Of the republic of uzbekistan andizhan state university faculty of foreign languages department of grammar and practical course of the english language

3:Methodical recommendations for teaching the poems in the classroom
Poetry writing in the classroom is an issue that is always challenging to both students and teachers, because of the creative processes that have to be employed in order to get the final products. It takes time, and cannot be prompted without putting creative efforts of the teachers themselves. The aim of this paper is to answer several questions regarding teaching poetry writing in the classroom and the teaching methodology that need to be practiced in order to do good poetry writing practices with small children. The sample is purposive and is consisted of elementary classroom teachers that practice poetry writing activities with the students. In depth interviews are conducted with the sampled teachers in order to obtain the necessary data for analysis. Discussion about the results of the research is based on descriptive analytics, and on the qualitative descriptions. The results show that the teachers use variety of techniques for the purpose of motivating poetry writing in the classroom, which are presented in the discussion of the results. Keywords: Poetry writing, elementary classroom, creative writing.
Teaching poetry writing in the classroom Is it possible to teach
poetry writing? Many theoreticians and practitioners agree that students have to become familiar with the poetry elements such as verse, strophe, rhythm, rhyme, and the most significant figures of speech in order to be able to write poetry. On the contrary, there are such who claim that students can write poetry without having knowledge of poetry units . Sale presents an interesting point of view by claiming that poets are born, citing the work of Socrates, but on the other hand, teachers should teach poetry writing, because that is the way of awakening the muse of a true poet, and calling for
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the inspiration to come. He brings up an interesting comparison of Sidney J. Harris that the children are rather oysters then sausages, meaning that it takes time for the oysters to produce pearls, which justifies the teaching of poetry writing in the classroom. Routman says that teaching poetry writing should include mini-lessons about the characteristics of the poem that has been previously read, because students have to be familiar with the theory of poetry along with the process of creative poetry writing. She also notes that the teacher is the key figure in the poetry writing lessons, and thus s/he have to practice poetry writing himself/herself in order to inspire poetry writing on the side of the students. Therefore, she suggests shared poetry writing activities prior to the individual students’ writing as a preparatory activity that lasts for approximately 10 minutes. Individual poetry writing practiced by the students should last for 15-25 minutes, according to Routman. Carol Leavitt Altieri encourages students to write freely, without any restraints concerning the grammar during the process of poetry writing, because the aim is to prepare the students to write from their souls and hearts. Writing from the perspective of the five senses is also a very good idea for teaching poetry writing, since it encourages the students to write directly from their sensory perceptions and deeply from their heart. Teaching poetry writing in the classroom is consisted of teaching strategies that put students in a situation to practice various forms of poetry writing, and to employ various poetry features, as well. It can be organized as exercises for creating figures of speech such as alliteration, assonance, epithet, onomatopoeia, anaphor, simile, metaphor, synecdoche, etc. in the poem, exercises that include 4996 writing with rhyme and rhythm, writing with neologisms and inventing words for the purpose of expanding the vocabulary of the students. There are also fun word

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games that put students in a situation to compile words and stanzas, i.e. the

whole poem. The exercises could also involve writing by using various model-poems and patterns for writing that are derived from famous poems or from students’ poems etc . Teaching poetry writing may also involve computer-assisted poetry writing . Computer programs are developed for the purpose of guiding the students in the process of poetry writing. Such programs help students in creating poems with special form, or they are simply directing students to use figurative language devices.
Poetry has been used in teaching and learning English in the classroom. Many educators have attempted to deal with poetry in the EFL classroom. The Northern Territory Department of Employment, Education and Training in Australia (2006) proposed resources in teaching and learning poetry. They state that poetry is language used in a particular ways which involve rhyme, rhythm and meter. It is a way of sharing experiences, telling a story, expressing feelings or ideas. Poetry appeals to the imagination through out the form, rhythm and word choice that can cerate vivid visual images for the audience. Poems can paint powerful, sharp pictures using images and emotive language which stimulates senses. Among the literary genres used in language teaching, poetry is one of frequent appearance. Poems become favorite tools for language teachers due to their short length, perfectly suitable for a single classroom lesson, their peculiar structure, and their linguistic characteristic features. The evocative character of poetry, its imagery, its appeal to feelings and personal experience make it very interesting and enjoyable for the second/foreign language learners (Llach, 2007). The fact that poetry deviates from normal language that has some unusual ways of ordering words, imaginative meanings to words or combines sounds in a musical, non ordinary way and style deviation makes poetry importance and useful in language classroom.

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Deviancies of the poetic language in order to arise the language awareness of the learners towards the way on which language can be adapted or changed to fulfill different communicative purposes. Poetry as a way to develop students’ literacy competence has some benefits in EFL classrooms. According to Panavelil (2011) the benefits of poetry in EFL classroom are: It can be used as a valuable resource to introduce and practice language by exposing students to authentic models –real language in context which can develop their language skills, it provides students with an opportunity to enrich their vocabulary in a new way by offering meaningful context which can be used and remembered effectively, It encourages students in developing their creativity where they can discover interesting ideas for creative writing simultaneously, It is motivating as it generates strong emotional reactions, it provides students with insight into developing cross – cultural awareness which help them in acquiring fluency in the target language, it deals with universal themes and human concerns which offers opportunities to project students feelings and emotions, thus fostering personal involvement in learners.

Bringing up poetry in the EFL classroom sometimes is hard for the teachers. One of the challenges is the choice of poetry which suits for each student. The types of poetry that can be used are plenty. However, a teacher should be extremely careful while choosing the text that she/he wants to deal with in the classroom. Poetry which will be taught to students should have an appropriate level of complexity that challenge but not intimidate. It includes themes and contents that resonate with students which encourages discussion between class members, provoke emotional responses from the students and do not require too much teacher-centered model (Rush, 2001). Moreover, the needs of the students, their motivation, interest and cultural background should be taken into consideration while selecting a poem for the classroom teaching (Panavelil, 2011).

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The poem that selected should be in an appropriate in length and of level of students’ comprehension. The selection of the poems is the most important thing in teaching poetry because it influences the students’ reactions, perceptions, and motivation in learning poetry especially for the EFL learners. In teaching and learning poetry, Parkinson & Thomas (2000) state three ways in encouraging students to learn poems, they are: December 2016 TELL-US JOURNAL STKIP PGRI Sumatera Barat 29 1. Paraphrasable meaning: students indicate what the poem is about- events descriptions, emotions, etc- by using different words. 2. Linguistic features: a systematic description of the language of the poem, based on the concepts of regularity, deviance, polysemy, and mimies. 3. Personal reaction: include an account of how this has changed in the course of rereading and analysis and an attempt to find objective reasons for subjective

reactions. Teacher can choose and use several approaches in teaching and learning literature in teaching poetry to EFL learners. Those approaches can be suited to students’ need and interest in learning poetry. Savvidou (2004) suggested another approaches in teaching and learning literature that is integrated approach. This approach is the combination or the integration of cultural model, language model and personal growth model in teaching literature. According to Savvidou (2004) what is needed in teaching literature in the EFL classroom is an approach which can attempt to integrate the elements of those approaches that make literature accessible to learners and beneficial for their linguistic development. There are three main reasons for integrating these elements; they are, linguistic, methodological and motivational. Linguistically, by using a wide range of authentic texts learners were introduced to a variety of types and difficulties of English language. Methodologically, literary discourse sensitizes readers to the processes of reading and the last one is motivationally, literary texts prioritize the enjoyment of reading since the response to literature itself is important.

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Interpretation of texts can bring the learners’ personal responses by touching on significant and engaging themes (Duff and Malley, 1990 in Panavelil 2011). These reasons emphasize the use of integrated approach in teaching and learning literature especially poetry. Integrated approach is a linguistic approach which utilizes some of the strategies used in stylistic analysis which explores texts, literary and non literary, from the perspective of style and its relationship to content and form. It involves the systematic and detailed analysis of stylistic features of a text in order to find out not just what a text means but also how it comes to mean what it does (Short, 1996 in Savvidou, 2004). This approach taught language skills by incorporating a set of text-based which students centered activities .

Poetry offers opportunities for research in the language area for the students. The students can search for the type and the quality of the words that they would be using, the power of the metaphorical language and the complexity and the subtleness of the meaning. If the students use free verse, they can focus on the imagination and the meaning, and therefore they can experiment with various styles of writing. Smutny believes that poetry writing in the classroom can be prompted by observation of a painting or a picture followed by discussion upon the observed and experienced. She encourages the teacher to write the children’s words on the black board, after which creative writing would follow. In addition, the end of the creative writing is marked by the reading of the written poem. The students will be motivated for poetry writing if they are exposed to various audio-visual materials such as posters, pictures, movies, music, books, riddles, plays, games, etc. prior to the poetry writing process. Moreover, poetry writing needs a picture, and a picture needs a poem in the process of becoming an entity. Xerri stresses the importance of the multimodal approach to poetry, especially to poetry writing process by putting forward the audial, visual representation of the poem, and hypertext, besides the usual print representation.
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The audial representation will come alive by reciting the poems that the students have written, which leads to new emotional experiences and increased poetry appreciation and motivation for further writing. The visual representation implies students’ video composing in accordance with the poetic mood, and hypertext can be used as a tool for grasping students’ attention to poetry, since the hypertext is the most present type of text in the students’ lives nowadays. Poetry writing cannot be manifested unless certain preconditions are set up first. The children, i.e. the students should feel comfortable and safe in the environment that they function in, because the creative writing process starts with the unconscious mind. In the unconscious state of mind, the students will be able to produce words that cannot be produced otherwise.
It is very important for the students to be exposed to various poems that may serve eitheras model-poems for writing, either for emotional arousal that will lead to inspiration for writing Students’ growth regarding poetry writing can be obtained by providing rich poetry environment for the youngsters. Poems from famous poets may decorate the walls of the poetry writing classroom, which will help students to visualize and read the poem at the same time. Poetry anthologies and poetry books may be available to students by creating classroom libraries and developing reading habits. According to Brown , poetry reading activities in which teachers and students use poems from famous poets should be organized two times a week. Elmore supports this idea by saying that a good model for poetry writing is consisted of reading a poem selected by the teacher, discussion, poetry writing (20-30 min.), and sharing time. Goldberg, Doyle and Vega-Casteneda go even further by claiming that poetry writing sessions can start with model-poems from poets, teachers or other students. The model can be followed precisely, or modified depending on the context and on the students’ needs and interests. Francis Degnan is on the same thought, but she also suggests memorizing of the model-poem and reciting as part of the preparation for writing.
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Model-poems can be derived out of famous poems that children love. Moreover, they can be invented or structured in accordance with the students’ interests. Kenneth Koch has presented several types of model-poems that he was using in his own work: Lie poem, Color poem, Wish poem, Dream poem etc.