in what context is the coaching occurring?  

Rodgers & Rodgers (2007), discuss guiding inquiry as a coaching approach. The coaching is based on asking questions or investigation. In this approach, teachers learn how to change and evolve their teaching practices though asking questions and exploring their own skills. According to Rodgers & Rodgers (2007), change cannot be mandated. There are times when certain things are mandated, such as government policies and reforms, but changing how someone teaches needs to come from within.  

“In Fullan’s reasoning, simple changes such as using new, updated forms or revising the dates for ongoing monitoring of student progress probably can be mandated without too much trouble, but changes to how and what we teach are much more complex and likely to fall if simply mandated,” Rodgers & Rodgers, (2007). Changes such as these, need to come from within. It is difficult to get seasoned teachers to accept change. This is one of the reasons why Guiding inquiry is used in these cases. When the teachers lead the change and are invested in it, their ideas will have a better chance of being accepted.  

In my experience as an English Teacher, the only person who was involved in the coaching aspect was our curriculum specialist. She would observe us teaching 3 times a year. Then then we would meet with her to discuss the areas we performed well and areas we needed to improve on. These 3 observations are required by the State of New Jersey, but an individual teacher could request more observations if they wanted. I did this my first few years of teaching. I knew I needed more help and that I could become a better, more effective, teacher. Sometimes it’s difficult to hear the negative, but we need to be able to put that aside so we can grow as a teacher and reach our students.  

The Interactive Framework for Instruction Coaching breaks down how coaching is done. Whereas guided inquiry is a coaching model. There are many other coaching models that schools can choose from. My school uses the guided inquiry method. 

Recently at my school we implemented Professional Learning Communities. All teachers are in PLC and each group gets to decide what they want to present. This follows the Guided Inquiry model as the teachers are deciding, asking questions, and researching. The issue I see in this is that some things that need to be addressed are not being addressed because the teachers decide what gets explored. Instead of the teachers coming up with a list of things to discuss, this should be open to everyone who works with students such as classroom aides, personal aides, therapist and Reading Specialist.  

References 

Bean, R. M., Goatley, V.J. (2021).  The Literacy Specialist. Leadership and coaching for the classroom, school, and community.  4th ed (374 pgs) Guildford Press.  

Rodgers, A., & Rodgers, E. M. (2007). The Effective Literacy Coach: Using Inquiry to Support Teaching and Learning. Teachers College, Columbia University. 

Best Practices in Planning Interventions for Students With Reading Problems

/ Nancy Ann Creed / Leave a comment
Photo by Yan Krukau on Pexels.com

Before COVID-19, some students struggled with reading. However, in our post-COVID world, we have seen an increase in students who are not meeting grade-level benchmarks and need more intensive reading interventions.

Most students struggle with reading at some point, but the majority respond well to typical classroom instruction and interventions.  “Yet some students with the most severe reading difficulties do not make adequate progress in standard reading interventions and require more intensive interventions to make sufficient growth in reading, (Al Otaiba, McMaster, & Wanzek, 2020). Even though some students need specialized instruction to make significant progress in reading, all students can learn to read. This is important because many students feel that not being able to read well reflects a lack of intelligence, which simply isn’t true.  Students who need extra support can benefit from a more intensive reading program. Such programs provide more time for practice and more frequent teacher feedback, which are both essential components of successful learning.

The first step is for teachers to identify students who need more intensive intervention.  They can achieve this by using the Response to Intervention (RTI) model or a Multi-Tiered System of Support (MTSS). Most times normal classroom instruction is considered Tier 1 includes high-quality core instruction for all students. Tier 2 provides additional support for students who need it, such as small group instruction or supplemental activities. Tier 3 offers the most intensive support for students who continue to struggle after Tier 1 and Tier 2 interventions. It’s important to implement these steps in order before moving a student to Tier 3.  

 When implementing RTI or MTSS, teachers continuously assess student understanding to determine reading level and pinpoint areas needing improvement. These frequent assessments and progress monitoring are crucial for providing targeted practice, feedback, and placing students in appropriate reading groups with engaging books. Ultimately, this data-driven process guides teachers in selecting the most effective interventions to help students achieve reading success.

 The article “Best Practices in Planning Interventions for Students With Reading Problems” highlights various intensive interventions, while reading groups typically focus on exploring a wider range of reading instruction strategies. Some examples of these intensive interventions include explicit instruction, systematic instruction with specialized and corrective feedback, and cognitive process strategies.

 According to Reading Rockets, two categories of students struggle with reading: those with a discrepancy between their IQ and reading achievement, and those with both low academic ability and low reading achievement. Importantly, regardless of the category, all students can learn to read with the right interventions.

“Poor readers with word recognition difficulties generally over-rely on textual cues such as pictures and other words to identify words in a passage that are unknown to them” (Kim & Goetz, 1994).

 “Overusing textual cues to identify unknown words reduces the likelihood of transforming unknown words into sight words” (Pressley, 1998).  Students with autism sometimes struggle with this as they get used to the repetitive sound of the letters and then have a difficult time transferring those sounds into words.

Once school psychologists and teachers have decided who needs to be in what level of intervention, they then need to look into what type of strategies work the best.   

References

Al Otaiba, S., McMaster, K. L., & Wanzek, J. (2020). Intensive Reading Interventions for the Elementary Grades. New York, NY: Guilford Press.

Joseph, L. (n.d.). Best Practices in Planning Interventions for Students with Reading Problems. Reading Rockets. [doi number, if available]

Kim, Y. H., & Goetz, E. T. (1994). Context Effects on Word Recognition and Compensatory Hypothesis. Reading Research Quarterly, 29, 178–188.

Lerner, J. W. (1993). Learning disabilities: Theories, Diagnosis, and Teaching Strategies. Dallas, TX: Houghton Mifflin.

Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: Guilford.

Juggling Motherhood and Education: A 14-Year Grad School Journey

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Juggling Motherhood and Education: A 14-Year Grad School Journey

In the fall of 2011, the same semester my daughter Zelda arrived, I embarked on a marathon of a journey: graduate school. Balancing motherhood with academics, I meticulously chipped away, taking one class a year whenever time and finances allowed. Now, a remarkable 14 years later, I’m just two classes shy of the finish line, aiming to graduate in May 2025 – a quarter-century after my undergraduate degree!

Last year, caring for a sick Zelda meant putting studies on hold. While this resulted in a reapplication, it also gave me the opportunity to update my essay and showcase the valuable experiences I’ve gained since first applying. With only two classes remaining and a near-perfect 3.8 GPA (those pesky B+’s!), I’m confident and excited to return and finish strong.

Essay

Juggling motherhood, a teaching career, and a passion for writing has instilled in me a unique set of skills that I believe would make me a valuable addition to your graduate program. Throughout this journey, I’ve honed my patience, communication skills, and the ability to manage multiple priorities effectively. My inherent desire to nurture and inspire extends beyond the classroom, motivating me to pursue knowledge and growth in my own life as well.

My passion for teaching bloomed early. Even as a child, I orchestrated elaborate schools with my stuffed animals and younger siblings. This early interest, however, was unknowingly shaped by a challenging childhood. While my childhood memories painted a picture of a loving home, the reality was far harsher. My parents faced significant financial struggles, and their eventual illness when I was eleven turned my world upside down.

Grief, confusion, and academic struggles followed. Building friendships and finding meaning in life presented immense challenges. However, during this difficult time, dedicated teachers, a supportive youth pastor, and ultimately, my adoptive parents became beacons of hope. Their guidance and unwavering compassion fostered a sense of security and reignited my passion for learning.

The loss of my biological parents remains a source of bittersweet reflection. They instilled in me a deep appreciation for family, and I strive to be the kind of mother and teacher they would be proud of. This unwavering desire for growth fuels my pursuit of knowledge and motivates me to seek out new ways to facilitate learning. I yearn to connect with my students on a deeper level, demonstrate genuine care, and equip them with the latest technological and pedagogical tools for success.

With my diverse experiences, honed skills, and unwavering dedication, I am confident I will be an excellent addition to your teaching program.

Pragmatics and Semantics

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Pragmatics and semantics are two branches of linguistics according to (Hassa, 2016),  

“… that are related to the meaning of language, there is a major difference between the two. Knowing the difference between semantics and pragmatics can help clear the misunderstandings and miscommunication in language.”  So, what is the difference between these two branches of linguistics, how is this important to human communication and how can teachers use this information in the classroom?  

What is the Difference between Pragmatics and Semantics? 

While semantics and pragmatics both deal with words and their meaning, pragmatics goes further into the intended meaning that the speaker is trying to convey while semantics is only concerned with what the words mean. According to Szabó (2005), “Semantics is the study of meaning, or more precisely, the study of the relation between linguistic expressions and their meaning.” This means semantics is the study of words and what they mean. Semantics is not concerned with how the writer or speaker is using the words. It is just interested in what the words or phrases mean. According to the article, What is Pragmatics? “Pragmatics studies how language is used by real people in real context, in spoken discourse and written contexts, and is highly influenced by cultural and social contexts.” Pragmatics is still interested in what the words mean as in semantics, but it goes deeper into the context the words are spoken. Pragmatics deals with context while semantics does not.  

Why is Semantic and Pragmatic Interpretation so Important to Human Communication? 

Why are these two areas of linguistics important to human communication? Language is essential in communication whether it be through sign language, brail or another means of communication. Understanding language is important to how we as humans communicate. “Meaning seems at once the most obvious feature of language and the most obscure aspect to study. It is obvious because it is what we use language for–to communicate with each other, to convey.” And therefore, pragmatics and semantics are so important to human communication because it is how we communicate. One needs to know what the words mean, their basic dictionary meaning to be able to speak, write and understand. One then must understand what the speaker is trying to say, the message they are trying to convey to be able communicate effectively. When someone is learning a new language, these two branches of linguistics are important to study. They need to first learn what the dictionary meaning of some words are so they have some vocabulary and then they can work on what the speaker means. Without semantics and pragmatics, we would not be able to communicate.  

How Can Knowledge of Semantics and Pragmatics Inform Your Teaching? 

Now let’s think about our students who have a challenging time with pragmatics. This can be difficult concept for young children, English Language Learners, people with a hearing impairment, and those with Autism. This comes into play in social media where it is difficult to understand the tone in someone’s typing and therefore it is difficult to understand what the person means. Understanding this helps us know that we need to choose our words wisely. Something you type might be innocent, but someone might interpret what you typed differently than what you meant to say. Sarcasm is difficult to detect in chats. It is far easier to understand sarcasm when you can hear what the person is saying and hear the tone in their voice. 

Students who have a hearing impairment may miss the tone when someone speaks. They may rely on sign language, but then again just like typing in a chat or a message, they can miss the tone. Students with Autism and young children have a challenging time understanding social cues. They often do not understand sarcasm and often misinterpret situations.  

How Can Teachers Use This Information to Facilitate Learning in Their Own Classrooms? 

 According to the article, What is Semantics, “ELLs are learning both social and academic language of English. Social language, or playground and everyday speech can take only 1-2 years to develop.”  Teachers can help these students by encouraging students to “explore words, looking at origins of words, connections and similarities of words between languages…” This will help them become better communicators.  

Often, when teaching literature, I ask my students, “What is the author trying to tell us?  What does this sentence mean? What is the speaker trying to convey?”  I have some students who have Autism, and at times we talk about “reading the room”. Which means reading the atmosphere of the room before commenting on something. And by knowing the atmosphere, it will help them understand what the speaker is trying to say or what they mean to say. For example, when my daughter was little, I told her to “Hold her horses.” She left the room and came back holding her My Little Pony’s and said, “Okay mom I am holding my horses.” We all had a big laugh, but then I explained what it meant and why we say it. Years ago, when horses and stagecoaches were the way we traveled, when you wanted someone to slow down you told them to “hold their horses.” At that point they were actually holding real horses, today it is an idiom which means to slow down. When these situations occur, the teacher should explain the significance of the word or the phrase and explain what the speaker means by what they said.  

Conclusion 

 Pragmatics and semantics are two branches of linguistics with semantics dealing only with the meaning of words and pragmatics dealing with word meaning and how these words are used. “Knowing the difference between semantics and pragmatics can help clear the misunderstandings and miscommunication in language” (Hassa, 2016).  

Page BreakReferences 

Hassa, (2016 November 16). The Difference Between. Retrieved from     https://www.differencebetween.com/difference-between-semantics-and-vs-pragmatics/ 

Ladusaw, W. (n.d.). Meaning (Semantics and Pragmatics). Retrieved from     https://www.linguisticsociety.org/resource/meaning-semantics-and-pragmatics. 

Szabó, Z.G. (2005 October 18). The Distinction between Semantics and Pragmatics. Retrieved  from https://cpb-us2.wpmucdn.com/campuspress.yale.edu/dist/d/1148/files/2015/10/The-  Distinction-between-Semantics-and-Pragmatics-1n5ehuq.pdf. 

What is Pragmatics? (n.d.). Retrieved from                                                                     https://linguisticsforteachersofells.weebly.com/pragmatics-in-the-classroom.html.  

What is Semantics? (n.d.). Retrieved from                                                                   https://linguisticsforteachersofells.weebly.com/semantics-in-the-classroom.html.