Anansi's Reflection

Hello everyoneMy name is Vashti Parvattan. Today I will be reflecting on my experience in the course ENG 213: Teaching of CSEC Novels and Plays with a specific focus on the play Anansi by Alistair Campbell.Throughout this reflection, I will explore my growth as a teacher-in-training, my experiences with teaching methods and how this course has shaped my approach to teaching literature in the CSEC English B classroom with Anansi by Alistair Campbell.1. Description of the CourseENG 213 is a course that helps English Major students learn how to teach novels and plays at the CSEC level. We studied Anansi and learned how to teach it in a way that is engaging and meaningful. The course combines analysis with teaching strategies allowing us to understand texts deeply and learn how to teach them effectively.The course emphasizes the integration of literature like Anansi into the classroom. It encourages us to use student-centered approaches and make literature relatable, culturally relevant and interactive for learners.2. One Aim of the CourseOne key aim of ENG 213 is to equip teachers with the skills and strategies needed to teach literature in a way that promotes thinking and active student engagement with Anansi.In relation to Anansi, this means moving beyond comprehension and helping students explore themes such as trickery, survival, culture and morality in Anansi while connecting these ideas to their own lives and experiences.3. Significant ExperienceOne significant experience during this course was participating in a -teaching session where I had to teach a section of Anansi using interactive strategies. I used role-play to help students understand the character of Anansi in Anansi and simply explaining Anansi’s character traits. I allowed students to act out scenes and interpret Anansi’s behavior in Anansi.This experience deepened my understanding of student-centered learning with Anansi. I realized that when students actively participate in learning about Anansi they develop a connection to Anansi and a better understanding of its meaning.4. Collaboration and ChallengeWhile working with my peers on Anansi one challenge I encountered was differing interpretations of the character Anansi in Anansi. Some group members viewed Anansi as a trickster while others saw Anansi as a symbol of survival and intelligence.Initially, this created some difficulty in planning our lesson on Anansi because we could not agree on a perspective. However, we overcame this challenge by embracing interpretations of Anansi instead of limiting ourselves to one.We designed an activity where students explored perspectives of Anansi in Anansi and supported their ideas with evidence from Anansi. This not resolved our disagreement but also enriched our lesson on Anansi making it more inclusive and thought-provoking.5. Curriculum Materials and Learning ActivitiesTwo curriculum materials and learning activities that I found effective for engaging 21st-century learners with Anansi are digital storytelling and role-play.Firstly, digital storytelling allows students to use technology to retell or reinterpret scenes from Anansi. This approach appeals to learners who are familiar with digital platforms and encourages creativity and critical thinking about Anansi.Secondly, role-play and dramatic interpretation are highly effective in teaching a play like Anansi. Role-play allows students to explore characters, emotions and themes in Anansi in a way making the learning experience more meaningful.Both of these strategies move away from learning and encourage students to become active participants in learning about Anansi.6. Replacing MethodsOne traditional teaching method I would replace is teacher-led reading, where the teacher reads Anansi and students simply follow along.Instead I would use an inquiry-based approach, where students explore Anansi th