This concept was birthed upon continuing chapter 7 Teacher Leadership. Danielson indicates that “Many parents are genuinely baffled by what their children are learning in school and would like to understand it better themselves” (p. 109). In these outreach nights, parents can tackle activities similar to what the students will be accomplishing in the class that quarter. I can also establish a common language with the parents about basic skills like annotating, taking Cornell Notes, basic writing expectations, and so on.
I actually posed this concept on a senior who at first was defensive about the “parent night” framing that he likes that school is separate from his mom and dad, that he would not care to have them “nosing” into his schoolwork. I followed this reaction with a query about how parents can be more involved, explaining the objective: help connect school, student, parent relationship and common context. My student reflected for a moment and begrudgingly replied that this is a great option; and his mom would probably attend it.
I continue to breathe life into the parent/teacher/student emerging relationship as a teacher but also as a mother. I would love to have a better knowledge of what my children experience in the classroom. I would love to apply the common lingo my children hear from their teachers rather simply than asking, “How was school?” everyday. I am sending an email to my principal after I complete this assignment to extract feedback on such a relationship for next year, assuming my job remains.
Wednesday, March 23, 2011
Saturday, March 19, 2011
The bees have infested American Lit.
If you have never read Sue Monk Kidd's novel, The Secret Life of Bees, you need to upload it to your i-pad or Kindle right now. Seriously, stop what you are doing and acquire the book.
My American Lit class is a "unique class" (deemed by our guidance department) in that the needs of each child are vast: a large majority of the kids are kids with special needs, many others are at-risk, some "mainstream" kids, and a few with Honors potential. In an attempt to afford students an inclusive education, this class was crafted. I love the kids. Yet it has been a challenge to learn how to best meet all of their diverse needs. Finally, I am making strides.
Within the current unit: one nation, many voices and rejuvenation of the human spirit, the Civil Rights movement became a focus of the literature; The Secret Life of Bees, the novel for the unit.
With a lexile level of 840 or a grade 7.2 reading level, reading was a possibility for all of the kids. And Lily pricked the hearts of each of them as she narrated her internal conflict during the summer of 1964, a conflict by the way that each and every student could and did relate in bi-chapter response BLOGS/journals.
A few goals led the trek through the novel. I wanted to kids to read the novel and annotate it in preparation for a new critical analysis. Don't think for a moment that I led with this expectation! They would have never opened the book! They simply had to sticky-note annotate each chapter for direct and indirect characterization, figurative language (we identified which to focus), and motifs. I find theme particularly intriguing because there is such diversity in it. I am teaching the kids that the theme is the author's message on the motif, as that is in the curriculum.
This week we honed in to the motif-theme analysis. I crafted a Prezi on motif and theme and re-identified the motifs from their reader bookmarks. Each of their pods picked one of the motifs out of a box; they completed a web where they identified 4 literary techniques Kidd used to communicate this motif. They then identified themes or messages Kidd's language expressed on the motifs. Once refined, each pod created a Prezi to report their analysis. On a map I made for them, they took notes on each presentation. They are now ready to write a new critical analysis of The Secret Life of Bees.
On a side note, in a class that has seen quite low grades this year, I administered a rigorous test on the novel yesterday. They all passed with flying colors using only their annotations as a help. The kids read the book, they understood the book, they buzzed. Sue Monk Kidd stung them and elicited a reaction.
My American Lit class is a "unique class" (deemed by our guidance department) in that the needs of each child are vast: a large majority of the kids are kids with special needs, many others are at-risk, some "mainstream" kids, and a few with Honors potential. In an attempt to afford students an inclusive education, this class was crafted. I love the kids. Yet it has been a challenge to learn how to best meet all of their diverse needs. Finally, I am making strides.
Within the current unit: one nation, many voices and rejuvenation of the human spirit, the Civil Rights movement became a focus of the literature; The Secret Life of Bees, the novel for the unit.
With a lexile level of 840 or a grade 7.2 reading level, reading was a possibility for all of the kids. And Lily pricked the hearts of each of them as she narrated her internal conflict during the summer of 1964, a conflict by the way that each and every student could and did relate in bi-chapter response BLOGS/journals.
A few goals led the trek through the novel. I wanted to kids to read the novel and annotate it in preparation for a new critical analysis. Don't think for a moment that I led with this expectation! They would have never opened the book! They simply had to sticky-note annotate each chapter for direct and indirect characterization, figurative language (we identified which to focus), and motifs. I find theme particularly intriguing because there is such diversity in it. I am teaching the kids that the theme is the author's message on the motif, as that is in the curriculum.
This week we honed in to the motif-theme analysis. I crafted a Prezi on motif and theme and re-identified the motifs from their reader bookmarks. Each of their pods picked one of the motifs out of a box; they completed a web where they identified 4 literary techniques Kidd used to communicate this motif. They then identified themes or messages Kidd's language expressed on the motifs. Once refined, each pod created a Prezi to report their analysis. On a map I made for them, they took notes on each presentation. They are now ready to write a new critical analysis of The Secret Life of Bees.
On a side note, in a class that has seen quite low grades this year, I administered a rigorous test on the novel yesterday. They all passed with flying colors using only their annotations as a help. The kids read the book, they understood the book, they buzzed. Sue Monk Kidd stung them and elicited a reaction.
feverish
No one is ill. Skin is flushed and emitting heat from concentrated effort in my classroom. Research is heading to close next week, and nearly every student has committed his and her efforts in accomplishing this task. Piles of outlines and rough draft has followed closely beside me everywhere I trek. More important than the basic writing and grammar skills is the level of thinking that's taking place. The students are learning, reading, analyzing, and challenging obstacles and issues that surround them. They are bringing those thoughts and discussions to the classroom, home, and even on Facebook! Initial goal - met.
What new task did I seek and apply this week in my classroom? A task that made sense, that stemmed from a morning conversation with one of our most impressive English teachers in the department: when reading rough drafts (after they have been self-proofread, peer-edited, and proofread with another adult), read and offer feedback on only introduction, one body paragraph of student's choice, and conclusion. The feedback will most likely resonate to the unread paragraphs as well, and this allows students to learn how to apply the feedback and make additional corrections. It also offers a more manageable task when reading 105 essays.
Extra credit points for early submissions brought approximately 15 research papers and packets to my desk yesterday. This allows me the weekend to assess this set before the official due date and minimizing the upcoming tower by just a bit.
What did they research? a malleable or non-malleable obstacle in one or more of the communities surrounding them. They researched the obstacle of their choice, its effects on a thriving community, steps taken to tend to this obstacle, and propositions for reform. Specifically, they examined stem cell research, corporal punishment and discipline, texting and driving, prescription drug abuse, cultures' roles on women's rights, eating disorders, boyfriend/girlfriend abuse, loss of basic skills with evolution of technology, Walker Bill, effects of protesting, effects of sound pollution on our environment, overpopulation, psychological and biological effects of drug abuse on teens, ADHD, and more.
How do these issues change for the better? Education. Presentations start on Tuesday using Glogster, Prezi, Capzles, videos, or Power Points. Hopefully, the fever will spread.
What new task did I seek and apply this week in my classroom? A task that made sense, that stemmed from a morning conversation with one of our most impressive English teachers in the department: when reading rough drafts (after they have been self-proofread, peer-edited, and proofread with another adult), read and offer feedback on only introduction, one body paragraph of student's choice, and conclusion. The feedback will most likely resonate to the unread paragraphs as well, and this allows students to learn how to apply the feedback and make additional corrections. It also offers a more manageable task when reading 105 essays.
Extra credit points for early submissions brought approximately 15 research papers and packets to my desk yesterday. This allows me the weekend to assess this set before the official due date and minimizing the upcoming tower by just a bit.
What did they research? a malleable or non-malleable obstacle in one or more of the communities surrounding them. They researched the obstacle of their choice, its effects on a thriving community, steps taken to tend to this obstacle, and propositions for reform. Specifically, they examined stem cell research, corporal punishment and discipline, texting and driving, prescription drug abuse, cultures' roles on women's rights, eating disorders, boyfriend/girlfriend abuse, loss of basic skills with evolution of technology, Walker Bill, effects of protesting, effects of sound pollution on our environment, overpopulation, psychological and biological effects of drug abuse on teens, ADHD, and more.
How do these issues change for the better? Education. Presentations start on Tuesday using Glogster, Prezi, Capzles, videos, or Power Points. Hopefully, the fever will spread.
Thursday, March 10, 2011
lucky thirteen
Thirteen years ago I was in labor delivering my first baby. We were sure the baby was a boy; that's what everyone told us. We chose for the doctor to withhold the gender, so we could be surprised. My pregnancy was amazing and completely uncomplicated other than determining the safest asthma meds. March 3 was the due date for our first baby, but nothing happened other than a false alarm that sent me back home. I remained at work, teaching at Milwaukee High School of the Arts, up to that day. Nothing. the old wives tales elicited unsuccessful results as I walked for miles, scrubbed the kitchen floor a few times, administered reflexology, and even drank Metamucil. I just wanted to meet my baby. Well, the Metamucil harbored an unexpected response in my body while I became violently ill: fever, vomiting, everything. I was whisked immediately from a check up to the hospital; neither baby nor I were handling the illness well.
Dehydrated and running a fever, I was induced. Several hours later with my mom and Dan by my side the whole day, a baby girl entered the world. A girl. But I didn't hold her that night. The nurses took her from me immediately: she was not breathing properly. The angels who tended to me that night wheeled me to the NI CU to see her and brought Polaroid photos of little Alayna all night long.
Alayna recovered and is now thirteen years old. Breathing continued to plague her health throughout the first few years, something passed down to her from me. A few close calls brought paramedics to her rescue, and hospitals stays healed the viruses that plagued her lungs, anaphylactic reactions that swelled her mouth, or stomach flus that dehydrated her beyond simple courses of IVs. But here she is. . . a beautiful, healthy, teenage girl. Still little to me as she continues to grow past my height.
Being Alayna's mom has changed me. I am a better person with her in this world. And the world is a better place with her in it. I can't wait to see the continued unveiling of her spirit in this world.
I don't believe in unlucky thirteen; I don't believe in luck at all. There are blessings, and Alayna is one; being her mom is another.
Dehydrated and running a fever, I was induced. Several hours later with my mom and Dan by my side the whole day, a baby girl entered the world. A girl. But I didn't hold her that night. The nurses took her from me immediately: she was not breathing properly. The angels who tended to me that night wheeled me to the NI CU to see her and brought Polaroid photos of little Alayna all night long.
Alayna recovered and is now thirteen years old. Breathing continued to plague her health throughout the first few years, something passed down to her from me. A few close calls brought paramedics to her rescue, and hospitals stays healed the viruses that plagued her lungs, anaphylactic reactions that swelled her mouth, or stomach flus that dehydrated her beyond simple courses of IVs. But here she is. . . a beautiful, healthy, teenage girl. Still little to me as she continues to grow past my height.
Being Alayna's mom has changed me. I am a better person with her in this world. And the world is a better place with her in it. I can't wait to see the continued unveiling of her spirit in this world.
I don't believe in unlucky thirteen; I don't believe in luck at all. There are blessings, and Alayna is one; being her mom is another.
Tuesday, March 8, 2011
why aren't they learning?!
It's March; school continues to accelerate forward. I have some students who seem to be stuck, at an impass, no matter what I do. Why aren't they learning?! A few weeks ago I met a teacher from Arrowhead who sang the praises of Achieve 3000: a reading differentiated computer program. He mentioned the benefits of using it for the sake of research. Research?! We had just begun a non-fiction unit based on research, leading to a research paper. Hmm. We have some access to this program in our school. I wonder. I have the perfect class to test in this program, for this purpose. The following day, I seeked out the necessary requests, inputted the names, and signed up for the soonest available computer time. You see, if I didn't, I would have continued to do what I was doing . . . the same thing I did before. Few glitches met us as we completed the reading skill test to determine levels of reading in this class. Wait for the results. With help, I was finally able to read the results and made a shocking discovery. Why aren't they learning?? I am speaking and teaching at a completely elevated reading level to almost all of them. They are struggling readers. I did not know exactly how much they struggled. You see, kids don't tell us; they don't tell anyone. And when they do, we often mistake their grievance for a lack of hard work or effort. We are now committed to practicing reading in class and within the Achieve 3000 program. I met with one of our two reading interventionists to pilfer ideas to embark on this trek to helping each and every one of my students learn in a language they understand while pushing them to elevate their skills and knowledge. Practice makes perfect, but not when the practice is beyond one's ability. They will practice, refine, and build their comprehension with my help and the help of a district that is committed to teaching each and every one of them. Upward and outward.
fearful flight
OK. As part of my Master's program, I find myself within a class aimed at making me a "Teacher Leader." I am not going to lie. I never saw myself as a teacher leader and certainly fear the role a modicum. The shelled component of who I am prefers to focus on my students and my acquaintanced colleagues and to wall some of the teachers who often bring conflict and judgment. I never said my shelter was right or fair or accurate. It just was. Over the past week, I have been reminded that teachers have the opportunity to impact hundreds of other students by sharing, by reporting, by collaborating with everyone. . . even though my mind wants to tell me danger may lurch ahead. Additionally, this course has challenged me to reflect on what I do well and well, what I do not. So I pledged myself to become a better teacher by continually researching my practice and reporting on it here, for all the world, and other teachers, to see. Who knows, you might be inspired to glean all that I share and relate it to your classroom, your home, your place of work. So here goes.
Monday, March 7, 2011
Meaningful work
As a teacher, I strive to use the district curriculum as a springboard for assessments and assignments that may resonate into meaningful assignments. Students need to learn to think, to challenge, to apply their learning beyond the moment and the classroom to the world in which they live. They need opportunities to connect to this world.
Last semester, my American Litters learned about the history of America and its infant stages of government and politics; they questioned our current systems and issues within them while being exposed to timeless literature that paved the way. They read about war and the realities of it . . . then and now. The semester closed with a guest Marine Sgt visit to answer their questions about what we read and examined, their questions about their futures and our future as a nation.
My honors Sophies tread a different path within their short story unit last quarter. While learning detailed terms and techniques, they read a myriad of stories the raised questions about concepts they felt so certain: equality, trust, love, and more. They wrote editorials that revealed alterations in their perspectives on these issues. Real life applications occurred in their original short story compositions for a targeted audience: second grade readers within our district. After gathering data on their intended reader, researching second grade sight words and refining many drafts, my sophies tackled illustrations and bound their original work to present in person to their preassigned readers. The children's book assignment afforded my sophies an opportinity to think beyond themselves while practicing the terms and techniques we analyzed for weeks. It also expanded their world for a moment spreading a morsel of joy in this harsh world for a moment.
Currently, all of my Sophies are amidst a non-fiction unit themes malleable and non-malleable obstacles within the communities that surround us. They have spent weeks examining the issues that often inhibit functionality in this world while reading, analyzing, and discussing articles from the news in print and online. They are learning about this world, this nation, this region, city, and school. More importantly, for their research paper, they are analyzing one of these obstacles, what's been done within communities to resolve or adapt to it, and what must be done now or in the near future. They are becoming reformers: learning about issues, posing referendum to reduce them in their world. The final civic addendum to this project is a required letter to an individual in a position of power posing each student's very recommendations for change. What is the worst that could happen? A reduction in racism in schools? A new community initiative to offer crisis intervention to parents? Who knows? But why hide the creative ideas insighted by data collection from the world? My students have a voice, and they need opportunities to use it.
Today was a challenging day in my teaching world. I experience an occasional sense of burden and weight while I struggle to maintain my workload for the classes I teach and the classes I take. I am earning my Master's degree in Teacher Leadership. Contrary to vocalized beliefs, I am not solely buried in this program for the thousands and thousands of dollars I will earn with it. The cost currently outweighs the financial gains and will for many years to come. I am in the program because teacher leaders are a priority in my district, and honestly I did not see myself as one until recent days. How can I offer more opportunities for learning to affect our future generations? By sharing what I do with other teachers . . . perhaps you.
Choices surround us everywhere we turn. Rather than complain about the complacent attitudes of society, I choose to act, to educate, to teach both students and teachers. I choose meaningful work.
Last semester, my American Litters learned about the history of America and its infant stages of government and politics; they questioned our current systems and issues within them while being exposed to timeless literature that paved the way. They read about war and the realities of it . . . then and now. The semester closed with a guest Marine Sgt visit to answer their questions about what we read and examined, their questions about their futures and our future as a nation.
My honors Sophies tread a different path within their short story unit last quarter. While learning detailed terms and techniques, they read a myriad of stories the raised questions about concepts they felt so certain: equality, trust, love, and more. They wrote editorials that revealed alterations in their perspectives on these issues. Real life applications occurred in their original short story compositions for a targeted audience: second grade readers within our district. After gathering data on their intended reader, researching second grade sight words and refining many drafts, my sophies tackled illustrations and bound their original work to present in person to their preassigned readers. The children's book assignment afforded my sophies an opportinity to think beyond themselves while practicing the terms and techniques we analyzed for weeks. It also expanded their world for a moment spreading a morsel of joy in this harsh world for a moment.
Currently, all of my Sophies are amidst a non-fiction unit themes malleable and non-malleable obstacles within the communities that surround us. They have spent weeks examining the issues that often inhibit functionality in this world while reading, analyzing, and discussing articles from the news in print and online. They are learning about this world, this nation, this region, city, and school. More importantly, for their research paper, they are analyzing one of these obstacles, what's been done within communities to resolve or adapt to it, and what must be done now or in the near future. They are becoming reformers: learning about issues, posing referendum to reduce them in their world. The final civic addendum to this project is a required letter to an individual in a position of power posing each student's very recommendations for change. What is the worst that could happen? A reduction in racism in schools? A new community initiative to offer crisis intervention to parents? Who knows? But why hide the creative ideas insighted by data collection from the world? My students have a voice, and they need opportunities to use it.
Today was a challenging day in my teaching world. I experience an occasional sense of burden and weight while I struggle to maintain my workload for the classes I teach and the classes I take. I am earning my Master's degree in Teacher Leadership. Contrary to vocalized beliefs, I am not solely buried in this program for the thousands and thousands of dollars I will earn with it. The cost currently outweighs the financial gains and will for many years to come. I am in the program because teacher leaders are a priority in my district, and honestly I did not see myself as one until recent days. How can I offer more opportunities for learning to affect our future generations? By sharing what I do with other teachers . . . perhaps you.
Choices surround us everywhere we turn. Rather than complain about the complacent attitudes of society, I choose to act, to educate, to teach both students and teachers. I choose meaningful work.
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