It is three days before Christmas. Exams are done and scanned. My computer and Smart Board are unplugged and safe from surges. The desks have been rearranged and the floors should be waxed by now. I'm enjoying my break and reading The House of Night series (totally awesome and kinda hot, fyi).
My presents are wrapped (for the most part) and my yearly Christmas gathering last night was a huge hit (as is usual). There's just one thing on my Christmas list and I'm hoping Santa will help me out with--I need a working plan of action.
Test scores for the freshmen babies were not good. They said that they tried. They looked like they were trying. But it was more of a holy-crap-what-is-all-this-text-look that crossed their faces at sight of the benchmark exam. I think I had six or seven pass the test. That is pretty much on par for how our students have done on this benchmark the last several years. This is, of course, not good enough for me. So I need a plan.
I started working on my POA before I checked out for the holidays. We'll be starting Shakespeare when we come back (both in freshmen AND senior English) but this is not where the POA lies. No, it lies in the day to day activities that will lead to stronger reading and writing skills. Here's what I have so far...
We already read daily. And my kids are pretty good, for the most part, about reading, really reading every day. But that is the extent right now. So, for the New Year, we'll add in a reading response log. On Mondays, Tuesdays, and Wednesdays, students will work on making connections to what they've read. This will require a brief mini-lesson on making connections and the different type of connections. On Thursdays, students will respond to their reading in the voice of a character. And Fridays will be all about summarization. (Oh by the way, I need about 50 folders with prongs to keep all this good stuff in--expecting them to keep up with something is like expecting South Carolina to have a white Christmas.)
So, I'm adding in a reading response log. This will be followed by a daily poem. Our poet laureate has a wonderful website that features 180 poems aimed at high school students (please infer, easy to understand). We will follow our reading response logs with a brief discussion around the poem of the day. This should expose them to more poetry, and give them a chance to dissect without pressure.
The last leg of my POA, right now, is an article of the week. Kelly Gallagher has his students read and respond to an article each week. He also puts these on his website (kellygallagher.org) and lucky for me, he has freshmen this year. So we'll have exposure to informational text and a chance to practice reflective writing.
Right now, that's my plan of action. In addition to our daily and weekly activities, we'll be reading Romeo and Juliet and maybe doing literature circles. Consider my English classes a science lab...I'm looking for something that will work magic.
Tuesday, December 22, 2009
Monday, December 14, 2009
'Twas the Night Before Exam Week
'Twas the night before exam week,
and all through the school,
students were cramming
and acting a fool.
They all want extensions!
They need it, they swear!
If only they'd been concerned,
instead of brushing their hair.
The calculators are clicking
as they average in haste
and wondering how
such a low grade did they make.
"How will I ever,"
they exclaimed all distraught,
"Memorize this stuff!
This is all for naught!"
You should have learned it,
as we went along.
Then you wouldn't be stuck cramming
all evening long.
Instead you could relax,
leave your boots by the fire,
instead of feeling as though
you were stuck in the mire.
So while others are laughing
and kissing under mistletoe,
you, my dear student,
must figure out what you know.
For it's exam week for you,
This last test of the year,
and you can show all your teachers,
that sometimes you do hear.
and all through the school,
students were cramming
and acting a fool.
They all want extensions!
They need it, they swear!
If only they'd been concerned,
instead of brushing their hair.
The calculators are clicking
as they average in haste
and wondering how
such a low grade did they make.
"How will I ever,"
they exclaimed all distraught,
"Memorize this stuff!
This is all for naught!"
You should have learned it,
as we went along.
Then you wouldn't be stuck cramming
all evening long.
Instead you could relax,
leave your boots by the fire,
instead of feeling as though
you were stuck in the mire.
So while others are laughing
and kissing under mistletoe,
you, my dear student,
must figure out what you know.
For it's exam week for you,
This last test of the year,
and you can show all your teachers,
that sometimes you do hear.
Sunday, December 13, 2009
Analyzing Bias in Fairy Tales
Bias can be one of the hardest lessons for high school students to truly grasp. Unfortunately, it's everywhere. If they don't really understand it, they'll miss the sly nuances that are slipped into our daily news. If they can't recognize it, they'll be more likely to believe what they read. They'll take things at face value. They won't question the world around them. They'll be sheep. And we don't want a nation of sheep.
To introduce bias in the media we defined the term and looked at clues for identifying it. Then we picked through examples. In the week of our lesson, Bobby Bowden retired from college football and President Obama announced the surge into Afghanistan. News sites were rife with opinions and my students had ample opportunities to examine word choice, tone, and hidden bias in headlines. Using my Smart Board, we analyzed headlines that looked at different sides of each story. We looked for emotions and discussed word connotation.
After thoroughly examining tone and word choice, students read "The Three Little Pigs" and highlighted words that showed the writer's bias for or against different characters in the story. All of that detailed analysis led us to a rewrite of the story, "Wolf Takes the Stand." Students were tasked with identifying bias in parts of the story and also examining how the wolf argues against stereotypes. We summed this up with a Venn Diagram on the two stories.
Now students are finishing up the lesson by rewriting another folk tale from the antagonist's point of view. The witch in "Hansel and Gretel" claims she cooked the children because they wouldn't do their chores. The wolf in "Little Red Riding Hood" proclaims his innocence because Red was a little brat that wouldn't give him anything to eat and he was just really hungry. They've come up with some great story lines. As we enter exam week, we'll finish up our stories and hopefully they'll demonstrate mastery of bias on their semester exams.
After thoroughly examining tone and word choice, students read "The Three Little Pigs" and highlighted words that showed the writer's bias for or against different characters in the story. All of that detailed analysis led us to a rewrite of the story, "Wolf Takes the Stand." Students were tasked with identifying bias in parts of the story and also examining how the wolf argues against stereotypes. We summed this up with a Venn Diagram on the two stories.
Now students are finishing up the lesson by rewriting another folk tale from the antagonist's point of view. The witch in "Hansel and Gretel" claims she cooked the children because they wouldn't do their chores. The wolf in "Little Red Riding Hood" proclaims his innocence because Red was a little brat that wouldn't give him anything to eat and he was just really hungry. They've come up with some great story lines. As we enter exam week, we'll finish up our stories and hopefully they'll demonstrate mastery of bias on their semester exams.
Wednesday, December 09, 2009
Fear and Loathing in Grammarville
Grammar. It’s a word that causes most high school students and younger to shudder in fear. It’s a weakness. Sally is a poor speller, Mark can’t get his subjects and verbs to agree, and Shana just runs on through the sentences.
As a junior high school student, grammar was as unrelated to reading as it could possibly get. There were two separate classes with two separate teachers to cover the grammar and reading lessons. God bless Mrs. Wall—she had the most hated job in school. She drilled grammar into us on a daily basis through 7th and 8th grades. She was unrelenting. She was the grammar drill sergeant.
But I know my grammar. Is it because it was kept separate? Is it because grammar was drilled into my head for an hour every day? What makes my grammar abilities stronger than those of my students whom I teach? Is it the way it was taught or is it because I was an honors student? And could it possibly be that I am better at grammar after my college grammar class than I ever was in high school? Shudder at the thought, but could I have possibly been as bad as the students I teach at naming nouns and pronouns and verbs.
The times have changed and high school teachers often see freshmen that cannot tell the nouns from the verbs. (I love the commercials: Verb, its what you do.) The current generation of high school students are media based. They are thrill-seekers. They are looking for the easy way out and rote memorization and knowing-it-for-the-sake-of-knowing-it just will not do. Grammarians must look for new ways to pass on their love of the standard written word. While they may shudder at making grammar lessons fun, surely its better than hearing yet another politician butcher the pronoun “myself”. It is time to change grammar lessons. Out with the DOL! Out with the memorizing! It is high time to relate grammar to the students and the reading that they are expected to do. It’s time to make grammar more accessible to all students—even the ones that aren’t honors level. So be proud, grammarians. Make your lessons fun and spread the grammar love.
As a junior high school student, grammar was as unrelated to reading as it could possibly get. There were two separate classes with two separate teachers to cover the grammar and reading lessons. God bless Mrs. Wall—she had the most hated job in school. She drilled grammar into us on a daily basis through 7th and 8th grades. She was unrelenting. She was the grammar drill sergeant.
But I know my grammar. Is it because it was kept separate? Is it because grammar was drilled into my head for an hour every day? What makes my grammar abilities stronger than those of my students whom I teach? Is it the way it was taught or is it because I was an honors student? And could it possibly be that I am better at grammar after my college grammar class than I ever was in high school? Shudder at the thought, but could I have possibly been as bad as the students I teach at naming nouns and pronouns and verbs.
The times have changed and high school teachers often see freshmen that cannot tell the nouns from the verbs. (I love the commercials: Verb, its what you do.) The current generation of high school students are media based. They are thrill-seekers. They are looking for the easy way out and rote memorization and knowing-it-for-the-sake-of-knowing-it just will not do. Grammarians must look for new ways to pass on their love of the standard written word. While they may shudder at making grammar lessons fun, surely its better than hearing yet another politician butcher the pronoun “myself”. It is time to change grammar lessons. Out with the DOL! Out with the memorizing! It is high time to relate grammar to the students and the reading that they are expected to do. It’s time to make grammar more accessible to all students—even the ones that aren’t honors level. So be proud, grammarians. Make your lessons fun and spread the grammar love.
Tuesday, December 08, 2009
Why is it not working?
Have you ever had one of those years (yes, years, not days) where nothing you try seems to work?
For heaven's sake, I am a trained literacy coach. I know how to teach. I've taught all levels. I've taught all kinds. I've taught kids who are now serving 25 years for serious crimes. And we got along fine! But I am very close to throwing in the towel because of one of my classes.
I've heard about "that" year. I've heard teachers refer to years in their careers that were horrid. I never thought I would have one...until I realized I was in the middle of one. And now what do I do?
So I've tried projects, busy work, tons of quizzes, group work, individual work, lecture, whole group instruction, and one on one instruction. Today I tried writer's conferences. I know what it takes to make them better readers and writers, but if you can't get through a paragraph without stopping to call down five students for noise, then you can't really get your point across. My conferences were totally ineffective today. I know that because I couldn't focus on one paper to give it justice without having to turn my attention to someone else.
I've tried strategy lessons. I've tried packets of activities that allows them to find their own answers. I've done just about everything that I can possibly think of. So now I'm contacting parents and about to get the administration involved. For some of these kids, it might be the first time they've ever been written up. I'm sure it won't be the last. But for my own sanity, I need some help.
I feel totally ineffective today. Even though my freshmen were little angels all day long, I've ended my day on a sour note. I sometimes understand why people drink themselves into oblivion...I'd give anything to forget.
For heaven's sake, I am a trained literacy coach. I know how to teach. I've taught all levels. I've taught all kinds. I've taught kids who are now serving 25 years for serious crimes. And we got along fine! But I am very close to throwing in the towel because of one of my classes.
I've heard about "that" year. I've heard teachers refer to years in their careers that were horrid. I never thought I would have one...until I realized I was in the middle of one. And now what do I do?
So I've tried projects, busy work, tons of quizzes, group work, individual work, lecture, whole group instruction, and one on one instruction. Today I tried writer's conferences. I know what it takes to make them better readers and writers, but if you can't get through a paragraph without stopping to call down five students for noise, then you can't really get your point across. My conferences were totally ineffective today. I know that because I couldn't focus on one paper to give it justice without having to turn my attention to someone else.
I've tried strategy lessons. I've tried packets of activities that allows them to find their own answers. I've done just about everything that I can possibly think of. So now I'm contacting parents and about to get the administration involved. For some of these kids, it might be the first time they've ever been written up. I'm sure it won't be the last. But for my own sanity, I need some help.
I feel totally ineffective today. Even though my freshmen were little angels all day long, I've ended my day on a sour note. I sometimes understand why people drink themselves into oblivion...I'd give anything to forget.
Sunday, December 06, 2009
Two Weeks to Go
Two weeks to go...only two weeks. I can make this. I can do it. I won't lose my temper. I won't yell at the sweet children. I'll be smiles and mistletoe and everything nice.
Who am I kidding?
I'll yell and carry on and give lunch detention--whatever it takes to make these last two weeks semi-peaceful. Luckily, the last week before break will be taken up with exams.
So, really, I have one more week. One more measly week to be interspersed with happy hours and Christmas parties to make me more festive and bright.
I can do a week. Granted, I have a skeleton of a lesson plan for tomorrow because I spent today watching Falalala Lifetime. And it was awesome. It had to happen in order for me to make it one more week. So tomorrow, we'll wrap up the oh-so-awesome bias lesson I came up with and I'll plan tomorrow afternoon.
That's what planning period is for, right?
Who am I kidding?
I'll yell and carry on and give lunch detention--whatever it takes to make these last two weeks semi-peaceful. Luckily, the last week before break will be taken up with exams.
So, really, I have one more week. One more measly week to be interspersed with happy hours and Christmas parties to make me more festive and bright.
I can do a week. Granted, I have a skeleton of a lesson plan for tomorrow because I spent today watching Falalala Lifetime. And it was awesome. It had to happen in order for me to make it one more week. So tomorrow, we'll wrap up the oh-so-awesome bias lesson I came up with and I'll plan tomorrow afternoon.
That's what planning period is for, right?
Monday, November 30, 2009
When is Christmas break again?
Oh, that's right...it's three weeks away!
First day post-vacay was rough. First period, bless their little hearts, made me want to curse and break laws. Second period, my best class, was also hard to handle. The highlights of my day were, surprisingly enough, third period (a challenging group) and my seniors (who checked out before LAST year's graduation).
I have to admit, going back this morning was hard for me, too. I arranged for my freshmen to go to the library to check out books. As a former literacy coach, I really try to practice what I preached for four years and SSR was my mantra. (I think my principal thought I was a one-trick pony.) We read for ten to fifteen minutes at the beginning of every period. I've explained to them the importance of reading and likened it to a muscle. I wouldn't show up at a weight-lifting competition without working out ahead of time. Reading is the same way.
So we started with the library and SSR and then began our explicit strategy instruction to prepare for the semester exam. We're working on making inferences and reviewing tips for finding the internal text. I'm using strategies out of one of my favorite books, When Kids Can't Read What Teachers Can Do by Kylene Beers. She's got great strategies for everything imaginable and gives real-life examples to use.
Now, the question that has haunted me all year--will SSR and explicit strategy instruction be enough? It keeps me up at night...and makes the vacations not long enough.
First day post-vacay was rough. First period, bless their little hearts, made me want to curse and break laws. Second period, my best class, was also hard to handle. The highlights of my day were, surprisingly enough, third period (a challenging group) and my seniors (who checked out before LAST year's graduation).
I have to admit, going back this morning was hard for me, too. I arranged for my freshmen to go to the library to check out books. As a former literacy coach, I really try to practice what I preached for four years and SSR was my mantra. (I think my principal thought I was a one-trick pony.) We read for ten to fifteen minutes at the beginning of every period. I've explained to them the importance of reading and likened it to a muscle. I wouldn't show up at a weight-lifting competition without working out ahead of time. Reading is the same way.
So we started with the library and SSR and then began our explicit strategy instruction to prepare for the semester exam. We're working on making inferences and reviewing tips for finding the internal text. I'm using strategies out of one of my favorite books, When Kids Can't Read What Teachers Can Do by Kylene Beers. She's got great strategies for everything imaginable and gives real-life examples to use.
Now, the question that has haunted me all year--will SSR and explicit strategy instruction be enough? It keeps me up at night...and makes the vacations not long enough.
Sunday, November 29, 2009
Not near enough couch time...
Tomorrow is Monday. I am not ready. I have not had near enough couch time.
Since I've gone back into the classroom this year, I find myself a virtual veggie almost every weekend. I don't go out of town if it means traveling on Sunday. I empty my DVR instead. I enjoy the fire, the dog draped over my feet, a good murder series on the TV (or Christmas movies this time of year), and lots of couch time. I haven't gotten near enough couch time this break.
You may think I'm lazy. And it is possible. I consider it mental health work. My couch time saves the poor children.
This break has been pretty busy. It started with friends' Thanksgiving on Tuesday--lots of food, friends, and fun. Late night fun. After sleeping in on Wednesday, I spent most of the day on the couch and topped it off with a trip home for a trivia game. Then I was on the road all day Thursday. Friday was taken up by decorating for Christmas and Saturday was consumed by dancing around the living room every time South Carolina got a first down. So there was no rest for the weary.
I'm headed back tomorrow to start cramming for the end of semester district exam. I've been following the prescribed curriculum, but I'm not convinced that they are ready for any sort of standardized test. It's time to start talking testing language and inferences and point-of-view, oh my. So whether I'm rested or not, it's back to the grind first thing tomorrow morning.
In the meantime, I'm going to sit on my couch and watch the few shows left in my DVR. I consider it the sacrifice I have to make for the children.
Since I've gone back into the classroom this year, I find myself a virtual veggie almost every weekend. I don't go out of town if it means traveling on Sunday. I empty my DVR instead. I enjoy the fire, the dog draped over my feet, a good murder series on the TV (or Christmas movies this time of year), and lots of couch time. I haven't gotten near enough couch time this break.
You may think I'm lazy. And it is possible. I consider it mental health work. My couch time saves the poor children.
This break has been pretty busy. It started with friends' Thanksgiving on Tuesday--lots of food, friends, and fun. Late night fun. After sleeping in on Wednesday, I spent most of the day on the couch and topped it off with a trip home for a trivia game. Then I was on the road all day Thursday. Friday was taken up by decorating for Christmas and Saturday was consumed by dancing around the living room every time South Carolina got a first down. So there was no rest for the weary.
I'm headed back tomorrow to start cramming for the end of semester district exam. I've been following the prescribed curriculum, but I'm not convinced that they are ready for any sort of standardized test. It's time to start talking testing language and inferences and point-of-view, oh my. So whether I'm rested or not, it's back to the grind first thing tomorrow morning.
In the meantime, I'm going to sit on my couch and watch the few shows left in my DVR. I consider it the sacrifice I have to make for the children.
Sunday, November 22, 2009
Yummy popularity!
I am one of the most popular women on campus these days. It's an enjoyable experience. All the girls are coming by to visit and they all want to know, "Do you have it?" Oh yeah, I got it.
I am the sole member of our high school community in possession of the newest novel in the Blue Bloods saga by Melissa de la Cruz.
Now those of you not surrounded by teenagers on a day to day basis may not realize who or what the Blue Bloods are. Allow me to fill you in. The Blue Bloods are vampires. There are 400 of them and they recycle in and out of everyday world. They age, they eat, they live and work. At the end of their life, their blood (sagre azul) is saved until the next cycle.
Now, whether or not you know a teenager, you have at least seen the recent Twilight phenom with all the screaming girls AND their moms. Well, that phenom has spread. All things vampire are H-O-T, hot! That means that books such as Blue Bloods and Vampire Diaries are huge in high school libraries. Vampire Diaries has even turned into a smash-hit TV show. Our media center can't keep the books on the shelves--I have girls asking to go to the library every day.
So I have become very popular. I'm kinda hoarding the book. I tore through the first three so fast that I can't seem to get into the newest installment. So I have been rereading. I started at the very beginning earlier this week, and this afternoon I cracked open my copy of the third novel, Revelations. Then I'll be reading to seek my teeth into The Van Alen Legacy, pun intended.
If anyone wants to donate, say, five copies of the book to my classroom library, that would be greatly appreciated. I mean, it is the Christmas season, after all.
And if you're worried that there's nothing out their for the boys, I'm also taking donations of graphic novels. They can't get enough of them.
Tuesday, November 17, 2009
So I bought your book
So I bought your book,
A little out of pity,
More out of curiosity,
Mostly out of desperation.
Ninth grade poetry is dull.
Boring.
I'm always looking
for new stuff.
So I bought it.
It sat on my ottoman
For only a day
before I picked it up,
took it to my couch,
and proceeded to look
for my name.
You didn't expect any
more of me,
did you now?
You know me better than that.
I read all the poems.
I read about Uncle Wayne.
I even found my name,
and saw that you spelled
it with 2 Ns, just like God
and my mama
intended.
You wrote about my daddy
and the sobs that still
echo in my heart.
You described my
granddaddy
to what we can only call a T.
I sat here
on my couch
with the dog curled at my feet
and read through
this book you're pushing.
And I cried.
I laughed a little.
But I mostly cried.
And those tears,
fat and sassy,
freed me from the dark place
that sometimes holds me in.
I bought your book.
And I found a little release.
A little out of pity,
More out of curiosity,
Mostly out of desperation.
Ninth grade poetry is dull.
Boring.
I'm always looking
for new stuff.
So I bought it.
It sat on my ottoman
For only a day
before I picked it up,
took it to my couch,
and proceeded to look
for my name.
You didn't expect any
more of me,
did you now?
You know me better than that.
I read all the poems.
I read about Uncle Wayne.
I even found my name,
and saw that you spelled
it with 2 Ns, just like God
and my mama
intended.
You wrote about my daddy
and the sobs that still
echo in my heart.
You described my
granddaddy
to what we can only call a T.
I sat here
on my couch
with the dog curled at my feet
and read through
this book you're pushing.
And I cried.
I laughed a little.
But I mostly cried.
And those tears,
fat and sassy,
freed me from the dark place
that sometimes holds me in.
I bought your book.
And I found a little release.
Saturday, November 14, 2009
In Need of an Update
I've stayed away from the blog for a while. I've been swamped. My classes, the after school activities I take part in, and bronchitis have had me focused on other things. I've also been dealing with feelings of inadequacy.
I've been utilizing a curriculum that South Carolina teachers and leaders created with Janet Allen. It's a great curriculum that utilizes young adult literature and lots of graphic organizers. But I just don't feel like I'm preparing them for their upcoming tests. This is something that weighs on my mind heavily. I know that I'm doing some things that work--like sustained silent reading. We read every day. And we've been flexing our muscles with poetry. But I just don't feel like I'm getting deep enough. It's like I have time to gloss over the top of things, but we aren't really going to the deepest level.
I'm working with my seniors on analysis. They can't analyze for anything. They can summarize. They can gloss over the high points. But they do not analyze. I'm using deep thinking questions and graphic organizers. We are doing several rough drafts. Eventually, they'll be able to participate in writer's conferences and peer assessments. But they are struggling to get to that deeper level.
So it's something that I'm struggling with all day, at all levels. I want to have this dynamic effect. I want to churn out thinkers and doers.
And that is a heavy load to bear.
So I've stayed off my blog for a while; these questions are sitting heavily on my heart. I reassess what I'm doing every day. I think about my pedagogy every minute. I look out at their faces and read my influence constantly. Now if I could just find the answers...
I've been utilizing a curriculum that South Carolina teachers and leaders created with Janet Allen. It's a great curriculum that utilizes young adult literature and lots of graphic organizers. But I just don't feel like I'm preparing them for their upcoming tests. This is something that weighs on my mind heavily. I know that I'm doing some things that work--like sustained silent reading. We read every day. And we've been flexing our muscles with poetry. But I just don't feel like I'm getting deep enough. It's like I have time to gloss over the top of things, but we aren't really going to the deepest level.
I'm working with my seniors on analysis. They can't analyze for anything. They can summarize. They can gloss over the high points. But they do not analyze. I'm using deep thinking questions and graphic organizers. We are doing several rough drafts. Eventually, they'll be able to participate in writer's conferences and peer assessments. But they are struggling to get to that deeper level.
So it's something that I'm struggling with all day, at all levels. I want to have this dynamic effect. I want to churn out thinkers and doers.
And that is a heavy load to bear.
So I've stayed off my blog for a while; these questions are sitting heavily on my heart. I reassess what I'm doing every day. I think about my pedagogy every minute. I look out at their faces and read my influence constantly. Now if I could just find the answers...
Wednesday, October 07, 2009
Test Anxiety
I am having test anxiety. I teach ninth graders and there is an end-of-course test in May. It's in May, but I'm having nightmares now. How am I preparing them? Am I teaching them the right thing? How can anything prepare them for a standardized test? How will tomorrow's lesson effect their scores?
This is a problem. I have a problem. I'm not thinking of teaching them to be lifelong readers and writers. I'm thinking of teaching them to be good test-takers in May. It's almost as if I've bought into the hype that says that test will show how good of a teacher I am.
And it won't.
The lives that I touch may or may not do well on that test, but they'll remember the lifelong lessons from my class. They'll remember that we start each day with a little reading, because reading is like a muscle and you use it or you lose it. They'll hopefully remember that they shouldn't "think" in their writing--they should just get to the point and know. They'll remember their ma'ams and pleases and thank yous. They'll hopefully be more likely to pick up after themselves. And there is no doubt that they'll remember that there is a book out there for them. They just have to know how to look for it.
The test in May won't show all the little lessons that we've covered so far this school year. It won't measure my impact on their lives. But for someone on the outside, it will measure my effectiveness as a teacher. And that is what is giving me nightmares.
This is a problem. I have a problem. I'm not thinking of teaching them to be lifelong readers and writers. I'm thinking of teaching them to be good test-takers in May. It's almost as if I've bought into the hype that says that test will show how good of a teacher I am.
And it won't.
The lives that I touch may or may not do well on that test, but they'll remember the lifelong lessons from my class. They'll remember that we start each day with a little reading, because reading is like a muscle and you use it or you lose it. They'll hopefully remember that they shouldn't "think" in their writing--they should just get to the point and know. They'll remember their ma'ams and pleases and thank yous. They'll hopefully be more likely to pick up after themselves. And there is no doubt that they'll remember that there is a book out there for them. They just have to know how to look for it.
The test in May won't show all the little lessons that we've covered so far this school year. It won't measure my impact on their lives. But for someone on the outside, it will measure my effectiveness as a teacher. And that is what is giving me nightmares.
Friday, October 02, 2009
A New Type of Write-Around
I love doing write arounds in class. It's a chance for students to get their thoughts on paper. It's a great quick assessment for me, the teacher. I can check for comprehension. I can check writing skills. I can check for a pulse.
So I tried a new write around today. I gave students a topic and had them start at their desk. Then, instead of having them pass their papers, we passed their bodies. Consider this write around meets musical chairs. Except I didn't take away any chairs. They left their papers on their desk and took only their pencil. I played some music and they roamed the room. Once the music stopped, they had to sit, read, and write.
You would think that having them get up and move would cause chaos. It didn't. They loved it. They jumped in a read what their peers wrote and responded. Some are still getting used to writing under pressure, but others wrote lengthy responses. All in all, huge success. They liked it, and I got my write around done in a new and engaging way!
So I tried a new write around today. I gave students a topic and had them start at their desk. Then, instead of having them pass their papers, we passed their bodies. Consider this write around meets musical chairs. Except I didn't take away any chairs. They left their papers on their desk and took only their pencil. I played some music and they roamed the room. Once the music stopped, they had to sit, read, and write.
You would think that having them get up and move would cause chaos. It didn't. They loved it. They jumped in a read what their peers wrote and responded. Some are still getting used to writing under pressure, but others wrote lengthy responses. All in all, huge success. They liked it, and I got my write around done in a new and engaging way!
Friday, September 18, 2009
"I like this!"
You know you've reached high engagement when you hear a high school senior say that she actually likes the assignment you gave her. It is a rare and beautiful thing.
So what, you may say, illicted this nearly extinct response? A Facebook feed project.
Facebook has taken over the world. Even my parents, nearing their 60s (although I hope they don't read this since they aren't there yet and will not like that wording), have gotten on Facebook and reconnected with dear old friends. I check mine several times a day. I'm addicted, I can't help it. I've even created a Facebook group for one of my classes--although not many of my students have joined. I think they're scared I'll see their pictures. And they probably should be.
So I wanted to incorporate Facebook into an assessment for my seniors. We are halfway through Beowulf and I want to check their understanding so far. I'm trying everything that I can think of to make the text accessible. I have a variety of levels--academic and initiative. We have read the poem out loud and used post-it notes to summarize in little chunks. We've identified literary devices and labeled them within the text. But how do I know that they know it?
Today we started a Facebook feed project. Students had to create a Facebook status page that reflected the thoughts, feelings, and actions of the first few sections of Beowulf. They had to incorporate an allusion, an example of personification, similes, and alliteration. They had to have at least 16 updates from 4 different characters, three of those being Beowulf, Grendel, and Hrothgar.
What I saw as I roamed the room was success. Students were engaged with the text, demonstrating high levels of understanding, and making the text their own. It was a beautiful sight! And it illicited that much-needed comment--I like this!
So what, you may say, illicted this nearly extinct response? A Facebook feed project.
Facebook has taken over the world. Even my parents, nearing their 60s (although I hope they don't read this since they aren't there yet and will not like that wording), have gotten on Facebook and reconnected with dear old friends. I check mine several times a day. I'm addicted, I can't help it. I've even created a Facebook group for one of my classes--although not many of my students have joined. I think they're scared I'll see their pictures. And they probably should be.
So I wanted to incorporate Facebook into an assessment for my seniors. We are halfway through Beowulf and I want to check their understanding so far. I'm trying everything that I can think of to make the text accessible. I have a variety of levels--academic and initiative. We have read the poem out loud and used post-it notes to summarize in little chunks. We've identified literary devices and labeled them within the text. But how do I know that they know it?
Today we started a Facebook feed project. Students had to create a Facebook status page that reflected the thoughts, feelings, and actions of the first few sections of Beowulf. They had to incorporate an allusion, an example of personification, similes, and alliteration. They had to have at least 16 updates from 4 different characters, three of those being Beowulf, Grendel, and Hrothgar.
What I saw as I roamed the room was success. Students were engaged with the text, demonstrating high levels of understanding, and making the text their own. It was a beautiful sight! And it illicited that much-needed comment--I like this!
Sunday, September 13, 2009
Making SSR Work
We have sustained silent reading in my high school, but it is not an ideal situation. We have SSR during our breakfast in the classroom. Right after the announcements. Once we get started, the breakfast comes in. It takes a few minutes to get started again. Just when we are good and settled, it's time to stop. I only have 60 minutes and we can't really give more than ten or fifteen up for reading.
It isn't an ideal situation, but I'm making it work as best I can.
There are two musts to making SSR work with high school students. The first is setting an example as a reader. Most students haven't seen a reader in their home. They don't know what a reader looks like, talks like, or thinks like. It is important for them to see someone who does read.
The other must for SSR is good books. Students will read if they have the right book. They will beg for more time to read. They'll even ask you if you will let them read the whole period. They think they're getting a free day. You'll have to fuss at them for reading during class. It is heaven on earth.
I don't have an ideal situation but it's a situation that I have to make work. I know that only by reading more will students improve their standardized test scores by building comprehension and text stamina. So I'll have to shhh them a lot and be a good example, but it is something that we'll keep doing.
It isn't an ideal situation, but I'm making it work as best I can.
There are two musts to making SSR work with high school students. The first is setting an example as a reader. Most students haven't seen a reader in their home. They don't know what a reader looks like, talks like, or thinks like. It is important for them to see someone who does read.
The other must for SSR is good books. Students will read if they have the right book. They will beg for more time to read. They'll even ask you if you will let them read the whole period. They think they're getting a free day. You'll have to fuss at them for reading during class. It is heaven on earth.
I don't have an ideal situation but it's a situation that I have to make work. I know that only by reading more will students improve their standardized test scores by building comprehension and text stamina. So I'll have to shhh them a lot and be a good example, but it is something that we'll keep doing.
Monday, September 07, 2009
Teenage Pride
I've read about ways to get your students to take pride in your classroom. I've walked into other classrooms, with all the clutter threatening to fall over and maim a poor freshmen, and wondered how anything got done at all.
Now I am not a neat person by character. I'm spending my day off catching up on housework that I have put off since July. (I was busy!) But I try to keep the majority of my classroom fairly wide and open. Only my desk bears the brunt of my pack-ratish self.
But I was still surprised by what happened Friday in class.
We do breakfast in the classroom during first period. It has turned into a time for SSR as well, which the literacy coach in me screams out that that is SO WRONG. But I'm making it work. We have a separate trash bag for breakfast trash so that it doesn't sit in the room all day. Friday, someone put their milk in the bag and it started leaking. One of my girls in the class pointed it out, and then immediately moved to put the trash can under the bag. Smart girl! I was impressed enough then.
But that wasn't all.
I left the room to get some paper towels to mop up the milk. I was gone for all of 30 seconds. By the time I came back, she'd cleaned it up already. She grabbed a clorox wipe from the top of the file cabinet and wiped up all traces of the milk.
Wow.
They tell you to build a community in your classroom so that students will take pride in it. I've tried to build a community and I've tried to make my classroom a welcoming place. This young lady showed more pride in her school and in our room than I have ever seen exhibited before. I was awestruck.
Needless to say, Friday was pretty good.
Now I am not a neat person by character. I'm spending my day off catching up on housework that I have put off since July. (I was busy!) But I try to keep the majority of my classroom fairly wide and open. Only my desk bears the brunt of my pack-ratish self.
But I was still surprised by what happened Friday in class.
We do breakfast in the classroom during first period. It has turned into a time for SSR as well, which the literacy coach in me screams out that that is SO WRONG. But I'm making it work. We have a separate trash bag for breakfast trash so that it doesn't sit in the room all day. Friday, someone put their milk in the bag and it started leaking. One of my girls in the class pointed it out, and then immediately moved to put the trash can under the bag. Smart girl! I was impressed enough then.
But that wasn't all.
I left the room to get some paper towels to mop up the milk. I was gone for all of 30 seconds. By the time I came back, she'd cleaned it up already. She grabbed a clorox wipe from the top of the file cabinet and wiped up all traces of the milk.
Wow.
They tell you to build a community in your classroom so that students will take pride in it. I've tried to build a community and I've tried to make my classroom a welcoming place. This young lady showed more pride in her school and in our room than I have ever seen exhibited before. I was awestruck.
Needless to say, Friday was pretty good.
Tuesday, September 01, 2009
Worthy of a Read Aloud
I'm Southern to a fault. Born and raised in South Carolina and will probably die here too. My state has a lot to offer me--the mountains AND the beach and some of the greatest barrier islands in the world. South Carolina also has Pat Conroy.
Conroy has lived all over the world and had 22 addresses before he found himself in Beaufort, SC. But he, like I, is proud to call South Carolina home. I, however, haven't lived all over the world. I haven't even really lived all over the state. But that is neither here-nor-there.
In my quest to use read-alouds with my students, especially with my freshmen, I am constantly racking my shelves at home and at school for interesting texts to share with them. In my attempt to use the textbook that we are paying a small nation's yearly budget for, I have started a unit on author's purpose. To relate to Jamaica Kincaid's "Island Morning," I pulled out The Pat Conroy Cookbook. It was good to identify the purpose of cookbooks, but also to look at what Conroy did with a cookbook. Just by sharing the first two pages of chapter 4, "A Home in the Lowcountry," I was able to think-aloud a few inferences, identify a different perspective of author's purpose, and share some amazingly beautiful writing. His comparisons between the salt creeks and a woman are amazing, and yet also amazingly simple. They got it. They may have missed most of the beauty in the writing, but one student said, Hey, that's a simile. Yeah, it is, kid. Yeah, it is.
So through a beautiful read-aloud from a cookbook I already had at home, my freshmen were exposed to what words can be when coming from the right brain. They were exposed to an author that I am positive they had not considered before. While they may not be rushing out to check out The Prince of Tides or Great Santini, I've exposed them to something that I think is great. And they'll see that piece again. It is so rife with imagery, metaphor, personification, and eloquence that there is plenty to learn from it.
So learn from it we shall.
Too much wildlife in my life!
There is officially too much wildlife in my life. Last week there was a snake in my classroom. This week there are definitely some wild animals and the mice are taking over my pantry at home!
There is going to be a full moon this Friday, but I think it's hit room 303 early. There isn't any one thing that I can put my finger on. There isn't any one person that I can pull aside and deal with. My students are just all over the place. I'm doing my best song and dance to make author's purpose engaging, but I feel like it's in vain. There's a better show going on elsewhere in the room than the one that I am putting on. And it is really frustrating.
I've called the parents. Or at least I have called the ones that I have names and numbers for. I had to call one back today--after calling home and saying such wonderful things about little Billy--to tell her that little Billy was being a big pill. Shame on me for not letting the poor child put his head down and do nothing.
The one highlight in my hump day tomorrow is that I am leaving school early. I have last block planning and I am coming home to meet the exterminator! There are mice in my pantry--I swear when I opened the door it was going to sprout wings and fly into my face this evening. They are ignoring the trap and getting braver by the day. So I'm calling in the professionals.
Too bad I'm supposed to be the professional in room 303. It might be nice to have some backup.
There is going to be a full moon this Friday, but I think it's hit room 303 early. There isn't any one thing that I can put my finger on. There isn't any one person that I can pull aside and deal with. My students are just all over the place. I'm doing my best song and dance to make author's purpose engaging, but I feel like it's in vain. There's a better show going on elsewhere in the room than the one that I am putting on. And it is really frustrating.
I've called the parents. Or at least I have called the ones that I have names and numbers for. I had to call one back today--after calling home and saying such wonderful things about little Billy--to tell her that little Billy was being a big pill. Shame on me for not letting the poor child put his head down and do nothing.
The one highlight in my hump day tomorrow is that I am leaving school early. I have last block planning and I am coming home to meet the exterminator! There are mice in my pantry--I swear when I opened the door it was going to sprout wings and fly into my face this evening. They are ignoring the trap and getting braver by the day. So I'm calling in the professionals.
Too bad I'm supposed to be the professional in room 303. It might be nice to have some backup.
Wednesday, August 26, 2009
I'm sending them the bill from my colorist...
Today was a hectic day. We are giving out textbooks and that always makes things crazier. Of course the freshmen can't believe how thick the books are and how are they to ever carry it around? Half of them claim that they'll never take it out of their locker.
I was hoping that with this being the second week of school and with there being no more homeroom, things would settle down some. I think I hoped in vain. If nothing else, they were more hyper than usual. Some of that was probably my fault. Looking back, I made some first year teacher mistakes today.
Second period was particularly annoying. I am trying to train them in protocols to help with peer editing. I didn't have their groups ready. Did I say earlier that we only got through half of the activities in first period because of textbooks? I apparently wasn't ready. They formed their own groups and it will be the last time that it happens. During third period, I formed the groups and things went a lot smoother. See? First year teaching mistake.
I'm also back to planning day to day. This doesn't make my days easier. Planning from the end of the unit sounds good, but it is hard! I don't even know where we'll be on Friday, much less where we'll be in a month! I need time, but there is still only 24 hours in the day. For the 14 hours that I am NOT in school, I'm pretty exhausted. Is it Labor Day yet?
I was hoping that with this being the second week of school and with there being no more homeroom, things would settle down some. I think I hoped in vain. If nothing else, they were more hyper than usual. Some of that was probably my fault. Looking back, I made some first year teacher mistakes today.
Second period was particularly annoying. I am trying to train them in protocols to help with peer editing. I didn't have their groups ready. Did I say earlier that we only got through half of the activities in first period because of textbooks? I apparently wasn't ready. They formed their own groups and it will be the last time that it happens. During third period, I formed the groups and things went a lot smoother. See? First year teaching mistake.
I'm also back to planning day to day. This doesn't make my days easier. Planning from the end of the unit sounds good, but it is hard! I don't even know where we'll be on Friday, much less where we'll be in a month! I need time, but there is still only 24 hours in the day. For the 14 hours that I am NOT in school, I'm pretty exhausted. Is it Labor Day yet?
Monday, August 24, 2009
A New Week and Some New Wildlife
So it's our first full week of school. It is definitely a Monday. But this Monday comes with a twist.
There was a snake in my classroom this morning. That's right. A snake. I walked in as normal and put my personal things away and went to prop the door open. (Luckily it's my new thing to get to school as early as possible.) I saw something on the floor and stepped to get a closer look. That is when it slithered.
I do not like snakes. Not in the least. Luckily another teacher, armed with a tennis racket, was willing to come to my rescue. Otherwise I may not have been able to function today in the snake pit.
So think your Monday was rough? How many snakes were in your classroom?
There was a snake in my classroom this morning. That's right. A snake. I walked in as normal and put my personal things away and went to prop the door open. (Luckily it's my new thing to get to school as early as possible.) I saw something on the floor and stepped to get a closer look. That is when it slithered.
I do not like snakes. Not in the least. Luckily another teacher, armed with a tennis racket, was willing to come to my rescue. Otherwise I may not have been able to function today in the snake pit.
So think your Monday was rough? How many snakes were in your classroom?
Thursday, August 20, 2009
Putting Best Practices into Practice
I've spent the last four years learning what to do and how to do it. It's a different animal when you get in the trenches and do it, though. Since I'm back in the classroom, I'm making a conscious effort to to do all those things that I learned about--read-alouds, mini-lessons, embedded grammer instruction, modeled thinking...the list goes on forever. So what do these things look like in REAL classroom? I'm not talking about the ideal situation of a reading lab like a lot of experts have. I mean a room full of real ninth graders on as many different levels as there are bodies in the room.
Yesterday was day one and I started with a read aloud. I decided to do Duck on a Bike as a little lesson that you can do whatever you believe in. I will say that the reception wasn't hostile. They weren't exactly clamouring for more, but they were attentive. Today, after bellwork, I read Incredible Me! to help kick off our "Who am I?" unit. I was very impressed by my connections. They were present. Slightly quieter than yesterday. Still not overly ecstatic.
Will read alouds work for us every day all year? Sure they will! All great classes start with a read aloud. But all of them can't come from children's books. I'm on the lookout for blogs and columns to share with my students. I like starting the class with a read-aloud. It gives me structure. And since I don't believe in DOL, it gives us a way to start class.
Next time, embedded grammar instruction. We started today and will continue as we go. We'll see. This afternoon, I'm going to model thinking in front of seniors. Wish me luck!
Yesterday was day one and I started with a read aloud. I decided to do Duck on a Bike as a little lesson that you can do whatever you believe in. I will say that the reception wasn't hostile. They weren't exactly clamouring for more, but they were attentive. Today, after bellwork, I read Incredible Me! to help kick off our "Who am I?" unit. I was very impressed by my connections. They were present. Slightly quieter than yesterday. Still not overly ecstatic.
Will read alouds work for us every day all year? Sure they will! All great classes start with a read aloud. But all of them can't come from children's books. I'm on the lookout for blogs and columns to share with my students. I like starting the class with a read-aloud. It gives me structure. And since I don't believe in DOL, it gives us a way to start class.
Next time, embedded grammar instruction. We started today and will continue as we go. We'll see. This afternoon, I'm going to model thinking in front of seniors. Wish me luck!
Monday, August 17, 2009
Planning to Plan
Right now, I am planning to plan. That's right. I haven't actually planned anything yet, except two cool community builders for the first week. But I open my new teacher's edition nightly and then shut it with disgust. It isn't the book I wanted and it isn't the book that I like. I won't name any names, but I want a textbook to be organized around universal themes...like Monsters and Heroes and Unrequited Love. I don't want a book organized around The Narrative Structure, which just so happens to be unit one of my new book. It's frustrating.
So I open it nightly and shut it in disgust nightly. I'm planning on doing some planning later on. (Did I mention that I am the world's worst procrastinator?) Getting started is the hardest part. I have some older curricula to guide my thinking, but the kids are going to show up on Wednesday, whether I have the first lesson planned or not.
But I am thinking about it. It's constantly on my mind. What to teach, what to teach? I think I'll open up with one of Stephen King's most recent columns for Entertainment Weekly about screen addiction. That will be a nice introduction into reading strategies. From there, who knows? The Most Dangerous Game? The Cask of Amontillado? Both great stories, but likely to lose freshmen if I don't find some catch for them. Any suggestions? I'll take them all.
Until then, I'm going to turn in and dream about perfectly designed units.
So I open it nightly and shut it in disgust nightly. I'm planning on doing some planning later on. (Did I mention that I am the world's worst procrastinator?) Getting started is the hardest part. I have some older curricula to guide my thinking, but the kids are going to show up on Wednesday, whether I have the first lesson planned or not.
But I am thinking about it. It's constantly on my mind. What to teach, what to teach? I think I'll open up with one of Stephen King's most recent columns for Entertainment Weekly about screen addiction. That will be a nice introduction into reading strategies. From there, who knows? The Most Dangerous Game? The Cask of Amontillado? Both great stories, but likely to lose freshmen if I don't find some catch for them. Any suggestions? I'll take them all.
Until then, I'm going to turn in and dream about perfectly designed units.
Sunday, August 09, 2009
A Love Affair with Real Life
I've been a fanatical follower (albeit an embarrassed one) of reality. I love reality television. It's quite embarrassing when speaking to adults, but I still watch The Real World and I immediately get sucked into all the new ove reality shows. Now, please understand, The Bachelor/ette is not trashy enough for me! I prefer Rock of Love and Real Chance of Love and, most recently, Megan Wants a Millionaire.
You can imagine the looks I get from self-respecting adults, but I have no shame.
My love for the real life has never bled in to my literature life. I have looked at reading as my change to escape the real world, not an opportunity to study it. I don't even like documentaries. The real world in literature and in movies bore me. Literally, they put me to sleep.
That was until this summer. I stumbled upon a new author (new to me)--Jen Lancaster. My first memoir by Jen was Such a Pretty Fat: One Narcissist's Quest to Discover if Her Life Makes Her Ass Look Big or Why Pie is Not the Answer. You can see how the title made me pick it up immediately. And the memoir did not disappoint. It was funny (often laugh-out-loud funny) and light-hearted. I didn't get the typical happily-ever-after-once-you-are-skinny ending, which I really appreciated. Lancaster made me hunt for more.
The next week in Target, I picked up Lancaster's Bitter is the New Black and another memoir--If I am Missing or Dead. The former was just as funny as the other Lancaster memoir and the latter was a heart-wrenching tale of long-term abuse. If you ever wonder how smart, emotionally-centered women become the victims of abuse, If I am Missing or Dead provides some heady insight into the answer.
And today I have found three documentaries to be more interesting that my Law and Order marathon. I started with Prom Night in Mississippi, which had to be followed up with Prom Night: One Year Later. I was appalled at the fact that segregation was alive and well just a year ago. I finished up my documentary afternoon with a moving documentary of what drives a 15-year-old to commit suicide. Boy Interrupted studies how bipolar disorder drove one young boy into so much self-hatred that he couldn't find his way out.
So today I have had a love affair with real life. Now, it did start with Megan Wants a Millionaire. Reality TV makes me feel good about myself. Don't hate. We all do what we can.
You can imagine the looks I get from self-respecting adults, but I have no shame.
My love for the real life has never bled in to my literature life. I have looked at reading as my change to escape the real world, not an opportunity to study it. I don't even like documentaries. The real world in literature and in movies bore me. Literally, they put me to sleep.
That was until this summer. I stumbled upon a new author (new to me)--Jen Lancaster. My first memoir by Jen was Such a Pretty Fat: One Narcissist's Quest to Discover if Her Life Makes Her Ass Look Big or Why Pie is Not the Answer. You can see how the title made me pick it up immediately. And the memoir did not disappoint. It was funny (often laugh-out-loud funny) and light-hearted. I didn't get the typical happily-ever-after-once-you-are-skinny ending, which I really appreciated. Lancaster made me hunt for more.
The next week in Target, I picked up Lancaster's Bitter is the New Black and another memoir--If I am Missing or Dead. The former was just as funny as the other Lancaster memoir and the latter was a heart-wrenching tale of long-term abuse. If you ever wonder how smart, emotionally-centered women become the victims of abuse, If I am Missing or Dead provides some heady insight into the answer.
And today I have found three documentaries to be more interesting that my Law and Order marathon. I started with Prom Night in Mississippi, which had to be followed up with Prom Night: One Year Later. I was appalled at the fact that segregation was alive and well just a year ago. I finished up my documentary afternoon with a moving documentary of what drives a 15-year-old to commit suicide. Boy Interrupted studies how bipolar disorder drove one young boy into so much self-hatred that he couldn't find his way out.
So today I have had a love affair with real life. Now, it did start with Megan Wants a Millionaire. Reality TV makes me feel good about myself. Don't hate. We all do what we can.
Back to school!
August is here and that can only mean the start of a new school year! As for me, I'm shaking in my metaphorical boots (cute, ankle boots from Target that are on the way as we speak). I have been out of the classroom for 3 years and this will be my foray back into it. I'm making big plans, of course. I bought 4 cute summer tops to wear with my dress slacks this afternoon. It's tax-free weekend and they were $9.99 a piece! Can't beat that.
In addition to that, I'm working on syllabi and trying to remember what the first day looks like from the podium. Two of my classes should be no problem--Teacher Cadet and English IV. However, it's those three classes of 9th grade English that are a little daunting. I haven't taught English I in seven years and it has changed a lot since then. I have changed a lot since then. Through my experiences as a literacy coach, I'm not the same teacher I was when I left the classroom. Now comes the time to marry the coach I am to the teacher I was. Now is the time to find the happy medium between that ideal situation in an English class to the more realistic situation that occurs. Basically it is time to put my money where my mouth is.
So tomorrow I head back to the classroom. Have to unpack and clean and rearrange. Have to start planning. Check in on me often. In the past I used this blog as a place for my students to comment on classes and projects. This year, I think I'll use this as my own personal sounding board. Let the games begin!
In addition to that, I'm working on syllabi and trying to remember what the first day looks like from the podium. Two of my classes should be no problem--Teacher Cadet and English IV. However, it's those three classes of 9th grade English that are a little daunting. I haven't taught English I in seven years and it has changed a lot since then. I have changed a lot since then. Through my experiences as a literacy coach, I'm not the same teacher I was when I left the classroom. Now comes the time to marry the coach I am to the teacher I was. Now is the time to find the happy medium between that ideal situation in an English class to the more realistic situation that occurs. Basically it is time to put my money where my mouth is.
So tomorrow I head back to the classroom. Have to unpack and clean and rearrange. Have to start planning. Check in on me often. In the past I used this blog as a place for my students to comment on classes and projects. This year, I think I'll use this as my own personal sounding board. Let the games begin!
Wednesday, June 17, 2009
MySpace strikes again!
Last week, a gorilla briefly escaped from the Columbia, SC zoo. There doesn't seem to have been many injuries (certainly no unfortunate mauling of any innocent bystanders) but the ramifications aren't quite over for a former elected SC official.
If there is one lesson that we must teach our students, it is to use networking sites responsibly. We have conversations about online predators, but we also need to talk about how what we post on social networking sites can effect our livelihoods and relationships. Just ask Rusty DePass.
Now I don't know Rusty personally. In fact, I've never heard of him. But I'm going to gander that he isn't too terribly bright. After the gorilla escape, he posted on his MySpace page that he was sure "it's just one of Michelle's ancestors — probably harmless." The posting then was publicized on a state politics blog. Now he is making public apologies and I would gander that his political career has ended, whatever it may be.
We have to talk to our students about the things that they say to others, so why aren't we talking to them about their Internet postings? This is a valuable conversation to have, no matter the age. What you put on the Internet is out there for everyone to see and share. It is in permanent publication and can really hurt you if you aren't careful. As we address media literacy in our English classrooms, we need to address social networking sites. They aren't going to go away and almost all of our students participate in them. It is a conversation that has to be had.
If there is one lesson that we must teach our students, it is to use networking sites responsibly. We have conversations about online predators, but we also need to talk about how what we post on social networking sites can effect our livelihoods and relationships. Just ask Rusty DePass.
Now I don't know Rusty personally. In fact, I've never heard of him. But I'm going to gander that he isn't too terribly bright. After the gorilla escape, he posted on his MySpace page that he was sure "it's just one of Michelle's ancestors — probably harmless." The posting then was publicized on a state politics blog. Now he is making public apologies and I would gander that his political career has ended, whatever it may be.
We have to talk to our students about the things that they say to others, so why aren't we talking to them about their Internet postings? This is a valuable conversation to have, no matter the age. What you put on the Internet is out there for everyone to see and share. It is in permanent publication and can really hurt you if you aren't careful. As we address media literacy in our English classrooms, we need to address social networking sites. They aren't going to go away and almost all of our students participate in them. It is a conversation that has to be had.
Thursday, April 30, 2009
Five Things I've Gained from Reading Literature
What to Do
Copy the questions and instructions below, and paste them into a blog entry, a note on Facebook, or a discussion forum—anywhere that you can reach the people you want to. You can use the comments area on this blog entry if you'd like as well. Delete my answers to the questions, and add your own. Feel free to any extra instructions or invite specific people to answer the questions when you post them. You might ask all the students in your class to complete the questions in their journals or as part of a exam review activity, for instance.
The Questions
Think about the literature you've read—short stories, novels, plays, memoirs, and poetry. Any literature counts, from picture books to epic poems, and from romance novels to sci-fi fan-fiction. Answer each question, and explain your response in a few sentences. Just copy the questions, remove my answers, add your own, and then invite others to respond.
Copy the questions and instructions below, and paste them into a blog entry, a note on Facebook, or a discussion forum—anywhere that you can reach the people you want to. You can use the comments area on this blog entry if you'd like as well. Delete my answers to the questions, and add your own. Feel free to any extra instructions or invite specific people to answer the questions when you post them. You might ask all the students in your class to complete the questions in their journals or as part of a exam review activity, for instance.
The Questions
Think about the literature you've read—short stories, novels, plays, memoirs, and poetry. Any literature counts, from picture books to epic poems, and from romance novels to sci-fi fan-fiction. Answer each question, and explain your response in a few sentences. Just copy the questions, remove my answers, add your own, and then invite others to respond.
- What piece of literature has stayed with you, even though you haven't read it recently? This would undoubtedly be Gone with the Wind. It was the first piece of true literature that I ever read--my first foray away from Sweet Valley High and Nancy Drew. I still have the tattered first copy I ever owned. There's a little duct tape on the spine, but it was definitely handled with love.
- What character or story has influenced something you've done? Well this one isn't necessarily literature, but there's a link. I can't remember the exact date that I first saw Dead Poet's Society, but I knew right away that I wanted to be that English teacher. I knew that I wanted to influence students to make a difference in their world and to really appreciate the universal themes in literature--instead of just rhyme schemes. Robin Williams made me want to help high school students enjoy reading as much as I do, and to enjoy it without all the technicalities that we sometimes kill it with.
- What character or piece of literature seemed to relate to a recent news story or personal experience? I recently linked a Sports Illustrated column about professional athlete Joe Delaney with "To an Athelete Dying Young" by A. E. Housman. This also relates to Brett Favre's recent fight to stay on past his own prime. Using the prose examples help to take some of the sting out of the poem itself--just the short lines and stanzas seem to give some students hives.
- What character has made you wonder why he or she did/said something? Which one hasn't? I spent most of my time during the Twilight series wondering why in the world Bella Swann thought true love was hers. More specifically, though, might be Elizabeth in Alexandra Ripley's Charleston. I deeply wanted her to see through her suitor's (his name escapes me) charms before it was too late. Would the story have been as good if there was no murder, though?
- Name something from a work of literature (such as a character, setting, or quotation) that you find beautiful or vivid. The most beautiful thing I have read recently comes from Cynthia Rylant's book, God Went to Beauty School. The idea of God coming to earth and living life as a human being in this day and age is amazing to me. The poem, "God got a Dog" is particularly beautiful and sad all at once. God sees the dog, lonely and hungry, and realizes that He made it and feels that He has to take responsiblity. The compassion is heavy on the reader. The entire book is well written and enjoyable--but also deep in philosophical thought.
It might be swine flu...it's probably just spring fever...
So I actually live in the little town with two "probable" cases of swine flu. A neighboring school cancelled a soccer match with us because of the fear of flu. I feel an aching right now deep in my bones--a deep desire to be at home on the couch or out in the yard or even on the beach. I don't think it's swine flu--I think it's spring fever.
It is as hard for the teachers as it is for the students to stay motivated at this time of the year. The weather is nice; things are winding down. There are better places to be than in a building with 800 teenagers. I wish they would realize that we struggle at this time of year to. It seems that teenagers believe that just because we teach, we love being here all the time and have no other life. Seriously? I miss the beach! I wanna lay around and do nothing.
Oh well. It's not swine flu, so I guess I'll tough it out. A little spring fever never killed anyone, did it?
It is as hard for the teachers as it is for the students to stay motivated at this time of the year. The weather is nice; things are winding down. There are better places to be than in a building with 800 teenagers. I wish they would realize that we struggle at this time of year to. It seems that teenagers believe that just because we teach, we love being here all the time and have no other life. Seriously? I miss the beach! I wanna lay around and do nothing.
Oh well. It's not swine flu, so I guess I'll tough it out. A little spring fever never killed anyone, did it?
Thursday, April 09, 2009
Yay, spring break!
Is anyone else enjoying spring break as much as I am? So far, I've visited Sullivan's Island and Garden City. I'll redo Sully's this weekend. I'm thoroughly enjoying this break and looking forward to a four-day work week when we return. What is it about this time of the year that makes no one want to go to school? Students just think that they are the only ones that struggle during this time of the year.
My favorite thing about spring used to be teaching Tuesdays with Morrie by Mitch Albom. If you haven't read it, I highly recommend it. There's a lesson for everyone...but especially high school seniors. They have a lot to learn from the elderly and this book helps them be ready to receive it. I loved the warm weather because I was able to teach it and be outside at the same time. High school seniors will listen to anything if you can sit outside while you do it.
So enjoy this warm weather. Read a book. If you haven't read something by Mitch Albom, check one of his works out immediately. He's awesome.
My favorite thing about spring used to be teaching Tuesdays with Morrie by Mitch Albom. If you haven't read it, I highly recommend it. There's a lesson for everyone...but especially high school seniors. They have a lot to learn from the elderly and this book helps them be ready to receive it. I loved the warm weather because I was able to teach it and be outside at the same time. High school seniors will listen to anything if you can sit outside while you do it.
So enjoy this warm weather. Read a book. If you haven't read something by Mitch Albom, check one of his works out immediately. He's awesome.
Thursday, March 05, 2009
The SSR Breakdown
So I'm crunching surveys from our tenth graders on reading. I really want to honestly know if they are reading and if their attitudes are changing. I don't want to bust anyone. I just want to know...and boy am I starting to know...
The most interesting insight from these surveys so far is the students who believe that SSR is a good thing. They believe that SSR will improve their vocabulary. They don't read outside of school. SSR is their big chance to spend time with a good book, yet they aren't doing it. They are missing their golden opportunity because their teacher doesn't particpate/believe in SSR. I thought the teenagers were supposed to be the hard ones to win over.
I find it heartbreaking that students see the good in a practice, yet the teachers aren't willing to take the time to invest in it. Students that obviously would not be readers outside of school aren't being given the chance to be readers inside of school. Now that's malpractice.
The most interesting insight from these surveys so far is the students who believe that SSR is a good thing. They believe that SSR will improve their vocabulary. They don't read outside of school. SSR is their big chance to spend time with a good book, yet they aren't doing it. They are missing their golden opportunity because their teacher doesn't particpate/believe in SSR. I thought the teenagers were supposed to be the hard ones to win over.
I find it heartbreaking that students see the good in a practice, yet the teachers aren't willing to take the time to invest in it. Students that obviously would not be readers outside of school aren't being given the chance to be readers inside of school. Now that's malpractice.
Monday, February 09, 2009
Gratitude
No one goes into education for the money. Sometimes, they do go into it because they love history or they love English or they love chemistry. Most of the time, though, they love kids. They love learning. And they love to see kids learning. And the bonus at the end of the day is a student's gratitude.
I taught Terrance many, many moons ago. I'm pretty sure I had him in English I my first year at Newberry. Oh good heavens, I had no idea what I was doing. I keep thinking of those poor kids and thinking, if I only knew then what I knew now. If only.
But I did the best I could. And that was more than enough for Terrance. When he was a senior, in the spring semester, he came to visit me. We both had long moved on--he to other teachers and I to other students. But Newberry is a small school. You always see each other. You always speak. So when Terrance got to the spring semester of his senior year without passing the exit exam, he came knocking.
I didn't know a whole lot about the test back then. I didn't know how important authentic reading activities were. But Terrance had a weight-lifting class and I had planning and some workbooks. So we sat down together and practiced. We worked on very basic paragraph structures and multiple choice questions.
Our hard work paid off. On the last day of school for seniors that year, Terrance came to me, with tears in his eyes, to thank me for all my help. He was going to be able to graduate.
I ran into to Terrance at the gas station this weekend. Once again, it's Newberry. These things happen. I look back at our time together and think that I could have done so much more. Terrance was the one who did all the hard work. But when I see him, it's the same refrain. Thank you. Thank you for everything that you did for me. Thank you for being there. Thank you for your help.
It's gratitude. That's what makes us come back every day. That's what makes all the headaches worth while--a lifetime of Terrances.
I taught Terrance many, many moons ago. I'm pretty sure I had him in English I my first year at Newberry. Oh good heavens, I had no idea what I was doing. I keep thinking of those poor kids and thinking, if I only knew then what I knew now. If only.
But I did the best I could. And that was more than enough for Terrance. When he was a senior, in the spring semester, he came to visit me. We both had long moved on--he to other teachers and I to other students. But Newberry is a small school. You always see each other. You always speak. So when Terrance got to the spring semester of his senior year without passing the exit exam, he came knocking.
I didn't know a whole lot about the test back then. I didn't know how important authentic reading activities were. But Terrance had a weight-lifting class and I had planning and some workbooks. So we sat down together and practiced. We worked on very basic paragraph structures and multiple choice questions.
Our hard work paid off. On the last day of school for seniors that year, Terrance came to me, with tears in his eyes, to thank me for all my help. He was going to be able to graduate.
I ran into to Terrance at the gas station this weekend. Once again, it's Newberry. These things happen. I look back at our time together and think that I could have done so much more. Terrance was the one who did all the hard work. But when I see him, it's the same refrain. Thank you. Thank you for everything that you did for me. Thank you for being there. Thank you for your help.
It's gratitude. That's what makes us come back every day. That's what makes all the headaches worth while--a lifetime of Terrances.
Friday, February 06, 2009
Tips for a Successful Read Aloud
You’ll need to start by selecting the right text for your class. Always, ALWAYS, read your selection in advance. You need to ensure that what you are reading is appropriate for your students and your lesson. You also need to decide whether or not you are enjoying the text yourself. You can’t fake enthusiasm with a bunch of teenagers. They won’t buy it.
When choosing a text, think carefully about what purpose you want the read-aloud to serve. Is this to introduce a new chapter? Do you want to make sure that they know the current events in your content area? Do you want to provide them with an example of your content area in the real world? Choose your text wisely for the most success.
The best time to read to kids is at the beginning or end of class. Read alouds are perfect transition activities. They don’t need to be longer than about 15 minutes—students get antsy if you go longer than that. If you’re reading a novel or other lengthy piece, you may want to plan to end your session at an intriguing point—leave your audience begging for more! You can follow your read aloud up with discussion, journals, write-arounds, written conversations, etc., but don’t feel that you need to grade them.
Reading aloud to teens can make a profound difference in their lives as learners and as readers.
When choosing a text, think carefully about what purpose you want the read-aloud to serve. Is this to introduce a new chapter? Do you want to make sure that they know the current events in your content area? Do you want to provide them with an example of your content area in the real world? Choose your text wisely for the most success.
The best time to read to kids is at the beginning or end of class. Read alouds are perfect transition activities. They don’t need to be longer than about 15 minutes—students get antsy if you go longer than that. If you’re reading a novel or other lengthy piece, you may want to plan to end your session at an intriguing point—leave your audience begging for more! You can follow your read aloud up with discussion, journals, write-arounds, written conversations, etc., but don’t feel that you need to grade them.
Reading aloud to teens can make a profound difference in their lives as learners and as readers.
Thursday, January 22, 2009
Something I've Never Considered
What in the world is a graphic novel? Maybe you spent time as a teenager collecting comic books—stories of superheroes and villains where the good guy always wins and gets the super-hot girl. If you did, you may even be a self-proclaimed dork. Your mom may have thrown them out, much to your chagrin. But don’t worry, they are making a comeback in a much larger form.
So what do you look for and where do you start? Some graphic novels have great content connections. Nat Turner by Kyle Baker is very nearly wordless. Some primary documents are included as Baker tells the story of Nat Turner’s 1831 slave rebellion, beginning with the Middle Passage. There is no doubt that the message is conveyed through powerful images that will keep you turning eac
h page. And yes, looking closely at pictures is reading.
As Jane, of The Plain Janes, walks past a sidewalk café in Metro City, a terrorist’s bomb detonates. Her parents are overtaken by their fear and immediately snatch her to the suburbs, where surely they’ll be safe. She befriends three other Janes and they commence to make “art attacks” on the city. All the while, Jane keeps in touch with a mysterious man who she rescued from the explosion, and slowly comes into her own.
While comics were typically a series of stories, the term graphic novel refers to a format, rather than a genre. They are often independent stories, instead of a series. And the content is vast, and sometimes mature. Graphic novels have a lot of potential for reengaging marginalized readers and engaging reluctant readers. Their popularity is on the rise in recent years. In 2006, consumers in the United States spent nearly $330 million on graphic novels and comics. Librarians only counted for 10% of those purchases. Graphic novels are a popular format that can pull advanced readers, who often don’t have free time to read, back into the joys of literacy. The format can be very time-friendly to the overworked AP student, but can also be very nonthreatening to a more struggling reader. Studies have shown that graphic novels often attract male readers who are reluctant to read much else.
So what do you look for and where do you start? Some graphic novels have great content connections. Nat Turner by Kyle Baker is very nearly wordless. Some primary documents are included as Baker tells the story of Nat Turner’s 1831 slave rebellion, beginning with the Middle Passage. There is no doubt that the message is conveyed through powerful images that will keep you turning eac
h page. And yes, looking closely at pictures is reading.Confessions of a Blabbermouth includes a teenager’s blog as central to the plot. She uses her blog to vent about everything—including her mother’s boyfriend and the secret he allegedly has with his daughter—in the most public manner possible.
As Jane, of The Plain Janes, walks past a sidewalk café in Metro City, a terrorist’s bomb detonates. Her parents are overtaken by their fear and immediately snatch her to the suburbs, where surely they’ll be safe. She befriends three other Janes and they commence to make “art attacks” on the city. All the while, Jane keeps in touch with a mysterious man who she rescued from the explosion, and slowly comes into her own.
Finally, The Professor’s Daughter examines the true spirit of Victorian London through the eyes of a mischievous girl and a mummy who has opened his eyes for the first time in 3,000 years. He, of course, instantly falls in love with her. But how can their love survive their fathers, the London Police, and even the Royal Archeological Society?
Graphic novels have a great deal to offer our students and young readers. It has been suggested that reading graphic novels may require more complex cognitive skills than the reading of text alone. If you aren’t convinced, visit the media center and ask for a copy of manga—Japanese graphic novels that read from right to left. You will quickly see how demanding these can be for our students, but our students will rise to the occasion.
Like Riding a Bike
As a coach, it's not often that I get put back into classrooms to work my own magic. I'm usually there as a support for the teacher and I like to stay in the background and let his/her magic shine through.
Today, though, I had the rare occassion of being pulled to briefly cover a class. A science class. This might normally be scary for me, but today's science lesson dealt with reading an article and determining pros and cons. And that is something I know a little bit about--reading.
Getting in with the kids and pushing my sleeves up is not assimilar to riding a bike (which I can say since I recently started riding a bike again). If you've got the knack, you've got it. It doesn't get real rusty. You don't forget how to do it. It comes right back to you right away. And that was the way it worked for me today. I enjoyed those kids. I didn't even mind that they were freshmen! I was able to help them find word cues that would guide them towards filling in in their T-chart. And I was really proud of my science teacher for using literacy in her classroom.
Today, though, I had the rare occassion of being pulled to briefly cover a class. A science class. This might normally be scary for me, but today's science lesson dealt with reading an article and determining pros and cons. And that is something I know a little bit about--reading.
Getting in with the kids and pushing my sleeves up is not assimilar to riding a bike (which I can say since I recently started riding a bike again). If you've got the knack, you've got it. It doesn't get real rusty. You don't forget how to do it. It comes right back to you right away. And that was the way it worked for me today. I enjoyed those kids. I didn't even mind that they were freshmen! I was able to help them find word cues that would guide them towards filling in in their T-chart. And I was really proud of my science teacher for using literacy in her classroom.
Wednesday, January 21, 2009
When Technology Goes Awry
I've found myself with very little to say these days. But today, my temper got the better of me and my printer took a licking for it.
The long and sordid tale began last week. I installed new ink cartridges. They seem to run out so quickly these days! After I put in the new ones, I noticed they were a little more noisy than usual. To really spell it out for you, I felt like a machine gun was shooting right beside me and I found myself cowering in my chair for fear that it would take me out. Once I got used to it, I was then subjected to the embarrassment as people wandered by my office door and wondered what in the world I had gotten into now. One student insisted that it would go away with time. The same thing had apparently happened at her house. Well it didn't just go away.
In fact, it got worse. No, it didn't actually start shooting at me, but it did start to take paper in. Over and over and over again. Let me go in depth here--if I tried to print, it would pull the paper halfway through the printer and then stall. I would press the resume button and it would take off. It would just pull through piece after piece until I either took the paper away or pulled the plug. (At one point I thought it was possessed. I swear it was working without the plug, but no, I had pulled out the computer cable. That would make for a better story, though.)
This went on all day today. Not even the person at HP Tech Support had any idea what would cause this poltergeist to attack my printer. So I did the only think I could do--I went a little Office Space on it. Nothing actually broke, although I'm not beyond that yet. But I did slam it around a few times. Surprisingly enough, this did not make it want to work for me! I know, the mind reels!
Luckily I had a back up and we are up and running. It's tempting, though, to take that ol' printer out to a field with a baseball bat and give it a piece of my mind.
The long and sordid tale began last week. I installed new ink cartridges. They seem to run out so quickly these days! After I put in the new ones, I noticed they were a little more noisy than usual. To really spell it out for you, I felt like a machine gun was shooting right beside me and I found myself cowering in my chair for fear that it would take me out. Once I got used to it, I was then subjected to the embarrassment as people wandered by my office door and wondered what in the world I had gotten into now. One student insisted that it would go away with time. The same thing had apparently happened at her house. Well it didn't just go away.
In fact, it got worse. No, it didn't actually start shooting at me, but it did start to take paper in. Over and over and over again. Let me go in depth here--if I tried to print, it would pull the paper halfway through the printer and then stall. I would press the resume button and it would take off. It would just pull through piece after piece until I either took the paper away or pulled the plug. (At one point I thought it was possessed. I swear it was working without the plug, but no, I had pulled out the computer cable. That would make for a better story, though.)
This went on all day today. Not even the person at HP Tech Support had any idea what would cause this poltergeist to attack my printer. So I did the only think I could do--I went a little Office Space on it. Nothing actually broke, although I'm not beyond that yet. But I did slam it around a few times. Surprisingly enough, this did not make it want to work for me! I know, the mind reels!
Luckily I had a back up and we are up and running. It's tempting, though, to take that ol' printer out to a field with a baseball bat and give it a piece of my mind.
Subscribe to:
Posts (Atom)