Pratical Use of Story Maps

I found this chapter to be the most practical for applying the storytelling element of story mapping to an elementary classroom. Elementary students are storytellers naturally when speaking to friends or family, but struggle when it comes to a classroom environment. When students are put on the spot I have often heard "I do not know what to write about." However, they are filled with stories that just need to be encouraged to be told. I believe story mapping provides a way for the teacher to assist the student in developing, processing, and producing a well-written detailed story. Ohler's story mapping diagram is extremely helpful in the creation of these types of stories. This diagram is much more dynamic than the (somewhat boring) beginning, middle, end mapping traditionally used in the elementary classroom.

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In addition to demonstrating how to apply story mapping, Ohler also made a really good point about using technology to teach in general. "Teachers who don't mine the talent of their students, particularly when it comes to using digital technology, are going to be less effective and have less fun than those who do. Besides, if teachers let the kids remember the tricks and clicks that come and go in the technology world, then they get to concentrate on what is truly gratifying as a teacher: managing learning and helping kids develop the interpersonal skills they need to become better teachers themselves" (loc. 1334). As a first year teacher, it is true that I am waiting for the day to come where I can concentrate more on developing unique and thoughtful students who appreciate learning. Unfortunately, there is so much time spent lecturing students with direction that we forget to ask if they even need direction. I value the knowledge my students already have and I hope I can embrace it and accept that they are also capable information delivery just as a teacher.