Mākar Method

MĀKAR METHOD

The Mākar Method is a cross-disciplinary learning and development model Isaiah designed from his research on student engagement using poetry in the classroom. The goal of the Mākar Method is to engage participants in their work by partaking in a three stage experience. 1.)  the creative process of writing, editing, and reciting poetry (creative capital) 2.) Learning, understanding, and developing the communication skills (cultural capital) that are used in the process of developing creative capital. 3.) Transferring and applying those communication skills in their work environments within their teams and the people they serve (social capital).

Communication Skills & Application
Verbal: Overcome the fear of public speaking and delivery edutaining presentations.
Non-Verbal: Manage anxiety better in pressured workplace settings.
Interpersonal: Deliver actionable feedback for 1:1’s.
Intrapersonal: Develop self-efficacy and emotional intelligence.
Macro: Facilitate engaging meetings for large groups.
Micro: Facilitate engaging meetings for small groups.

The Mākar Method is the framework that designed Mākarshops .

To Be…Engaged or Not To Be…Engaged? Poetry In The Classroom Answers The Question

Abstract

Marks’ Student Engagement in Instructional Activity defines student engagement as the “psychological investment in and effort directed toward learning, understanding, or mastering the knowledge, skills, or crafts that academic work is intended to promote” (p. 155). To Be Engaged or Not To Be…Engaged?… is a narrative-designed research project magnifying educators’ perceptions of teaching poetry to high school students of color in the classroom and why it is critically essential to implement poetry in the classroom as an instrumental teaching tool to propel student engagement. The dialogue surrounding classroom engagement is imperative is because the absence of culture and creativity in the classroom disengages students of color, which is a prevalent pedagogical problem as students of color are negatively affected by these two insufficiencies. Ultimately, resulting in poor academic performance from lack of educative interest with students of color concentrating more on their challenges outside of the classroom opposed to curriculum. By applying the grounded theory method to frame this study, I conducted interviews with three educators who are heavily involved in the Chicagoland spoken word community which is home to many high school students of color. The irony? The educators I interviewed were white males. Their insightful stories on poetic experiences with high school students are the voices advocating for why and how poetry can dynamically engage students of color at the high school level to foster transferable communication skills inside and outside the classroom. The transcribed results from the interviews were categorized under social capital or cultural capital. The consistent themes the educators discussed were vulnerability, connectivity, and relevancy. The educators claimed these are the primary three elements poetry exercises in the classroom to engage students, while traditional education fails to do so. Concluding, poetry develops students transferable communication skills that builds their cultural capital and social capital, which catalyzes their engagement inside and outside of the classroom. 

Key words: student engagement, cultural capital, social capital

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