#10. Writing recommendations for students I know will become future success stories.
#9. Working beside Ms. Gunn, a great addition to Storm Lake High School.
#8. Being planked during 8th hour Composition class (I wish I had a picture).
#7. Being amazed by the Accelerated English students' in-depth blogging assignments over five novels supplemented with current events, poetry, allusions, vocabulary and pictures. This task was nearly trumped by the My Antonia newscast done early in the semester.
#6. Working with the first hour Elements of Writing students who researched and wrote about their interests, which created interesting writing. I learned about the Illuminati, skateboarding, dance, an underdog football player, music, the lady in black, and many others.
#5. Teaching Introduction to Literature. The 5th hour students were a refuge in the middle of the day. Who would have thought that explications and critical analyses during a pre-lunch class could be so relaxing and intellectually stimulating?
#4. Having a new advisory group. It is the beginning of a four-year bond.
#3. Watching the Composition students learn to objectively and confidently critique peer and their own written work. The profiles challenged them, but the outcome is a wonderful heirloom and achievement.
#2. Learning what makes the students tick, and noticing how they find ways to reach the goals they set for themselves.
#1. Being reminded once again that students want to learn. They may complain, procrastinate, seemingly ignore, or even dread, but when it comes down to it, they want to be proud of actually accomplishing tasks they were not sure they could master.
Wednesday, December 28, 2011
Saturday, November 5, 2011
Accelerated English Project
I dreamt up a new challenge for the freshmen, and all of it will be shared online. It is the first time I have approached an assignment this way. Students will have temporary blogs where they will share the nine parts of a project encompassing the five novels we have read so far this semester: The Adventures of Huckleberry Finn, My Antonia, To Kill a Mockingbird, Of Mice and Men, and The Outsiders.
On Friday I revealed the assignment's directions so the students will be able to come to class on Monday, grab a computer, and get to work for the next two weeks. They will also need to work outside of class to meet all of the requirements. I asked the students to read the entire set of directions before asking any questions aloud. When it was time to answer their questions, the inevitable "Why?" came up. Well, there are many reasons why.
After the initial anxiety wears off, I hope the students look closely to see what they would have missed if they had not completed this project. I'm asking the students to find pre-1900 poetry that connects to the novels in some way. This will expose the students to literature they search for on their own, but more importantly,this will help students practice their thinking and communicating skills by sharing the connections between the novels and the poems. To counter the past, I want the students to find current (as in happened during the month of November 2011) news that reflects the issues that are found in the novels we have read. Stories change, but conflicts humans face will always occur. It's one of the reasons we read literature--to reflect on the causes and effects of human experiences. Poetry, news and novels have much in common despite their varied purposes. Toss in a Works Cited, along with some well-written explanations, and the students are on their way to communicating complex thoughts in writing. To balance all of that written work, I want the students to create a collage of pictures and then analyze what the images from the five novels reveal about their similarities and differences. There are other parts to the project--explaining allusions, writing book reviews, and determining whether or not each book can be classified as a bildungsroman-- that will enable students to practice reading, writing, critical thinking, and researching, but they will also practice the life skills of time management, organization, following directions, and communicating with more than just the teacher.
When this project is all said and done on November 21st, I hope the students will know that there is not one right way to fulfill this task. I also hope that the students will share their blogs with their classmates, so all can see the unique fingerprints students leave on the assignments they complete.
The students have asked me to complete this project too, but I can't start until Monday the 7th(their rules). They seem to think the task is so impossible that even I won't be able to complete in the time allotted. But I already know they can do it. Cheers to this project merging so much more than literature.
On Friday I revealed the assignment's directions so the students will be able to come to class on Monday, grab a computer, and get to work for the next two weeks. They will also need to work outside of class to meet all of the requirements. I asked the students to read the entire set of directions before asking any questions aloud. When it was time to answer their questions, the inevitable "Why?" came up. Well, there are many reasons why.
After the initial anxiety wears off, I hope the students look closely to see what they would have missed if they had not completed this project. I'm asking the students to find pre-1900 poetry that connects to the novels in some way. This will expose the students to literature they search for on their own, but more importantly,this will help students practice their thinking and communicating skills by sharing the connections between the novels and the poems. To counter the past, I want the students to find current (as in happened during the month of November 2011) news that reflects the issues that are found in the novels we have read. Stories change, but conflicts humans face will always occur. It's one of the reasons we read literature--to reflect on the causes and effects of human experiences. Poetry, news and novels have much in common despite their varied purposes. Toss in a Works Cited, along with some well-written explanations, and the students are on their way to communicating complex thoughts in writing. To balance all of that written work, I want the students to create a collage of pictures and then analyze what the images from the five novels reveal about their similarities and differences. There are other parts to the project--explaining allusions, writing book reviews, and determining whether or not each book can be classified as a bildungsroman-- that will enable students to practice reading, writing, critical thinking, and researching, but they will also practice the life skills of time management, organization, following directions, and communicating with more than just the teacher.
When this project is all said and done on November 21st, I hope the students will know that there is not one right way to fulfill this task. I also hope that the students will share their blogs with their classmates, so all can see the unique fingerprints students leave on the assignments they complete.
The students have asked me to complete this project too, but I can't start until Monday the 7th(their rules). They seem to think the task is so impossible that even I won't be able to complete in the time allotted. But I already know they can do it. Cheers to this project merging so much more than literature.
Monday, October 31, 2011
Good Students of Life
This year I advise twenty freshmen (and they are stuck with me until they graduate--hahahhaha). I look forward to the day when I see each and every one of those students cross the stage to receive their diplomas. These students, with both burdens and talents, need direction, boundaries, nurturing, encouragement, and goals to reach.
My wish is that this year's freshmen become good students of life. I want them to know they need to be advocates for themselves. It is a sign of strength to ask for help when they are stuck. I want them to know that confidence comes from facing fears, from using obstacles as new avenues not dead ends. I want them to see the moment as an opportunity, not something that can be saved for later. I want them to use their gifts and talents with 100% effort, and if they don't, I want them to know a fresh start is only a decision away. Finally, and most importantly, I want my advisees to see they are no better and no worse than any other person. We all have minds and hearts, hopes and worries, gains and losses, so why not treat each other with respect and open mindedness?
Good students of life show up, follow through on commitments, and have a good time doing what needs to be done because life is too short to stop being a student, which is a privilege and a responsibility that includes much more than doing homework and getting good grades.
My wish is that this year's freshmen become good students of life. I want them to know they need to be advocates for themselves. It is a sign of strength to ask for help when they are stuck. I want them to know that confidence comes from facing fears, from using obstacles as new avenues not dead ends. I want them to see the moment as an opportunity, not something that can be saved for later. I want them to use their gifts and talents with 100% effort, and if they don't, I want them to know a fresh start is only a decision away. Finally, and most importantly, I want my advisees to see they are no better and no worse than any other person. We all have minds and hearts, hopes and worries, gains and losses, so why not treat each other with respect and open mindedness?
Good students of life show up, follow through on commitments, and have a good time doing what needs to be done because life is too short to stop being a student, which is a privilege and a responsibility that includes much more than doing homework and getting good grades.
Friday, October 7, 2011
Is it a Mistake?
1. To give half credit when work is redone.
2. To value that students meet deadlines more than the work turned in.
3. To avoid asking students to evaluate teachers early and often.
4. To ignore issues that arise.
5. To work in isolation when trying to solve problems.
6. To punish rather than postively reinforce.
7. To not have clear, reasonable consequences for students who misbehave.
8. To have power struggles.
9. To punish students who are parents or who have full time jobs.
10. To expect less than the best from our students.
11. To create lessons that are not real world.
12. To assume our students won't do homework so we don't make them do it.
13. To shut down students with words or looks or assumptions.
14. To forget that students choose to learn from us.
15. To not listen when students say they do not understand.
16. To blame teachers when students do not succeed.
17. To allow students to avoid doing what it takes to learn in the classroom.
18. To avoid having frank but gentle conversations when students need correcting, direction, or are clearly having trouble coping in class.
19. To assume students will come to the teacher if they have questions, concerns, issues, or need to advocate for themselves.
20. To allow lack of discipline to hinder students' classroom experience.
I have struggled with the above list at some point in my career, even now after eighteen years in the profession I have not arrived at the magical right answer in all situations (Rats!). Teaching material is pretty simple-- present a skill, an idea, an event, a coping mechanism--but presenting the material in ways that prove the teacher believes all students are capable takes creative thinking, problem solving, reflection, and constant revamping. All students learn differently, are bogged down by different burdens, are trying to grow into themselves at different rates, have different values and goals that may or may not match teacher expectations, and face the assumptions teachers have about them. As I review the above list, I'm thinking about what I need to work on so students get what they need from my classroom and my advisory time. Teachers have a short period of time when they can intervene and do their best to be the bridge students need to get on with the rest of their lives as productive citizens. I aim to continue asking myself the tough questions so that my mistakes can be corrected and my students know they are what matters in the classroom.
2. To value that students meet deadlines more than the work turned in.
3. To avoid asking students to evaluate teachers early and often.
4. To ignore issues that arise.
5. To work in isolation when trying to solve problems.
6. To punish rather than postively reinforce.
7. To not have clear, reasonable consequences for students who misbehave.
8. To have power struggles.
9. To punish students who are parents or who have full time jobs.
10. To expect less than the best from our students.
11. To create lessons that are not real world.
12. To assume our students won't do homework so we don't make them do it.
13. To shut down students with words or looks or assumptions.
14. To forget that students choose to learn from us.
15. To not listen when students say they do not understand.
16. To blame teachers when students do not succeed.
17. To allow students to avoid doing what it takes to learn in the classroom.
18. To avoid having frank but gentle conversations when students need correcting, direction, or are clearly having trouble coping in class.
19. To assume students will come to the teacher if they have questions, concerns, issues, or need to advocate for themselves.
20. To allow lack of discipline to hinder students' classroom experience.
I have struggled with the above list at some point in my career, even now after eighteen years in the profession I have not arrived at the magical right answer in all situations (Rats!). Teaching material is pretty simple-- present a skill, an idea, an event, a coping mechanism--but presenting the material in ways that prove the teacher believes all students are capable takes creative thinking, problem solving, reflection, and constant revamping. All students learn differently, are bogged down by different burdens, are trying to grow into themselves at different rates, have different values and goals that may or may not match teacher expectations, and face the assumptions teachers have about them. As I review the above list, I'm thinking about what I need to work on so students get what they need from my classroom and my advisory time. Teachers have a short period of time when they can intervene and do their best to be the bridge students need to get on with the rest of their lives as productive citizens. I aim to continue asking myself the tough questions so that my mistakes can be corrected and my students know they are what matters in the classroom.
Sunday, August 21, 2011
I Wonder What 2011-2012 Will Bring
I wonder how the chemistry of each class period will create its own learning environment.
I wonder what challenges will arise.
I wonder who will work hard, who will need to be coaxed, and who will have an agenda separate from mine.
I wonder how I will reach each student with the ways that work for each individual.
I wonder what I will learn about the students, the content, what to improve upon and how to solve problems.
I wonder if laughter will trump anxiety.
I wonder what new creations will arise from the assignments given.
I wonder what I'll have to say about this year at the end of the semester.
I wonder what challenges will arise.
I wonder who will work hard, who will need to be coaxed, and who will have an agenda separate from mine.
I wonder how I will reach each student with the ways that work for each individual.
I wonder what I will learn about the students, the content, what to improve upon and how to solve problems.
I wonder if laughter will trump anxiety.
I wonder what new creations will arise from the assignments given.
I wonder what I'll have to say about this year at the end of the semester.
Sunday, August 14, 2011
Change is More Than Money Rattling in Pockets
My reflective mode is in full force: the seniors finished May 18th, the underclassmen on May 31. School starts again for teachers on August 15th and for students on August 22nd, and it's time to use what happened last year to energize and focus this year.
Being a PLC leader for the first time last year helped me understand more thoroughly what each teacher in the Language Arts PLC needs to nourish the rich garden soil of education that encourages strong roots and healthy growth in each one of our students. We worked hard to piece together a suggested plan to help those who need more get more--and I'd argue every single student always needs more: more time, more challenge, more encouragement, more interaction--and knowing that our PLC will not stop advocating for our students until there is the perfect place for each and every pupil who walks the halls of Storm Lake High School makes me proud to work with our teachers and makes me hopeful for the future of our students. Each student matters. All students should be able to get the courses they need to help them reach the goals they've set for themselves during and after high school.
Knowing I need to be more technologically savvy, I asked to participate in a series of professional development sessions emphasizing technology integration into the classroom. So far my plan is to share information about what is available, and then let the students figure out how to use these tools to accomplish tasks. One small way students problem solved last year included using Google docs instead of a flashdrive. Diigo.com is another tool that some students have used to help them keep track of resources--one student even kept her phone contacts on the site as her back-up plan. Evernote.com also allows students to organize their lives or notes or to do lists or whatever they'd like to keep track of online while syncing with their smart phones. Livebinder.com is a way to organize information somewhat like symbaloo, yet different. I'm sure more great resources will emerge. I also have a Smart board, which is new to me, so I can't wait to experiment with that resource as well.
One of my favorite changes for the 2011-2012 year is the proposed Tornado Time the high school will be implementing one day a week during SSR time (and eventually we hope to make it more than once a week). It seems in some ways to be an extension of the AVID program the school has adopted. The goal is that each and every student is consciously connected to a resource, mentor, and advocate, a.k.a. the adviser. I am lucky because my advisees are freshmen, and this start will be new in all ways for those in Room 67.
Because of a group of creative, interested students, Wednesdays after school last year opened the opportunity for a Writing Club. Usually twelve to fifteen students attended, and the chemistry, ideas, and connections were something others have to attend in order to understand. The protocol is simple: Any student can come to room 67 from 3:45-5:00 prepared to write, to listen to what others have to share, and to respect all in the room. We usually do an individual freewrite/story starter, a group share, a partner or small group writing, a group share, and voila, time is up. We have loads of fun--even if the subject is heavy. Every week new surprises arose, and for those who liked this outlet, it seemed worth their while. I hope it maintains its success.
Most importantly, new class lists are ready to be printed and I can't wait to see who will be filling the seats in my classroom. It's always exciting getting to know students I haven't known before. I hope that all, including me, will gain much from the classes. Cheers to a new year! I can hardly wait.
Being a PLC leader for the first time last year helped me understand more thoroughly what each teacher in the Language Arts PLC needs to nourish the rich garden soil of education that encourages strong roots and healthy growth in each one of our students. We worked hard to piece together a suggested plan to help those who need more get more--and I'd argue every single student always needs more: more time, more challenge, more encouragement, more interaction--and knowing that our PLC will not stop advocating for our students until there is the perfect place for each and every pupil who walks the halls of Storm Lake High School makes me proud to work with our teachers and makes me hopeful for the future of our students. Each student matters. All students should be able to get the courses they need to help them reach the goals they've set for themselves during and after high school.
Knowing I need to be more technologically savvy, I asked to participate in a series of professional development sessions emphasizing technology integration into the classroom. So far my plan is to share information about what is available, and then let the students figure out how to use these tools to accomplish tasks. One small way students problem solved last year included using Google docs instead of a flashdrive. Diigo.com is another tool that some students have used to help them keep track of resources--one student even kept her phone contacts on the site as her back-up plan. Evernote.com also allows students to organize their lives or notes or to do lists or whatever they'd like to keep track of online while syncing with their smart phones. Livebinder.com is a way to organize information somewhat like symbaloo, yet different. I'm sure more great resources will emerge. I also have a Smart board, which is new to me, so I can't wait to experiment with that resource as well.
One of my favorite changes for the 2011-2012 year is the proposed Tornado Time the high school will be implementing one day a week during SSR time (and eventually we hope to make it more than once a week). It seems in some ways to be an extension of the AVID program the school has adopted. The goal is that each and every student is consciously connected to a resource, mentor, and advocate, a.k.a. the adviser. I am lucky because my advisees are freshmen, and this start will be new in all ways for those in Room 67.
Because of a group of creative, interested students, Wednesdays after school last year opened the opportunity for a Writing Club. Usually twelve to fifteen students attended, and the chemistry, ideas, and connections were something others have to attend in order to understand. The protocol is simple: Any student can come to room 67 from 3:45-5:00 prepared to write, to listen to what others have to share, and to respect all in the room. We usually do an individual freewrite/story starter, a group share, a partner or small group writing, a group share, and voila, time is up. We have loads of fun--even if the subject is heavy. Every week new surprises arose, and for those who liked this outlet, it seemed worth their while. I hope it maintains its success.
Most importantly, new class lists are ready to be printed and I can't wait to see who will be filling the seats in my classroom. It's always exciting getting to know students I haven't known before. I hope that all, including me, will gain much from the classes. Cheers to a new year! I can hardly wait.
Friday, August 5, 2011
In Response to "Calling All Bloggers!--Leadership 2011"
Scott McLeod, the author of the blog "Dangerously Irrelevant," has posted a challenge for bloggers at this site: Calling All Bloggers! Leadership 2011.
In some ways technology is sold like exercise equipment on an infomercial. We cannot buy every product that sells itself as helping students learn, but teachers can be the experimenters and offer testimonials to what seems to work well. Unfortunately, there is only so much time for the classroom teacher to fulfill daily responsibilities, so in some ways it is up to the administration to solve this problem.
1. First, administration can give teachers scheduled time to learn, research, share what they have learned, and encourage other teachers to implement what they find being sure to frame this process around the question, "What should students experience in school that will encourage success after they graduate?" This yearlong goal can be revisited at professional development and teacher meetings. Students need to be effective communicators, researchers, critical thinkers and evaluators; they need a personal organizational system that works for them, and they need to find ways to follow through on responsibilities. So if teachers use these outcomes to guide lesson design that naturally integrates technology into units, time will be well spent.
2. It seems administrators can use the time that is already available to help teachers learn about technology. Professional development is one way. Perhaps meetings could open with a YouTube demonstration of how to do something or other. Also, our school has Professional Learning Committees in place, which is potentially a good setting for teachers to develop technological competency by finding, sharing, and demonstrating what works for them. Another possibility is to encourage teachers to form study groups. Perhaps administration could establish graduate credit opportunities for teachers who choose to further their technological knowledge and classroom implementation built around an expert's book or perhaps a series of exercises linked to Bloom's Taxonomy or differentiated learning, or whatever the school wants to emphasize. The possibilities are endless, but without direction time gets away too easily and nothing is done.
3. Teachers are wary of gimmicks, newfangled ideas that seem to go nowhere, and especially of wasted time, so whatever plan administration implements, it is inefficient to lecture teachers on what they need to do because most of it goes in one ear and out the other. Instead, use that precious time to teach teachers something useful (which goes back to #2).
My mind was stretched as I wrote and rewrote this entry because there are so many levels of technological expertise within a school. I do know that teachers appreciate it when their time is valued by administration which is shown when our leaders think ahead, establish a plan, follow through on expectations, and evaluate how well the process worked--all of these steps, not coincidentally, are also the steps good teachers take in the classroom.
In some ways technology is sold like exercise equipment on an infomercial. We cannot buy every product that sells itself as helping students learn, but teachers can be the experimenters and offer testimonials to what seems to work well. Unfortunately, there is only so much time for the classroom teacher to fulfill daily responsibilities, so in some ways it is up to the administration to solve this problem.
1. First, administration can give teachers scheduled time to learn, research, share what they have learned, and encourage other teachers to implement what they find being sure to frame this process around the question, "What should students experience in school that will encourage success after they graduate?" This yearlong goal can be revisited at professional development and teacher meetings. Students need to be effective communicators, researchers, critical thinkers and evaluators; they need a personal organizational system that works for them, and they need to find ways to follow through on responsibilities. So if teachers use these outcomes to guide lesson design that naturally integrates technology into units, time will be well spent.
2. It seems administrators can use the time that is already available to help teachers learn about technology. Professional development is one way. Perhaps meetings could open with a YouTube demonstration of how to do something or other. Also, our school has Professional Learning Committees in place, which is potentially a good setting for teachers to develop technological competency by finding, sharing, and demonstrating what works for them. Another possibility is to encourage teachers to form study groups. Perhaps administration could establish graduate credit opportunities for teachers who choose to further their technological knowledge and classroom implementation built around an expert's book or perhaps a series of exercises linked to Bloom's Taxonomy or differentiated learning, or whatever the school wants to emphasize. The possibilities are endless, but without direction time gets away too easily and nothing is done.
3. Teachers are wary of gimmicks, newfangled ideas that seem to go nowhere, and especially of wasted time, so whatever plan administration implements, it is inefficient to lecture teachers on what they need to do because most of it goes in one ear and out the other. Instead, use that precious time to teach teachers something useful (which goes back to #2).
My mind was stretched as I wrote and rewrote this entry because there are so many levels of technological expertise within a school. I do know that teachers appreciate it when their time is valued by administration which is shown when our leaders think ahead, establish a plan, follow through on expectations, and evaluate how well the process worked--all of these steps, not coincidentally, are also the steps good teachers take in the classroom.
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