Day 20
Just had my first parent teacher conference of the year. It's weird to think that this is the only school I've ever been to where I have stayed for more than one parent teacher conference. I know that may not make any sense, especially since this is only my first semester of my sophomore year, but this is my 15th school I've attended since Kindergarten. I have NEVER stayed in a place long enough for teachers to act like they care about me or have some sort of school record.
My grandpa told me that all my teachers said my grades were getting better.
Good news: I'm no longer failing English. It's a D, but still.
Day 22
Nothing really exciting has happened in school lately. We're kind of in the middle of the semester, so we haven't had any fun projects in any of my classes. I'm hoping we will do something better soon because I can't pay attention in class.
Day 23
I keep getting pulled out of class, and it's making me fall behind in class. I hate having to fight to keep up with school work. My English teacher has me come in for help and extra time during advocacy every day so I don't have to take anything home for homework, but I've still had to take some things with me.
Day 25
Finally! Something interesting to do. Ok, so in my English class we are almost finished reading this book Of Mice and Men, and it's kinda boring. But today we got to watch a clip from Dexter which is this really awesome show, that's not really appropriate for school, about a serial killer. My teacher didn't show us anything bad, but she said it would help us discuss the end of the book. We talked a lot about murder: who deserves it, is it ever justified, what is considered murder, and who gets to decide.
Day 28
Holy crap. I never would have thought I'd like this book (ya know the one we're reading in English?), but we just read the last chapter. Basically, these two guys are best friends, go everywhere together, want to retire and live together, and one of them gets into trouble because he doesn't understand how to act around people (he's mentally slow). He definitely makes the wrong people mad when he murders his boss's wife (but on accident!), so his best friend decides to kill him before the other people do.
Pretty much every time we read this book, until today, the whole class was really bored.
But today everybody wanted to talk about it, and our teacher wanted us to argue about it!
I think I could definitely get paid to argue my opinion.
Maybe I could become a lawyer.
Day 30
I have been thinking a lot lately about what I want to do after I graduate. I have always liked math and science, but I don't know what kind of career I would want because I'm just interested in it. Then earlier this week I thought that I could be a lawyer because it was so fun arguing with other people, but going to law school would take forever and I don't like school a whole lot, especially when I'm forced to take classes I don't want to.
It's interesting that I've been thinking about it because I took a test about my interests.
I can't remember all of the different categories, but the ones I scored high in were music, one about working with my hands, and the last one about being good at talking to people. I definitely agree with all of those. My teacher talked to us about our "intelligences" and told us all the different careers we could have with them. I think all teachers should have their students take these tests, especially in high school. It really helped me think more about what I want to do with my life.
Day 32
I just took my test for the book we read. I really hate taking tests, but this one was different than other English tests I've had because it didn't ask me questions about the book, but we did have to answer for the themes that went with the book that apply to our lives.
I thought that was neat. Hope I did well.
Day 35
I used my newfound "intelligence" (from the test) to pick out a project that, according to the test, I should like. I am going to design a new piece of art for a book cover.
Day 40
I wish I knew what I got on my test. My teacher has been gone the entire week. I'm not going to start my project until she gets back.
Day 50
Still no word about my grades. My teacher is still gone from school.
Day 60
My teacher came back and she wanted us to turn in our projects. I haven't even done mine. She said my grade will be docked if I don't turn it in tomorrow. There is no freaking way I'm going to get it done.
Day 61
I didn't turn in my project, and my grandpa has been calling the school every day to check on my grades. He's so mad at me for not doing this project; it's worth like a hundred points. My teacher said I can still turn it it, but my grade lowers each day I don't turn it in.
Day 63
I haven't started it yet...I have too much other work IN CLASS.
My teacher's last day is Monday, so I have the weekend to finish it.
Day 66
I didn't turn in my project. I got a zero. I have under a 50% in this class, and I'm going to have to retake a semester of sophomore English.
Saturday, December 13, 2014
Sunday, December 7, 2014
If you are sinking, they are too.
Gather your things. Put on your name-badge. Take a deep breath.
Tomorrow I go back to my students after three weeks of absence. I expect my students and colleagues to ask questions because they don't know the whole story. I won't blame them.
Even if I they don't, I'm not sure if I'm ready, if I'm fine.
The thing is, I'm drowning. What happened in my life has nothing to do with my students, but I don't want it to affect them. I want to be able to come back, unaffected. But I know that isn't realistic.
When I left, my students were half-way through presenting their final projects. Those whose projects were completed were graded, but what should I do about the rest of them?
I'm really concerned about how my actions, unintentional and avoidable, but they have still affected my students.
How do I make-up for the missed grades? I can't count against them for my absence, but I want to ensure that they are still graded fairly.
Also, how can I hold my classroom together when I am falling apart?
Right now I have a CT who can take some of the burden, but what about when I have my own classroom? Would I have needed to take leave from the FMLA, use my sick-days, vacation days? I feel that I need to protect myself as well as my students.
According to the National Council on Teacher Quality, in 2012 the average teacher had approximately 4 personal days and 11 sick days per year (www.nctq.org).
Fisher and Frey talk often about transparency with your students. Though their recommendation falls mostly under lessons, I have chosen to be transparent with my students in these circumstances as well. Any basic guide to being a good teacher will suggest that teachers avoid becoming friends with their students (obviously), but they will usually condone come across as a person to make you seem relatable (or human) to your students.
A few months ago, a student in my class was absent for a few weeks. I remember thinking What could she be doing that takes her away from three weeks worth of class? and when she came back Why hasn't she completed her work I gave her?
Well.
I feel that I should apologize to this individual for even THINKING that she was gone for no reason or not making an effort to do her assignments (because I certainly never said it out loud or gave her any grief). My absence made me realize that when life happens, when crisis happens, when tragedy happens, homework is not the priority. And not only was homework not my priority, but homework for ONE specific class did not take priority. So when I returned to school, no one class had not taken precedence over another. Who was I, one of her 8 teachers, to think she should have taken the time to complete a handful of assignments I had given her when I had not done the same with my classes?
In the future, I want to be emotionally and academically generous with students who are absent for long periods of time to ensure that they don't become overwhelmed, and that they continue to focus on themselves and their personal needs once they resume their routines.
And now, for a few things that have brought me cheer recently. Here is the link to my Pinterest Board that always cheers me up: http://www.pinterest.com/lindsaydale/couldn-t-have-said-it-better-myself/
Tomorrow I go back to my students after three weeks of absence. I expect my students and colleagues to ask questions because they don't know the whole story. I won't blame them.
Even if I they don't, I'm not sure if I'm ready, if I'm fine.
The thing is, I'm drowning. What happened in my life has nothing to do with my students, but I don't want it to affect them. I want to be able to come back, unaffected. But I know that isn't realistic.
When I left, my students were half-way through presenting their final projects. Those whose projects were completed were graded, but what should I do about the rest of them?
I'm really concerned about how my actions, unintentional and avoidable, but they have still affected my students.
How do I make-up for the missed grades? I can't count against them for my absence, but I want to ensure that they are still graded fairly.
Also, how can I hold my classroom together when I am falling apart?
Right now I have a CT who can take some of the burden, but what about when I have my own classroom? Would I have needed to take leave from the FMLA, use my sick-days, vacation days? I feel that I need to protect myself as well as my students.
According to the National Council on Teacher Quality, in 2012 the average teacher had approximately 4 personal days and 11 sick days per year (www.nctq.org).
Fisher and Frey talk often about transparency with your students. Though their recommendation falls mostly under lessons, I have chosen to be transparent with my students in these circumstances as well. Any basic guide to being a good teacher will suggest that teachers avoid becoming friends with their students (obviously), but they will usually condone come across as a person to make you seem relatable (or human) to your students.
A few months ago, a student in my class was absent for a few weeks. I remember thinking What could she be doing that takes her away from three weeks worth of class? and when she came back Why hasn't she completed her work I gave her?
Well.
I feel that I should apologize to this individual for even THINKING that she was gone for no reason or not making an effort to do her assignments (because I certainly never said it out loud or gave her any grief). My absence made me realize that when life happens, when crisis happens, when tragedy happens, homework is not the priority. And not only was homework not my priority, but homework for ONE specific class did not take priority. So when I returned to school, no one class had not taken precedence over another. Who was I, one of her 8 teachers, to think she should have taken the time to complete a handful of assignments I had given her when I had not done the same with my classes?
In the future, I want to be emotionally and academically generous with students who are absent for long periods of time to ensure that they don't become overwhelmed, and that they continue to focus on themselves and their personal needs once they resume their routines.
And now, for a few things that have brought me cheer recently. Here is the link to my Pinterest Board that always cheers me up: http://www.pinterest.com/lindsaydale/couldn-t-have-said-it-better-myself/
Monday, November 3, 2014
"So, shut up and just do it."
"So, shut up and just do it."
Before attending the KATE Conference this weekend, I did not know what to expect. Would I encounter disgruntled English teachers from across the state who were being forced to attend by the district? Or would everyone be here simply for a paid retreat away from their students? Or even just for cliquish bragging rights against rival schools?
My conceptions about what would occur and who would be present could not have been more amiss.
I staggered into the hotel around 8 a.m. Thursday morning, running a bit more late than I had hoped, and praying there would be some food left. Thankfully, I found the line for registration to be short; and next to registration, a BOUNTY of food! Although, I must have been too eagerly eyeing the buffet when a handful of people pushed their way in front of me at the registration table. I must admit, I was hoping this encounter would not foreshadow what the next 48 hours would hold.
As the conference officially began, I scarfed down the remainder of my eggs (delicious) and fished around in my tote for my laptop to take notes during the first keynote address: Dr. Howard Pitler.
Dr. Pitler, a seasoned education professional, lent some excellent insight into incorporating new technologies in our classrooms. But my favorite part was trying some of them out. Through his presentation he briefly explained several of the suggestions he had, and even noted which would be most appropriate for what grades. I rapidly (because he clicked quickly through the slides) typed notes on each tool he mentioned. So not only do I have lots to explore, but I have lots to share! Classmates: If you missed out on all the notes, I will bring them to class! I was excited to hear that many of his suggestions were several I had heard of, but had been too afraid to try. However, my fears about using technology (Is it too radical? Is it too much? Will it work?) have been assuaged through a 9 a.m. keynote address on a Thursday morning. Who knew...
As I was only able to stay for half the day on Thursday, I was determined to make the most of the two breakout sessions. I anxiously deliberated between my four final choices and peered at the choices of my colleagues' attendance logs to see if we shared the same interests. Yet, I made the trek to the Topeka Room alone, hoping for some hands-on Language Arts and Crafts. The presenters had brought several unique, obscure, and definitely non-traditional projects to display. Each attendee received a packet that fully described the projects discussed in the presentation. I must report, however, that no crafts were made that day.
Although the packet was lengthy, the presenters gave only a snapshot of each project; some needed further elaboration, and many teachers were happy to inquire further. I appreciate how practical these assignments were. Not much technology or resources were needed for each project, they could be altered to fit different texts, and the focus was not on the creativity but on the ideas and organization. In fact, they specifically mentioned that "bad artists" were not punished. Some of their best examples came from ugly pictures.
So far, so good. An exciting new-age keynote address and non-traditional projects without a poster in sight! Between break-out sessions I waited in line with the caffeine junkies trying to score a cup of hot water for my tea, and I found that this was the best way to chat with people---while they aren't scurrying to another break-out session, or looking through handouts picked up in a new session, and certainly not in the food line. This weekend, I proudly sported my College of Education name badge, hoping that it would denote that I was not yet employed, but soon hoping to be. And guess what: people noticed! I met several other former WSU students, a couple with who I had classes with my first semester here. Each person I spoke with was friendly and welcoming. I hope that these positive interactions will help me market myself well in upcoming job interviews.
ONE name drop never hurt anyone...
Although I was impressed with KATE Con, Day 1, I could not have anticipated Day 2.
Today, I got to meet Taylor Mali. Yeah, so he meets new people every day who are taken by his charisma, passion, and talent, but I don't get so close to fame that often, so I was pumped. So pumped in fact, that I arrived at 7 a.m., and I definitely ate like two and a half bagels.
#SoNervous #KateCon #TaylorMali
Before I met my Poetry group, I had one breakout session to choose wisely. The Poster Presentation group seemed lively, after all there were several listed, I thought it would keep me busy and keep my mind off of our "private time with Taylor" (that was for you, Krystal).
The large conference room in which the session was held was empty when I arrived. Maybe I'm early? I'll go get more tea. I come back. Nope, still empty. Three posters, three presenters, no other people attending. I discovered that these presentations were a come-and-go kind of thing. Although I went around to each presentation, asked questions, took notes, took pictures, it wasn't enough to fill an hour. In fact, I was in there for about 15 minutes. The idea behind this session is good: Some people may not want to give a lecture, or want the pressure of presenting to a large group, so they can have a display, and be there to answer questions. But for my taste and the amount of time, there were just not simply enough displays. Suggestion for next year: have more poster presentations, please! :)
This did give me the opportunity to chat with a representative from Heartland who review and recommend young adult books to other Kansas teachers. I have their contact information, and ya know what, I think I'm going to get involved.
Finally, the time had come. My poetry students had arrived and we were meeting with Taylor Mali. I thought we would get some good pictures, receive some good feedback on how to improve their poetry, maybe even change it. But I learned something from this session that I didn't expect. I learned how I need to be teaching. Mali's style was direct: approachable, charismatic, humorous, but pin-point direct. He spoke with each student like he had known them in his own classroom. They were there to learn; they knew it and he knew it. He didn't let them get away with excuses. "I'm nervous...I can't help it...This is just how I am! I didn't even notice!...I can, but..." And his response was: "So, shut up and do it!" Clear enough. They giggled; they knew he wasn't mad or cruel. And another thing, they shut up and did it.
This is the key piece I am missing with my students. I have shown them I care, that I'm funny, that I am not boring. But I need to show them that we have something to learn, and that being the class clown will get you plenty of laughs and attention, but it won't help you or your peers learn. His lessons were fast paced---he stopped them in the middle of a word if something was wrong. He didn't let them make tons of mistakes before he corrected them. He corrected them as they came. When they fixed them, THEN they received praise. Each student was held accountable for what they should have learned from those who performed before them based on whether or not they implemented the changes he asked of them. It put pressure on them in front of other students and not to mention in front of a freakin' New York City poet (who happened to earn his masters from Kansas).
It certainly made me question, Can I pull this off...?
Our session time with Taylor Mali was extended another half hour, which was amazing. However, I am sad I missed Megan's presentation! I wanted to be there to support her. She is so dedicated, resourceful, organized, and giving, I wanted to be able to listen to her share what she is passionate about. I hear it went well, Megan!
With my first conference under my belt, I feel enlightened, elated, and inspired to go forth into the world as a student teacher in the weeks to come with several ideas I can get behind, and people who have shown that they are behind me. I have learned that, if nothing else, KATE Con is full of opportunities I never expected.
Before attending the KATE Conference this weekend, I did not know what to expect. Would I encounter disgruntled English teachers from across the state who were being forced to attend by the district? Or would everyone be here simply for a paid retreat away from their students? Or even just for cliquish bragging rights against rival schools?
My conceptions about what would occur and who would be present could not have been more amiss.
I staggered into the hotel around 8 a.m. Thursday morning, running a bit more late than I had hoped, and praying there would be some food left. Thankfully, I found the line for registration to be short; and next to registration, a BOUNTY of food! Although, I must have been too eagerly eyeing the buffet when a handful of people pushed their way in front of me at the registration table. I must admit, I was hoping this encounter would not foreshadow what the next 48 hours would hold.
As the conference officially began, I scarfed down the remainder of my eggs (delicious) and fished around in my tote for my laptop to take notes during the first keynote address: Dr. Howard Pitler.
Dr. Pitler, a seasoned education professional, lent some excellent insight into incorporating new technologies in our classrooms. But my favorite part was trying some of them out. Through his presentation he briefly explained several of the suggestions he had, and even noted which would be most appropriate for what grades. I rapidly (because he clicked quickly through the slides) typed notes on each tool he mentioned. So not only do I have lots to explore, but I have lots to share! Classmates: If you missed out on all the notes, I will bring them to class! I was excited to hear that many of his suggestions were several I had heard of, but had been too afraid to try. However, my fears about using technology (Is it too radical? Is it too much? Will it work?) have been assuaged through a 9 a.m. keynote address on a Thursday morning. Who knew...
As I was only able to stay for half the day on Thursday, I was determined to make the most of the two breakout sessions. I anxiously deliberated between my four final choices and peered at the choices of my colleagues' attendance logs to see if we shared the same interests. Yet, I made the trek to the Topeka Room alone, hoping for some hands-on Language Arts and Crafts. The presenters had brought several unique, obscure, and definitely non-traditional projects to display. Each attendee received a packet that fully described the projects discussed in the presentation. I must report, however, that no crafts were made that day.
Although the packet was lengthy, the presenters gave only a snapshot of each project; some needed further elaboration, and many teachers were happy to inquire further. I appreciate how practical these assignments were. Not much technology or resources were needed for each project, they could be altered to fit different texts, and the focus was not on the creativity but on the ideas and organization. In fact, they specifically mentioned that "bad artists" were not punished. Some of their best examples came from ugly pictures.
So far, so good. An exciting new-age keynote address and non-traditional projects without a poster in sight! Between break-out sessions I waited in line with the caffeine junkies trying to score a cup of hot water for my tea, and I found that this was the best way to chat with people---while they aren't scurrying to another break-out session, or looking through handouts picked up in a new session, and certainly not in the food line. This weekend, I proudly sported my College of Education name badge, hoping that it would denote that I was not yet employed, but soon hoping to be. And guess what: people noticed! I met several other former WSU students, a couple with who I had classes with my first semester here. Each person I spoke with was friendly and welcoming. I hope that these positive interactions will help me market myself well in upcoming job interviews.
ONE name drop never hurt anyone...
Although I was impressed with KATE Con, Day 1, I could not have anticipated Day 2.
Today, I got to meet Taylor Mali. Yeah, so he meets new people every day who are taken by his charisma, passion, and talent, but I don't get so close to fame that often, so I was pumped. So pumped in fact, that I arrived at 7 a.m., and I definitely ate like two and a half bagels.
#SoNervous #KateCon #TaylorMali
Before I met my Poetry group, I had one breakout session to choose wisely. The Poster Presentation group seemed lively, after all there were several listed, I thought it would keep me busy and keep my mind off of our "private time with Taylor" (that was for you, Krystal).
The large conference room in which the session was held was empty when I arrived. Maybe I'm early? I'll go get more tea. I come back. Nope, still empty. Three posters, three presenters, no other people attending. I discovered that these presentations were a come-and-go kind of thing. Although I went around to each presentation, asked questions, took notes, took pictures, it wasn't enough to fill an hour. In fact, I was in there for about 15 minutes. The idea behind this session is good: Some people may not want to give a lecture, or want the pressure of presenting to a large group, so they can have a display, and be there to answer questions. But for my taste and the amount of time, there were just not simply enough displays. Suggestion for next year: have more poster presentations, please! :)
This did give me the opportunity to chat with a representative from Heartland who review and recommend young adult books to other Kansas teachers. I have their contact information, and ya know what, I think I'm going to get involved.
Finally, the time had come. My poetry students had arrived and we were meeting with Taylor Mali. I thought we would get some good pictures, receive some good feedback on how to improve their poetry, maybe even change it. But I learned something from this session that I didn't expect. I learned how I need to be teaching. Mali's style was direct: approachable, charismatic, humorous, but pin-point direct. He spoke with each student like he had known them in his own classroom. They were there to learn; they knew it and he knew it. He didn't let them get away with excuses. "I'm nervous...I can't help it...This is just how I am! I didn't even notice!...I can, but..." And his response was: "So, shut up and do it!" Clear enough. They giggled; they knew he wasn't mad or cruel. And another thing, they shut up and did it.
This is the key piece I am missing with my students. I have shown them I care, that I'm funny, that I am not boring. But I need to show them that we have something to learn, and that being the class clown will get you plenty of laughs and attention, but it won't help you or your peers learn. His lessons were fast paced---he stopped them in the middle of a word if something was wrong. He didn't let them make tons of mistakes before he corrected them. He corrected them as they came. When they fixed them, THEN they received praise. Each student was held accountable for what they should have learned from those who performed before them based on whether or not they implemented the changes he asked of them. It put pressure on them in front of other students and not to mention in front of a freakin' New York City poet (who happened to earn his masters from Kansas).
It certainly made me question, Can I pull this off...?
Our session time with Taylor Mali was extended another half hour, which was amazing. However, I am sad I missed Megan's presentation! I wanted to be there to support her. She is so dedicated, resourceful, organized, and giving, I wanted to be able to listen to her share what she is passionate about. I hear it went well, Megan!
With my first conference under my belt, I feel enlightened, elated, and inspired to go forth into the world as a student teacher in the weeks to come with several ideas I can get behind, and people who have shown that they are behind me. I have learned that, if nothing else, KATE Con is full of opportunities I never expected.
Thursday, October 9, 2014
Creative Narrative 1
Sophomore Year: Fall 2014
Day 1
New year, new school, and new people I have to try to get along with. We'll see how it goes.
Day 3
I'm always worried about getting into trouble for cussing at school (because I do it a lot), but today we started reading this play in English. It's called 12 Angry Men, and I read the part for Juror 7, who swears all the time. Our teachers let us say the words and they read them too! I've never heard a teacher swear before. They always try to seem so perfect.
Day 7
School is going alright, I guess. I'm tired of reading and homework, but I really like my science and math classes. One of my English teachers gave us the homework of comparing an event in our lives to one of the themes in the play. All the themes are hard to talk about: prejudice, anonymity, blame, guilt. I don't want to talk about my life to these people; they're strangers. I don't even want to talk to my therapist about my life. Why would I talk to them?
I'm not going to do this assignment. I've decided to turn it in blank. I'm sure they'll get the hint.
Day 8
Today when I passed my assignment forward, my teacher asked me why it wasn't filled out. No one ever asked me that before; they just gave me the F. I told her I didn't want to give any personal details about my life, and she talked to me about what I could do to still meet the requirements and get a good grade without talking about things that she called "emotionally charged."
I liked the alternative she gave me. She talked to me about what I liked to write about (which isn't anything, really), what I like to study, and how to tie-in my beliefs about science or politics with standing up for what I believe when others aren't with me. It actually made sense. I remembered hearing about racism in Ferguson, Missouri and I wanted to research it more because I may not believe the same things other people do about the situation. She told me to think about how my opinions about the cop aren't going to be shared by everybody else. I spent some time in the library trying to figure out what to write about, but I didn't do much. I still just don't really care about this assignment.
Day 9
My grandpa called my English teacher last night. He's worried about my grade in there because I have an F. I just hate writing and reading; there are better things to do with my time. Especially when I have to talk about my life. I don't think it's possible to get a good grade in this class.
Day 10
I was worried that my teachers would feel sorry for me today. Poor little kid, has to have his grandpa call to check in on him and explain why he struggles with English class. Screw that.
But Instead, one of my teachers asked me if I finished my homework, even though my grandpa explained that I don't like writing about my life and that I didn't want to do the assignment. She even gave me extra class time to complete it. I felt kind of bad because I still didn't want to work, and she's probably annoyed that I don't because she made me sit at a table alone. She tried to talk to me about my life some more. What I like, what classes I enjoy, what classes I hate. I guess I told her I hate gym, which I do, and I'm glad I don't have to take it again because we started talking about why I don't like it. I guess I'd never really thought about it. I just thought I didn't really care about school because school didn't care about me. But it was because the boy's coach was an inconsiderate jerk. I don't care about my teachers, or even think about them for that matter. He didn't care about me, why should I even think about him? He doesn't deserve any of my time. She just kept asking me about why he was a jerk, why I didn't get along with him. He gave me an F, he didn't even try to help me get a good grade. I had just moved again, and didn't have any gym clothes. I don't even bother asking my mom to buy me the stuff I need anymore. There's no point. He never asked me why I didn't have stuff, but just reminded me that I needed clothes. My teacher asked me if I thought he should have treated me differently, if he should have given me partial credit for participating or tried to help me get clothes. But I don't really care about my grade in gym class. She said something that kind of surprised me: "I don't care that you don't care, if you were the teacher, would you have done something differently? Did you think he had treated you justly?"
I guess I would have.
She stopped to tell me that I didn't need to write anything different than what I'd just told her. So I wrote it down and turned it in.
Day 13
I just took my 12 Angry Men test. I didn't finish in class, but my teacher let me come in during advocacy. I really need a good grade (right now I have a 30%).
Day 15
I got a B on my test. I try not to care about my grades, but I tried really hard on this test. My teacher told me she liked my answers and appreciated how much effort I put into it.
Day 16
I had a really bad headache in class today. My English teacher kept telling me to sit up. Finally I told her that I didn't want to because I had a headache, and she told me to keep my head down, try to pay attention, and do my work the best I could. I did my worksheet and even talked in class discussion. After class she told me she appreciated my contribution even though I didn't feel good.
I think when teachers respect me and my space it makes me want to pay attention to what they're saying. Especially when they notice that I'm trying.
To be continued...
Day 1
New year, new school, and new people I have to try to get along with. We'll see how it goes.
Day 3
I'm always worried about getting into trouble for cussing at school (because I do it a lot), but today we started reading this play in English. It's called 12 Angry Men, and I read the part for Juror 7, who swears all the time. Our teachers let us say the words and they read them too! I've never heard a teacher swear before. They always try to seem so perfect.
Day 7
School is going alright, I guess. I'm tired of reading and homework, but I really like my science and math classes. One of my English teachers gave us the homework of comparing an event in our lives to one of the themes in the play. All the themes are hard to talk about: prejudice, anonymity, blame, guilt. I don't want to talk about my life to these people; they're strangers. I don't even want to talk to my therapist about my life. Why would I talk to them?
I'm not going to do this assignment. I've decided to turn it in blank. I'm sure they'll get the hint.
Day 8
Today when I passed my assignment forward, my teacher asked me why it wasn't filled out. No one ever asked me that before; they just gave me the F. I told her I didn't want to give any personal details about my life, and she talked to me about what I could do to still meet the requirements and get a good grade without talking about things that she called "emotionally charged."
I liked the alternative she gave me. She talked to me about what I liked to write about (which isn't anything, really), what I like to study, and how to tie-in my beliefs about science or politics with standing up for what I believe when others aren't with me. It actually made sense. I remembered hearing about racism in Ferguson, Missouri and I wanted to research it more because I may not believe the same things other people do about the situation. She told me to think about how my opinions about the cop aren't going to be shared by everybody else. I spent some time in the library trying to figure out what to write about, but I didn't do much. I still just don't really care about this assignment.
Day 9
My grandpa called my English teacher last night. He's worried about my grade in there because I have an F. I just hate writing and reading; there are better things to do with my time. Especially when I have to talk about my life. I don't think it's possible to get a good grade in this class.
Day 10
I was worried that my teachers would feel sorry for me today. Poor little kid, has to have his grandpa call to check in on him and explain why he struggles with English class. Screw that.
But Instead, one of my teachers asked me if I finished my homework, even though my grandpa explained that I don't like writing about my life and that I didn't want to do the assignment. She even gave me extra class time to complete it. I felt kind of bad because I still didn't want to work, and she's probably annoyed that I don't because she made me sit at a table alone. She tried to talk to me about my life some more. What I like, what classes I enjoy, what classes I hate. I guess I told her I hate gym, which I do, and I'm glad I don't have to take it again because we started talking about why I don't like it. I guess I'd never really thought about it. I just thought I didn't really care about school because school didn't care about me. But it was because the boy's coach was an inconsiderate jerk. I don't care about my teachers, or even think about them for that matter. He didn't care about me, why should I even think about him? He doesn't deserve any of my time. She just kept asking me about why he was a jerk, why I didn't get along with him. He gave me an F, he didn't even try to help me get a good grade. I had just moved again, and didn't have any gym clothes. I don't even bother asking my mom to buy me the stuff I need anymore. There's no point. He never asked me why I didn't have stuff, but just reminded me that I needed clothes. My teacher asked me if I thought he should have treated me differently, if he should have given me partial credit for participating or tried to help me get clothes. But I don't really care about my grade in gym class. She said something that kind of surprised me: "I don't care that you don't care, if you were the teacher, would you have done something differently? Did you think he had treated you justly?"
I guess I would have.
She stopped to tell me that I didn't need to write anything different than what I'd just told her. So I wrote it down and turned it in.
Day 13
I just took my 12 Angry Men test. I didn't finish in class, but my teacher let me come in during advocacy. I really need a good grade (right now I have a 30%).
Day 15
I got a B on my test. I try not to care about my grades, but I tried really hard on this test. My teacher told me she liked my answers and appreciated how much effort I put into it.
Day 16
I had a really bad headache in class today. My English teacher kept telling me to sit up. Finally I told her that I didn't want to because I had a headache, and she told me to keep my head down, try to pay attention, and do my work the best I could. I did my worksheet and even talked in class discussion. After class she told me she appreciated my contribution even though I didn't feel good.
I think when teachers respect me and my space it makes me want to pay attention to what they're saying. Especially when they notice that I'm trying.
To be continued...
Thursday, September 25, 2014
Reality? Check. My efforts to evoke some enthusiasm with a brand new unit plan. (Response 2)
Classrooms can be an ugly place for idealists.
Students are not perfect, other teachers are not perfect, my ideas, thoughts, actions, and practices are not perfect.
Before it begins to sound like I'm irreparably jaded, I knew all of this before I began this school year. Over the last month, I have watched my group of Sophomores struggle to pay attention and participate in our daily activities. There has been an enormous effort on my part to connect with my students, to make them feel heard, valued, and independent. But there is only so much I can do as a co-teacher who is merely imposing upon a pre-existing lesson plan. It was like being a sub, but with the main teacher still present.
So for my upcoming unit, my CT has given me free rein over what I incorporate into the plans. There are only two limitations. The first, which I knew before I planned the unit, was that the lesson would cover John Steinbeck's novella Of Mice and Men. The second, which came as a disheartening surprise after I planned my unit in full was that my CT warned me against moving away from the novel. I certainly understand consistency in lesson planning, but everything I had planned was directly connected to the novella. Then I discovered the real stipulation: Don't move away from Common Core.
Internally, my mind referenced texts I have read over the past two years. Engage your students. Find an overarching concept. Challenge their critical thinking skills. Relevance, Relevance, Relevance!
So, my ideas don't align with the pacing guides. Reality check: 1, Lindsay: 0. Have I got some news for reality: I'm resilient and full of ideas I'm not afraid to try.
In Teaching English by Design, Smagorinsky (2008) suggests planning units with an overarching theme(p. 112). Parts make-up a whole, and conceptual units of instruction do just that--create lessons where the instructors connect different aspects that are related to make the unit more engaging. Common Core's Sophomore ELA Pacing guide for Unit 2 focuses on character analysis. The overarching concept I have designed for this unit is "Reality", which heavily focuses on realism.
My goals for this unit are:
-to be mindful of the strategies for comprehension, writing, and attention
-causing genuine and relevant inquiry (Wiggins & McTighe)
-to spark meaningful connections (Wiggins & McTighe)
-to incorporate new, innovative practices
-to get students college and career ready (Bomer, 2011)
In order to accomplish these goals, I've had to spend a lot of time getting creative.
A useful text for me has been 50 Instructional Routines to Develop Content Literacy (Fisher et al., 2010). It seems that I am constantly flipping through this text to see what routines I can adopt and adapt for my students. These strategies certainly help me keep in mind their attention, comprehension, and need to write. For example, during our introduction activity I have planned for them to simply use think-pair-share when analyzing a stanza from the Robert Burn's poem "To a Mouse" as an introduction to Of Mice and Men. Not the most creative approach, but it allows them to bounce ideas off of one another before being put on the spot as a whole class.
The most fun part of this introductory lesson (for me) was incorporating another strategy from Fisher et al. (2010), I arrived as a "visitor" who was dressed as a 1930s migrant worker! The students did not think I was cool, but they paid attention and it was fun.
Causing genuine and relevant inquiry, and sparking meaningful connections between "real life" and the text is one of the more challenging aspects of this unit. I found that turning to Pinterest was a helpful tool to help me generate ideas. I'm a visual learner, and everything on Pinterest has a picture! I would really recommend using Pinterest to help with your lesson plans. You can create a board and fill it with ideas that can very quickly be referenced. I found several pictures from Time's issue about The Great Depression and I also saw that several other teachers had been comparing it to The Great Recession!
(P.S. you can follow me on Pinterest here: http://www.pinterest.com/lindsaydale/)
Although Pinterest is a fun, new innovative practice, there are several other tools I can incorporate into my lessons. My new favorite is a spin-off of an Oppinionaire (Fisher et al., 2010). From the website Poll Everywhere you can have your students text their responses to a class number (not a real phone number) where their responses appear on the screen. And, yes, before you freak out, their numbers do not coincide with their responses on the screen, but you can track the messages with the numbers on the site. You can ask any question you'd like, and the students can respond with one word answers, yes or no answers, or sentences. For my unit specifically, I will use it to gauge their responses about decisions the characters made and other debatable themes in the book. They like this better than a Value Line or Oppinionaire, and it incorporates technology.
Check it out here: www.polleverywhere.com
College and career readiness are, to the state and school district, the most important piece of the lesson. In my unit, I will ask my students to read articles about The Great Recession and current economic downturn, read articles and do activities about "the working poor", discuss the treatment of mentally handicapped in the 1930s and today and what job opportunities they have, and creating a final project that ties to one of these "real life" topics that connect with the novel (along with an accompanying paper, of course).
I want these students to understand that I'm not here to ignite their passion about English class, but through this unit I want to convey to these students that they don't need to be college bound to care about the world and its impact on their lives.
So, help me spice-up my lessons! What creative activities for Of Mice and Men can I do with a group of unenthusiastic sophomores? I'm willing to try just about anything.
Sources:
Bomer, R (2011). Building Adolescent Literacy in Today's English Classrooms. Portsmouth, NH: Heinemann.
Fisher, D; Frey, N (2012). Improving Adolescent Literacy: Content Area Strategies at Work. Boston, MA: Pearson Education, Inc.
Smagorinsky, P (2008). Teaching English by Design: How to Create and Carry Out Instructional Units. Portsmouth, NH: Heinemann.
Wiggins & McTighe. Understanding by Design.
Students are not perfect, other teachers are not perfect, my ideas, thoughts, actions, and practices are not perfect.
Before it begins to sound like I'm irreparably jaded, I knew all of this before I began this school year. Over the last month, I have watched my group of Sophomores struggle to pay attention and participate in our daily activities. There has been an enormous effort on my part to connect with my students, to make them feel heard, valued, and independent. But there is only so much I can do as a co-teacher who is merely imposing upon a pre-existing lesson plan. It was like being a sub, but with the main teacher still present.
So for my upcoming unit, my CT has given me free rein over what I incorporate into the plans. There are only two limitations. The first, which I knew before I planned the unit, was that the lesson would cover John Steinbeck's novella Of Mice and Men. The second, which came as a disheartening surprise after I planned my unit in full was that my CT warned me against moving away from the novel. I certainly understand consistency in lesson planning, but everything I had planned was directly connected to the novella. Then I discovered the real stipulation: Don't move away from Common Core.
Internally, my mind referenced texts I have read over the past two years. Engage your students. Find an overarching concept. Challenge their critical thinking skills. Relevance, Relevance, Relevance!
So, my ideas don't align with the pacing guides. Reality check: 1, Lindsay: 0. Have I got some news for reality: I'm resilient and full of ideas I'm not afraid to try.
In Teaching English by Design, Smagorinsky (2008) suggests planning units with an overarching theme(p. 112). Parts make-up a whole, and conceptual units of instruction do just that--create lessons where the instructors connect different aspects that are related to make the unit more engaging. Common Core's Sophomore ELA Pacing guide for Unit 2 focuses on character analysis. The overarching concept I have designed for this unit is "Reality", which heavily focuses on realism.
My goals for this unit are:
-to be mindful of the strategies for comprehension, writing, and attention
-causing genuine and relevant inquiry (Wiggins & McTighe)
-to spark meaningful connections (Wiggins & McTighe)
-to incorporate new, innovative practices
-to get students college and career ready (Bomer, 2011)
In order to accomplish these goals, I've had to spend a lot of time getting creative.
A useful text for me has been 50 Instructional Routines to Develop Content Literacy (Fisher et al., 2010). It seems that I am constantly flipping through this text to see what routines I can adopt and adapt for my students. These strategies certainly help me keep in mind their attention, comprehension, and need to write. For example, during our introduction activity I have planned for them to simply use think-pair-share when analyzing a stanza from the Robert Burn's poem "To a Mouse" as an introduction to Of Mice and Men. Not the most creative approach, but it allows them to bounce ideas off of one another before being put on the spot as a whole class.
The most fun part of this introductory lesson (for me) was incorporating another strategy from Fisher et al. (2010), I arrived as a "visitor" who was dressed as a 1930s migrant worker! The students did not think I was cool, but they paid attention and it was fun.
Causing genuine and relevant inquiry, and sparking meaningful connections between "real life" and the text is one of the more challenging aspects of this unit. I found that turning to Pinterest was a helpful tool to help me generate ideas. I'm a visual learner, and everything on Pinterest has a picture! I would really recommend using Pinterest to help with your lesson plans. You can create a board and fill it with ideas that can very quickly be referenced. I found several pictures from Time's issue about The Great Depression and I also saw that several other teachers had been comparing it to The Great Recession!
(P.S. you can follow me on Pinterest here: http://www.pinterest.com/lindsaydale/)
Although Pinterest is a fun, new innovative practice, there are several other tools I can incorporate into my lessons. My new favorite is a spin-off of an Oppinionaire (Fisher et al., 2010). From the website Poll Everywhere you can have your students text their responses to a class number (not a real phone number) where their responses appear on the screen. And, yes, before you freak out, their numbers do not coincide with their responses on the screen, but you can track the messages with the numbers on the site. You can ask any question you'd like, and the students can respond with one word answers, yes or no answers, or sentences. For my unit specifically, I will use it to gauge their responses about decisions the characters made and other debatable themes in the book. They like this better than a Value Line or Oppinionaire, and it incorporates technology.
Check it out here: www.polleverywhere.com
College and career readiness are, to the state and school district, the most important piece of the lesson. In my unit, I will ask my students to read articles about The Great Recession and current economic downturn, read articles and do activities about "the working poor", discuss the treatment of mentally handicapped in the 1930s and today and what job opportunities they have, and creating a final project that ties to one of these "real life" topics that connect with the novel (along with an accompanying paper, of course).
I want these students to understand that I'm not here to ignite their passion about English class, but through this unit I want to convey to these students that they don't need to be college bound to care about the world and its impact on their lives.
So, help me spice-up my lessons! What creative activities for Of Mice and Men can I do with a group of unenthusiastic sophomores? I'm willing to try just about anything.
Sources:
Bomer, R (2011). Building Adolescent Literacy in Today's English Classrooms. Portsmouth, NH: Heinemann.
Fisher, D; Frey, N (2012). Improving Adolescent Literacy: Content Area Strategies at Work. Boston, MA: Pearson Education, Inc.
Smagorinsky, P (2008). Teaching English by Design: How to Create and Carry Out Instructional Units. Portsmouth, NH: Heinemann.
Wiggins & McTighe. Understanding by Design.
Thursday, September 4, 2014
Where the Textbook Ends... (Response #1)
This semester I have a class of sophomores. They are average students, some are under-motivated, most of them struggle to stay engaged in class work. We are a little more than halfway through the unit of 12 Angry Men, all of which we have read in class. My CT has been more than willing to allow me to create assignments and experiment with different teaching strategies to help them understand the importance of the story. I have strived to incorporate the fundamental teaching principles highlighted by Wong and Wong in The First Days of School, such as intentionally inviting the students to inquire and learn (Wong & Wong, p. 67 1998). I make sure that my comments are sincere and timely, and I have noticed that they do react positively. For example, I quietly told a student who has been absent more times than he has been present that he did an excellent job contributing to group work. His smile was the only feedback I needed. See? Classroom management and motivation is so easy if you've only read your textbook. Wrong. So wrong.
Despite a personal connection with the students, minding my manners, asking them to mind theirs, and ensuring they complete their work, they are far less engaged than they should be. This play is fun to read, fun to act out, suspenseful, and thought provoking. Not to mention appropriate considering the racial tension exposed through current events in Ferguson. I admit that I don't expect any or all students to share my enthusiasm for literature, but they should at least be excited they get to swear when reading the play. My dilemma is that they aren't engaged, they don't seem to be grasping the concepts, they don't care, and they don't seem to have been previously pushed in their school work. My goals for this class are to continue to connect assignments to their own experiences, continue to synthesize classwork with real-world application, and continue to force the students to be responsible for their own learning. It's only the first month of school, after all. Now that I have set my goals, it should be easy to measure their progress.
My attempts to meet these goals have been through trial and error. I first tried being transparent in our activities and assignments. I try to clearly and throughly give instructions and expectations while explaining its importance. Fisher and Frey's Improving Adolescent Literacy (2012) suggests that we maintain transparency in all we do to help students understand our expectations (p 15). Being transparent has certainly been beneficial, but my instructions are not always clear. My CT reminded me that sophomores are on the brink of self-discovered learning. Freshmen need a lot of guidance, juniors usually just need a leader, but sophomores are a balance between the two. They want independence, but don't yet know how to get there. In Adolescent Literacy in Today's English Classroom, Bomer (2011) reminds us that the teacher's role is to be an expert and coach (p. 14). Coaches give athletes clear instructions, goals, and feedback; they don't endlessly ramble or lecture, they get to the heart of the challenge. This is how I have begun to approach these sophomores (today is Day 1).
I also ask students lots of questions without the fear of dead silence; someone always finds it awkward enough that they give me their best answer. I constantly ask them to recall the legal terms we discussed before beginning the unit, and they get faster each time I do. Bomer (2011)states that activities should connect to one another-- not simply break class time into segments (p. 49). By using their vocabulary words in their writing, seeing it in their text, and using them in class discussion, they begin to see the relevance. But is what I am doing enough to keep their focus, engagement, and help them get the most out of what they learn? I want to make these students responsible for their own work and get out of the habit of giving up before they make any real effort, but I don't want to discourage them either.
I don't know how much these students have been pushed in the past. I don't personally know any of these students outside the classroom. I don't know any of their reputations. What I do know is that I want to try to take a class whose motivation about English is less than ideal and build them up to see what they can do. I am already finding what does and doesn't work. When it doesn't work, class time seems a little wasted. But I have seen glimpses of what does work, so I'm going to hang onto them and run.
Sources:
Bomer, R (2011). Building Adolescent Literacy in Today's English Classrooms. Portsmouth, NH: Heinemann.
Fisher, D; Frey, N (2012). Improving Adolescent Literacy: Content Area Strategies at Work. Boston, MA: Pearson Education, Inc.
Wong, H; Wong, R (1998). The First Days of School. Mountain View, CA: Harry Wong Publications, Inc.
Despite a personal connection with the students, minding my manners, asking them to mind theirs, and ensuring they complete their work, they are far less engaged than they should be. This play is fun to read, fun to act out, suspenseful, and thought provoking. Not to mention appropriate considering the racial tension exposed through current events in Ferguson. I admit that I don't expect any or all students to share my enthusiasm for literature, but they should at least be excited they get to swear when reading the play. My dilemma is that they aren't engaged, they don't seem to be grasping the concepts, they don't care, and they don't seem to have been previously pushed in their school work. My goals for this class are to continue to connect assignments to their own experiences, continue to synthesize classwork with real-world application, and continue to force the students to be responsible for their own learning. It's only the first month of school, after all. Now that I have set my goals, it should be easy to measure their progress.
My attempts to meet these goals have been through trial and error. I first tried being transparent in our activities and assignments. I try to clearly and throughly give instructions and expectations while explaining its importance. Fisher and Frey's Improving Adolescent Literacy (2012) suggests that we maintain transparency in all we do to help students understand our expectations (p 15). Being transparent has certainly been beneficial, but my instructions are not always clear. My CT reminded me that sophomores are on the brink of self-discovered learning. Freshmen need a lot of guidance, juniors usually just need a leader, but sophomores are a balance between the two. They want independence, but don't yet know how to get there. In Adolescent Literacy in Today's English Classroom, Bomer (2011) reminds us that the teacher's role is to be an expert and coach (p. 14). Coaches give athletes clear instructions, goals, and feedback; they don't endlessly ramble or lecture, they get to the heart of the challenge. This is how I have begun to approach these sophomores (today is Day 1).
I also ask students lots of questions without the fear of dead silence; someone always finds it awkward enough that they give me their best answer. I constantly ask them to recall the legal terms we discussed before beginning the unit, and they get faster each time I do. Bomer (2011)states that activities should connect to one another-- not simply break class time into segments (p. 49). By using their vocabulary words in their writing, seeing it in their text, and using them in class discussion, they begin to see the relevance. But is what I am doing enough to keep their focus, engagement, and help them get the most out of what they learn? I want to make these students responsible for their own work and get out of the habit of giving up before they make any real effort, but I don't want to discourage them either.
I don't know how much these students have been pushed in the past. I don't personally know any of these students outside the classroom. I don't know any of their reputations. What I do know is that I want to try to take a class whose motivation about English is less than ideal and build them up to see what they can do. I am already finding what does and doesn't work. When it doesn't work, class time seems a little wasted. But I have seen glimpses of what does work, so I'm going to hang onto them and run.
Sources:
Bomer, R (2011). Building Adolescent Literacy in Today's English Classrooms. Portsmouth, NH: Heinemann.
Fisher, D; Frey, N (2012). Improving Adolescent Literacy: Content Area Strategies at Work. Boston, MA: Pearson Education, Inc.
Wong, H; Wong, R (1998). The First Days of School. Mountain View, CA: Harry Wong Publications, Inc.
Saturday, August 23, 2014
First Day of School!
Our parents always took pictures of us during milestone school years, so why not document this one too?! Happy first day of PST, seniors! We're almost done!
Friday, August 22, 2014
Goals for Student Teaching
Student teaching is off to a great start!
My current goals are to:
-practice classroom management
-incorporate techniques I have learned in my classes
-be innovative with the lesson plans
-incorporate technology in a unique way
-have my lessons become as seamless as possible
My current goals are to:
-practice classroom management
-incorporate techniques I have learned in my classes
-be innovative with the lesson plans
-incorporate technology in a unique way
-have my lessons become as seamless as possible
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