Thank you so much, Don, for reminding me this morning to teach the journey and not the map. Thanks also for the reminder that it is not cheating to use ideas from our daily writing "time outs" to present in our blogs. I was writing furiously this morning in response to your journey/map riff, so let me share.
I am picturing the journey as a river trip, either by raft or canoe. As teachers, we are the river guide who is responsible for the equipment (paddles, life jackets, etc.), food, basic instructions such as paddling techniques and safety information. Then we get in the boat with the kids and we paddle together. We did what we could to plan for the trip, and we did it well. But once we are on the river, the risk factor enters. We are never sure exactly what kind of journey it will be. There are so many other factors that come into play---the weather, the level of the river, the athleticism/attitude of each individual in the boat. And it is the uncertainty of these factors that make the trip an adventure worth taking. As teachers/guides, we do what we can but then we have to relinquish some degree of control and let the river take over. At this point, we have to trust the process. We will get to the destination by sharing the uncertainties of the journey together.
Of course, Bob Dylan might say to us that, despite the whole journey, "You Ain't Going Nowhere." And, in a different sense, even though I am sunburned, wet, and muscle sore, I believe he is entirely correct. Ah, the truth of paradox. I am thanking Parker Palmer for that insight. And, Don, I am thanking you for your teaching this morning. It did what good teaching should do---it took me to a place that I could not have reached on my own.
Tuesday, June 30, 2009
Ideas?
While Sherrie was reading my paper this afternoon, she touched on something that I agree with. She said that there seemed to be something underlying in my paper that I wasn't revealing. While I agree, I don't know what it is! Does anyone have strategies they use in writing to dig deeper?
I want the green Play-doh!
This business of writing is messy stuff. Before I always thought that writing was the formal, neat aspect of English/Language Arts and reading literature was the messy, get outta my way, I'm searching for meaning stuff. But writing should be messy. Instead of starting with a bowl and trying to fill it with stuff, we should think of writing as a the clay we want to make the bowl with. Actually, we should use Play-doh to make our bowl--that way we can always add or take away from it. Better yet, we can roll it back up in a ball and start again.
Our writing studio
Wow we were truly working in a studio. I was thinking this morning about a "writing test" and how would we grade it. If art were a standard, how would we gauge how good an artist is? Art is art for it's own reasons. I might splash paint on a canvas because I am angry. I might paint a pastoral because I feel serene or it means something to me. Who is to say that I am not good at it? Isn't writing an art, also? Look at us perfection our pictures and none of them are alike. Anyone want to give the other a "C?"
A Rough Morning
Elmo, Hannah Montana, slippery slide
Lawn mower, weed eater - where can I hide?
All I need is a few minutes of solitude.
How do I make them understand I'm not being rude?
Noise! Noise! Noise! It can make my head spin.
If I were a drinker I'd go for the gin.
What's driving me nuts is that I'VE created this stress.
And unfortunately for me my "man emotions" are currently a mess.
I love my kids, and yes my wife too.
But I'm afraid that this summer I'll lose my place in the zoo.
Lawn mower, weed eater - where can I hide?
All I need is a few minutes of solitude.
How do I make them understand I'm not being rude?
Noise! Noise! Noise! It can make my head spin.
If I were a drinker I'd go for the gin.
What's driving me nuts is that I'VE created this stress.
And unfortunately for me my "man emotions" are currently a mess.
I love my kids, and yes my wife too.
But I'm afraid that this summer I'll lose my place in the zoo.
Tuesday Afternoon
The drafting/revision/peer work is the very heart of what we do and why we are here. Although I would love it if you would share something from your writing journal (or other random thought about the whole "studio" process), I'm not going to get too bent out of shape if you spent your "blog time" working on your essays.
Cheers.
Cheers.
Writing in the Real World
Last night my daughter's boy friend broke up with her. Through tears, she rationalized the benefits of this break up. Still the hurt remained. As usual, I said little. No Dr. Phil here. At this time, no Dr. Phil needed. Her big sis was her solid rock but was without words.
Mom was crying just as hard as the jilted lover. To communicate beyond the hurt, my wife and daughter began texting each other while sitting side-by-side on the coach.
My first response was, "How absurd." It was then I realized that they were practicing what I've supposedly been learning here at the institute. They were using writing to express deeper thoughts, to sort out meaning, to be more true to what they really wanted to say.
I immediately bit my tongue.
Writing, for them was a natural response to this situation. It helped them articulate, but more importantly, confront and identify thought and feelings.
Hey, I'm the English teacher here. Still I almost missed this real-life application.
Guess, I've much still to learn.
Mom was crying just as hard as the jilted lover. To communicate beyond the hurt, my wife and daughter began texting each other while sitting side-by-side on the coach.
My first response was, "How absurd." It was then I realized that they were practicing what I've supposedly been learning here at the institute. They were using writing to express deeper thoughts, to sort out meaning, to be more true to what they really wanted to say.
I immediately bit my tongue.
Writing, for them was a natural response to this situation. It helped them articulate, but more importantly, confront and identify thought and feelings.
Hey, I'm the English teacher here. Still I almost missed this real-life application.
Guess, I've much still to learn.
pam...revision queen
This has been a mixed bag of a day. Our A.M. discussion was fruitful, and finding a quote to share from the Murray book was simple. I enjoyed Brian's (Mr. Thompson's) lesson, and plan to have my 5th graders use wriiting journals loosely based on Brian's. The handouts were worthwhile, and I felt good about what I learned.
Discovering the staff lounge was interesting, and I even coaxed a hot chocolate from the vending machine. Lunch was there, but I found it a calming spot to begin my paper after lunch The time to work was valuable. I'm starting from scratch, so wish me fruitful ideas.
Discovering the staff lounge was interesting, and I even coaxed a hot chocolate from the vending machine. Lunch was there, but I found it a calming spot to begin my paper after lunch The time to work was valuable. I'm starting from scratch, so wish me fruitful ideas.
Murray
Referring to Murray-there is always a good excuse not to write, I am the king of excuses not to write until the deadline is near. I always tell myself that I won't procrastinate next time, but I still do. I can't focus until I know it's now or never. Maybe it's the way I'm wired.
The autobiography
This assignment is impressive in that it seems to be inspiring most of us to critically evaluate either who we are, the paper about who we are, or both. Either way, I would called this situation a success. There are lots of determined individuals in the lab this afternoon.
Uma Who?
The type of writing and thinking this first paper is asking of us reminds me of a reflective quote from Uma Narayan, an Indian philosopher, who sometimes feels pressured to give an account of her own philosophies, why she thinks what she thinks:
Whew! What a lot to unpack. Sherrie and I were talking last night about why some people are more eager to delve into that kind of project than others . . . for me, I needed to make sense of my messy life . . . then, I needed to understand what parts of my teaching are idiosyncratic and what parts are driven by larger cultural concerns that I may only be subconsciously aware of? For example, why am I so drawn to dragging social justice issues into every frick'en lesson I teach? Because I suffered without social justice as a child? Because the culture at large--especially my mentors who came of age during the 60s and 70s--is concerned with social justice?
I am really looking forward to reading people's narratives--to see how we each have been shaped by the circumstances--geographical, generational, racial, economical, religious, gender, etc.--we were born into.
There is nothing inherently wrong about the project of giving an account of oneself--of one's specific location as speaker and thinker; of the complex experiences and perceptions and sense of life that fuel one's concerns; of the reasons, feelings, and anxieties that texture one's position on an issue; of the values that inform one's considered judgment of things . . . It enables one to see, with humility, and gratitude, and pain, how much one has been shaped by one's contexts, to sense both the extent and boundaries of one's vision, to see how circumstance can circumscribe as well as inspire, and to become self-aware to some extent of one's perspective on things . . . (Dislocating Cultures)
Whew! What a lot to unpack. Sherrie and I were talking last night about why some people are more eager to delve into that kind of project than others . . . for me, I needed to make sense of my messy life . . . then, I needed to understand what parts of my teaching are idiosyncratic and what parts are driven by larger cultural concerns that I may only be subconsciously aware of? For example, why am I so drawn to dragging social justice issues into every frick'en lesson I teach? Because I suffered without social justice as a child? Because the culture at large--especially my mentors who came of age during the 60s and 70s--is concerned with social justice?
I am really looking forward to reading people's narratives--to see how we each have been shaped by the circumstances--geographical, generational, racial, economical, religious, gender, etc.--we were born into.
Don Murray One Liners
Here are some ideas to chew on from Don Murray:
--You don't know what you are going to say until you say it.
--Write the first thing in the morning before reading the newspapers, hearing TV news, peeking at e-mail, picking up the phone.
--Know tomorrow's writing task today.
--Five hundred words a day is long enough to produce something worthwhile, short enough to be achieved before bed on bad days.
--Write what you don't yet know.
--Failure instructs.
--There is always a good excuse not to write.
Monday, June 29, 2009
Earned Insights
It's a good thing I wore my tennis shoes this morning instead of my sandals. Sometimes a session is so intense for me that I have to respond by walking---not to shake it off but to take advantage of the energy it generated and internalize it all. It makes me think of a quotation: "The vitality of thought is in adventure. Ideas won't keep. Something must be done about them" (Alfred North Whitehead, maybe). I had to do something active with the ideas that Bobbi's fine demo lesson produced. Walk first. Then write.
Non baby boomers in the group probably have never heard of a low budget movie from the early 70s called Billy Jack, but I walked out of Ellis this morning singing the title song ("One Tin Soldier") and remembering what it felt like to walk out of that movie and want to solve all the nation's problems of bullying and racism single handedly in my classsroom! It was a great feeling. However, I have learned that the stronger I feel about something, the more gently I must treat it in my classroom It comes back to what Donna Qualley called earned insights. I try to constantly improve my ability to structure ongoing opportunities for students to build, refine, revisit, and reassess their growing awareness of social justice issues, but sometimes that seems to take so much time and energy. I have to fight the urge to give them my earned insights! (After all, they are such good insights, and I worked so hard for them). Anyway, I keep trying hard to find ways to allow them to achieve their own earned insights. Then it is time to sit back and trust the reflexive process that their earned insights will indeed be just, compassionate, humane. Bobbi, you lesson reminded me of two important things---first, how to structure lessons that allow students to achieve those crucial earned insights and, second, why such lessons matter. Thanks!
Non baby boomers in the group probably have never heard of a low budget movie from the early 70s called Billy Jack, but I walked out of Ellis this morning singing the title song ("One Tin Soldier") and remembering what it felt like to walk out of that movie and want to solve all the nation's problems of bullying and racism single handedly in my classsroom! It was a great feeling. However, I have learned that the stronger I feel about something, the more gently I must treat it in my classroom It comes back to what Donna Qualley called earned insights. I try to constantly improve my ability to structure ongoing opportunities for students to build, refine, revisit, and reassess their growing awareness of social justice issues, but sometimes that seems to take so much time and energy. I have to fight the urge to give them my earned insights! (After all, they are such good insights, and I worked so hard for them). Anyway, I keep trying hard to find ways to allow them to achieve their own earned insights. Then it is time to sit back and trust the reflexive process that their earned insights will indeed be just, compassionate, humane. Bobbi, you lesson reminded me of two important things---first, how to structure lessons that allow students to achieve those crucial earned insights and, second, why such lessons matter. Thanks!
Peer Response
Being drafted into groups, I must say I felt a little intimidated, Mark and Brett WOW!! Gentlemen your prose is drafted with the best words. The stories of why things are with you...
I want more!!!!
I want more!!!!
bobbijo
Bobbijo, I appreciated your critique of my essay. I agree with your comments and will, after
some reflection, try to incorporate some of your ideas. It's good to have a bud who can be honest.
Also, your lesson was well done. I'm jealous of your technological skills, and will have to have Don push my buttons (HA) on Thursday.
Pam
some reflection, try to incorporate some of your ideas. It's good to have a bud who can be honest.
Also, your lesson was well done. I'm jealous of your technological skills, and will have to have Don push my buttons (HA) on Thursday.
Pam
right or wrong
I'm struggling with how to do each assignment "right" - even if there can't be a wrong - this is something I'm trying to work through - even though I didn't think I was an 'in the box' kind of person, for some reason, I'm worried about it quite a bit - I think it's because writing is not something I am comfortable with...
Hey people under the tree
I was just thinking that I have said some things that I did not phrase well. I am just thinking out loud sometimes. Please lets just all feel free to explore ideas even if we really don't own them. Sorry Mark, I don't always self edit. I really get a lot out of our discussions. As a fairly new teacher, I need the perspectives of veterans. Especially when I am wrong.
Social Themes
Today Brian, Deb and I were able to discuss social themes. Our book by Jacqueline Glasgow is full of "lesson" that teach these themes. We are moved by the content she explores and all the different reading genre she explores. Her book includes rubrics that you can tweak and her flavor of choice book. What I have found is that even though the book may be too high for my students she has a list at the end of the chapter of other books that could be used. Social themes need to be started at elementary school. Unfortunately some of our students are not getting the guidance they need from home and we are it. If you are looking for some fresh ideas or names for things that you already do this is the book for you.
Bobbi, wonderful presenation... Monster lessons are in this book!!!!!
Bobbi, wonderful presenation... Monster lessons are in this book!!!!!
Peer Responses
I think a common issue with some of the writing was how difficult it was for some of us. I'm not very comfortable letting other see what makes me tick and what my foundations are. Culturally, for my area, I believe I'm the norm. It's hard to write about cultural influences if you've known only one culture. What is normal and what is weird? It depends on the perspective.
Peer Responses
I learned a lot from the peer response session we had this afternoon, mainly that our lives have many similarities and storylines. We all have a beginning, a middle, and eventually end. We all have experiences of love, joy, heartache, and devastation. We all have experiences of empowerment and defeat. But does this commonality make it any less enjoyable to read and learn about? I'd answer with a big, fat NO! What we did today was what Qualley calls reflective and reflexive learning. We explored our own lives through our reflective essays, but in communing with our peers we reflexively explored how our experiences are alike and different. By applying this new perspective back on our reflective writing, it then becomes reflexive. In essence, it becomes alive!
Tim Wise link
Below is a link to a Tim Wise interview. Again, this anti-racist activist is powerful for students (especially white students). He frames issues on white supremacy and privilege in such a way as to diffuse simple negation of his ideas. He is powerful.
http://www.thesunmagazine.org/issues/403/by_the_color_of_their_skin
Zach
http://www.thesunmagazine.org/issues/403/by_the_color_of_their_skin
Zach
Judgement
Nice job on your lesson, Bobbi. I'm wondering, though, is making judgement always bad? Is there a time when judging a group/person/scenario is a good thing? How do you stop? I loved the pictures you used to sum up the lesson. I'd love to look up more on him! Nice job in making us all think a bit deeper.
Being understood
After reading the responses from my partners in this afternoon's peer editing session, I am pleased. I am happy that some omissions that I made were identified and brought to my attention, and I am happy that I was able to convey my message to others and be understood. That does not happen very often in my experience.
Thanks gang.
Furthermore, in reading the stories composed by my partners it was refreshing to explore the differences in each of our lives based on, among other things, our regional and cultural differences. Yet it was also comforting to recognize familiar details from a story that took place close to my home.
Thanks gang.
Furthermore, in reading the stories composed by my partners it was refreshing to explore the differences in each of our lives based on, among other things, our regional and cultural differences. Yet it was also comforting to recognize familiar details from a story that took place close to my home.
Life
Bobbijo definitely made an impact on me when she talked about connecting her lessons with something in life. This makes teaching REAL - something that we forget about with everything else that we are required to do.
My other thought deals with the shifting of the thinking. Every single professional development, workshop, conference, etc. that I have attended over the past four or five years has focused on meeting the standards. The AWP is definitely a shift in this thinking and I'm the first to admit that this is a hard shift for me. I still say the standards are important, but thinking creatively through them and how to reach them is a key to making them work. Deep thoughts...
My other thought deals with the shifting of the thinking. Every single professional development, workshop, conference, etc. that I have attended over the past four or five years has focused on meeting the standards. The AWP is definitely a shift in this thinking and I'm the first to admit that this is a hard shift for me. I still say the standards are important, but thinking creatively through them and how to reach them is a key to making them work. Deep thoughts...
Bobbi's Teaching Demo
Thanks, Bobbi, for an interesting lesson. I love how you used the multimedia in it. Even though the Black Eyed Peas song wasn't part of your lesson per se, it fit perfectly, and I'm sure the fact that you're up on the music scene goes a long way with your students.
It was interesting how we gravitated toward the race issue with the pictures of the Crypts leader. Somebody said that if we emphasize your point of how bullying can change a person with unintended (negative) consequences, it makes a powerful point with little controversy. Maybe if there were also an African American image of someone who was bullied and had a strategy or intervention that helped him/her to make a positive change in their life. Whatever the method, your overall message that the audience has the power to change a life was powerful.
It was interesting how we gravitated toward the race issue with the pictures of the Crypts leader. Somebody said that if we emphasize your point of how bullying can change a person with unintended (negative) consequences, it makes a powerful point with little controversy. Maybe if there were also an African American image of someone who was bullied and had a strategy or intervention that helped him/her to make a positive change in their life. Whatever the method, your overall message that the audience has the power to change a life was powerful.
Monday, Monday: How Could You Leave and Not Take Me?
As always, you can think of the blog as a repository of dumping ideas and fragments of memories that get knocked loose during the daily writing/thinking/discussing. In addition to considering Bobbi's teaching demo, the morning discussion on how you processed your first draft, and your afternoon reading group, Sherrie and I would like you to focus upon this afternoon's Peer Response activity.
In regards to the Peer Response, please consider blogging on this:
What common issues, experiences, and storylines do the texts have in common? Furthermore, considering how you answer the preceding question, can you recognize and discuss how cultural influences play into these commonalities?
Good luck.
In regards to the Peer Response, please consider blogging on this:
What common issues, experiences, and storylines do the texts have in common? Furthermore, considering how you answer the preceding question, can you recognize and discuss how cultural influences play into these commonalities?
Good luck.
pam steele
The week-end flew...busy, but fruitful. Doing the autobiography was time-consuming. I HAD to go to Chilli o n Sat. for a quick trip...took 6 hours...I needed the relief.
Week 2...looking forward to week 2
Week 2...looking forward to week 2
Draft #45 if finished!!!!!!!!!!!
And another 45 to go, I am sure. After listening to the moving partner biographies Friday, I knew I was doomed. I was completely blown away! What am I doing in the class of such prfessional writers? You people are sooooooo fantastic. The energy in our room is not to be taken lightly. It was an awesome hour!!!!!
I am so sorry that I missed the reflexive part of the work, Brett. In my opinion, we or I was out for product: just getting it right. What a lesson for me to learn.
As I walked down Shiveley Hill on Friday aftenoon aiming for Blueberry (car) to get back into my protected world, I noticed the flower garden pouring into the brick path. Almost stumbled into it. Lovely flowers: bright lillies, Russian sage, yarrow, and the bright green leaves of the invasive violets. Comfort level rose and by the time I got the the parking lot, things looked serene again!!!! (Maybe it was the walking downhill!!!!).
Home to Arbor Woods with my personal flowers and as I looked, there it was: my comfort zone.
I worked late that night and I hope, as many corrections as you find, you are not bored by my voice induced by the flowers of my garden. Looking forward to class. Cheerio
I am so sorry that I missed the reflexive part of the work, Brett. In my opinion, we or I was out for product: just getting it right. What a lesson for me to learn.
As I walked down Shiveley Hill on Friday aftenoon aiming for Blueberry (car) to get back into my protected world, I noticed the flower garden pouring into the brick path. Almost stumbled into it. Lovely flowers: bright lillies, Russian sage, yarrow, and the bright green leaves of the invasive violets. Comfort level rose and by the time I got the the parking lot, things looked serene again!!!! (Maybe it was the walking downhill!!!!).
Home to Arbor Woods with my personal flowers and as I looked, there it was: my comfort zone.
I worked late that night and I hope, as many corrections as you find, you are not bored by my voice induced by the flowers of my garden. Looking forward to class. Cheerio
Sunday, June 28, 2009
My autobiography
I appreciate the writing time in class. I completed my autobio a short time ago this evening and having sketched out my ideas earlier in the week made the process much more enjoyable this evening. I also want to say"thanks" for the ice cream and other treats on Friday. They hit the spot.
Help!
Don (or anyone blog-savvy),
I've tried to comment on Lynn and Bobbi's posts and it always says I'm not signed in. But when I sign in it shows I'm already there. When I ignore it, it asks me to choose an account type or something. When I choose Google, which is where I signed up, it erases my comment and doesn't post it. Any ideas as to what's happening??
I've tried to comment on Lynn and Bobbi's posts and it always says I'm not signed in. But when I sign in it shows I'm already there. When I ignore it, it asks me to choose an account type or something. When I choose Google, which is where I signed up, it erases my comment and doesn't post it. Any ideas as to what's happening??
Thanks
Usually when I settle in to do "homework" I don't feel a sense of calm, but that's exactly what happened after a less than ideal evening of computer glitches and banking errors, among other issues. Sitting down with my personal narrative, I felt so happy to be working on something that explored who I am. I've never been a big journal-er, but it calmed me down. Maybe I should start. Thanks to Sherrie, Don, and Deb for designing an environment that is challenging, but more enlightening than stressful!
Trying to avoid cliche
I am trying hard to find a fresh way to convey how moved I was by the biographies read out loud in class on Friday. Maybe it's the five hours spent today working on my reflective essay, but I am finding myself at a loss for words. I guess if I had to boil it down to one particular quality, it would have to be the exceptional use of those gerund phrases used as subjects coupled by such professional use of introductory participial phrases, (punctuated with commas, of course)...And, if you believe that one, I have some oceanfront property here in Hocking County that you need to take a look at!
The biographies were honest, genuine, and extremely alive. I know everyone in that room realized that we were in the presence of something beyond the ordinary. Thanks to every one who was brave enough to read and to be read about. Both acts required courage, although of a difference sort. Our high school book group is reading The Courage to Teach. It takes courage not only to teach but also to share one's writing in any context. All listeners were blessed.
The biographies were honest, genuine, and extremely alive. I know everyone in that room realized that we were in the presence of something beyond the ordinary. Thanks to every one who was brave enough to read and to be read about. Both acts required courage, although of a difference sort. Our high school book group is reading The Courage to Teach. It takes courage not only to teach but also to share one's writing in any context. All listeners were blessed.
Good Modeling
Learning and then using effective, thought-provoking techniques for class discussions can be difficult to grasp. But my experience so far in this class has helped me greatly. Sherrie, Don, and Deb are really modeling good questioning techniques, and I'm learning so much through these questioning techniques and my peers' responses to these questions. Of course we're a highly motivated class, so a lot, I know, depends on the audience as well as the teacher. But don't you think these great discussions can occur if the topic is important to the audience? Technique, subject, and passion seem to be key for engaged learning.
Friday, June 26, 2009
Today's Readings
I thought all the narratives were well done. It took a tremendous amount of courage to speak about someone else.
Class so far...
I just want to say that I am really loving class so far. Who knew there was such a wealth of information out there and all we needed to do was just ask each other? I really like the idea of letting students ask each other questions about their research topics. Maybe I can use this idea in my paper about getting kids to question themselves more deeply. It is really at the heart of what I want them to do.
Thursday, June 25, 2009
Revalation
I am at a crossroad. I was that student who had to study. When I say study I have to make flashcards, record myself reading so I could play it back and do whatever else I could to get it beat into my head. The subjects we discuss I have read and highlighted. I feel the readings that make real connections that I could see adhering in my classroom. Reflecting on what I could use in my classroom I am loving the lessons that you, my classmates, are sharing.
The dynamics of our group is what makes us so interesting. Mark, your words are so eliquently put together. I think all the new concepts are slowly making turning points in my mind.
Reflecting on our interviewee with our biography is something I have taken to a different level. I feel like I am one of my students and doing what is asked but tweeking it.
It's getting late and my family is all in bed
It's time to lay down my sleepy head.
Sweet dreams...
The dynamics of our group is what makes us so interesting. Mark, your words are so eliquently put together. I think all the new concepts are slowly making turning points in my mind.
Reflecting on our interviewee with our biography is something I have taken to a different level. I feel like I am one of my students and doing what is asked but tweeking it.
It's getting late and my family is all in bed
It's time to lay down my sleepy head.
Sweet dreams...
It's Friday!
Excuse me, everyone. I'm at home now, and not communicating successfully from here. So this is a test.
Mark's Demo
I wasn't sure where that demo was going but I sure like where we went - I am really excited to try something similar - I think my students will love it - they will especially love reading the "letters" out loud in different tones and I haven't really worked on tone at all (is that an OCT? for 5th grade?) anyway, I'm excited to add another component to their writing - thanks mark
Off topic - FYI
If you want to get into a summer II session and have been having trouble I did find one that still has a few spots - the number is 88038 it is Art 151 Graphic Design - sounds interesting anyway...
What a Day!
What an excellent day we had today. I so enjoyed Mark's lesson and of course Don's 'reading'. I am inspired by the fact that that I now have so many tendrils of questions to follow and guide me through the research portion of the class. To understand that I'm 'in conversation' through my writing- WOW!! I thought of myself as a potential writer even before last Monday but to think that I, Cheryl Lee, am in conversation with others...scholars...really smart people- I feel like "look Mom, no hands"!
After working on my biographical essay this afternoon I have come upon one more question, though. I realize as teachers we try to not place blame. We work hard to get our point across without pointing fingers. But the little green squigglies make me think that perhaps we are doomed to write in the passive voice :)
Until tomorrow- SMILE!
After working on my biographical essay this afternoon I have come upon one more question, though. I realize as teachers we try to not place blame. We work hard to get our point across without pointing fingers. But the little green squigglies make me think that perhaps we are doomed to write in the passive voice :)
Until tomorrow- SMILE!
"A Day Withiout Poetry is Like..."
Despair
So much gloom and doubt in our poetry -
flowers wilting on the table,
the self regarding itself in a watery mirror.
flowers wilting on the table,
the self regarding itself in a watery mirror.
Dead leaves cover the ground,
the wind moans in the chimney,
and the tendrils of the yew tree inch toward the coffin.
the wind moans in the chimney,
and the tendrils of the yew tree inch toward the coffin.
I wonder what the ancient Chinese poets
would make of all this,
thee shadows and empty cupboards?
would make of all this,
thee shadows and empty cupboards?
Today, with the sun blazing in the trees,
my thoughts turn to the great
tenth-century celebrators of experience,
my thoughts turn to the great
tenth-century celebrators of experience,
Wa-Hoo, whose delight in the smallest things
could hardly be restrained,
and to his joyous counterpart in the western provinces,
Ye-Hah.
could hardly be restrained,
and to his joyous counterpart in the western provinces,
Ye-Hah.
~ Billy Collins ~
(Ballistics)
The first winner of the National Poetry Out Loud contest won it with a Billy Collins poem. Another item on my "To Do" list is to try and start (each, most, some) days in my classroom with a poem or a poetry experience of some kind. (That could include music as well). My excuse has always been the "time" issue. Well. enough excuses. "Had we but world enough and time..." As a result of our book group dialogue yesterday, I can see that we need to make time for nurturing our inner life. I will be blessed by the daily poem, and then I can pass that blessing on to kids. Go figure.
The first winner of the National Poetry Out Loud contest won it with a Billy Collins poem. Another item on my "To Do" list is to try and start (each, most, some) days in my classroom with a poem or a poetry experience of some kind. (That could include music as well). My excuse has always been the "time" issue. Well. enough excuses. "Had we but world enough and time..." As a result of our book group dialogue yesterday, I can see that we need to make time for nurturing our inner life. I will be blessed by the daily poem, and then I can pass that blessing on to kids. Go figure.
Wednesday, June 24, 2009
Technically...day 4
I'm writing this early Thursday/late Wednesday since I had to leave early to drive to Clarksburg today. As I drove, I had a chance to visit with my mom a little bit and talk to her about the class. (We turned on our 'formal' talk for this conversation.) She was really interested in hearing about the class and our discussions since this is a new area for her. As we talked, it basically made me realize that what we are doing is important - even if we don't agree on every aspect. While some conversations may tend to go around and around, I think we are all valuing and respecting each other's opinions. This is great!
I am a practical person at heart. Finding things that are practical to use in my teaching and my daily life excite me and I feel that this is where may be going with the discussions and activities. The process of getting there may be mentally exhausting, but thus worth it in the end.
I am a practical person at heart. Finding things that are practical to use in my teaching and my daily life excite me and I feel that this is where may be going with the discussions and activities. The process of getting there may be mentally exhausting, but thus worth it in the end.
Book group under the trees
Hey, I could repeat that hour on the lawn every day with the same support group until sitting in snow got uncomfortable. Palmer apparently is correct when he says that, if we want to grow as teachers, "we must do something alien to academic culture: we must talk to each other about our inner lives..." (12). I appreciate having a shared context (the reading) and an established level of trust that made such a conversation possible.
Lest we doubt importance of that work we strive to do 180 days a year at the dangerous intersection of personal and public life, let me remind everyone in the Palmer book group to remember that golden moment when Bobbi's student recognized her and came running across the grass radiating absolute joy at seeing someone who so obviously had made a difference in her life. Bobbi, I will treasure that memory.
What is lingering with me at this late hour tonight (past my bedtime, so I'll try to make it quick) is seeing a connection between Palmer and Qualley about subjectivity/objectivity. Obviously, the quality of our inner life is paramount to Palmer. And what is more subjective than our inner life, our selfhood, which in our culture is "not a source to be tapped but a danger to be suppressed, not a potential to be fulfilled but an obstacle to be overcome" (p. 18). Palmer decries the "academic bias against subjectivity" in no uncertain terms on p. 19 when he says that it "not only forces our students to write poorly...but also deforms their thinking about themselves and their world."
Well, here my brain makes the leap to Qaulley when she says, "...The only cure for subjectivity is reflexivity, which is more and better subjectivity, more discriminating, and more self-critical subjectivity." I think Qualley must be implying what Sherrie directly called the myth of objectivity. If there is no such thing as objectivity, there is instead the goal of a heightened and refined subjectivity that has been purified repeatedly through the sieve of reflexivity. The Gandalfs and the Obi Wan Kenobis of this world have achieved this level of purity, which makes them seem godlike to us lesser mortals. At this moment my mind goes back to a line from a cult classic from the late 60s called Jonathan Livingston Seagull "Perfect speed is being there." Well, there is no such thing as "perfect objectivity", or we would "be there"---at omniscient objectivity. But we can strive for better, larger, more perfect subjectivity, and if that suddenly sounds like the formula for the spiritual dimensions of the hero quest, I can live with that (and I hope I do).
May the force be with you :)
Lest we doubt importance of that work we strive to do 180 days a year at the dangerous intersection of personal and public life, let me remind everyone in the Palmer book group to remember that golden moment when Bobbi's student recognized her and came running across the grass radiating absolute joy at seeing someone who so obviously had made a difference in her life. Bobbi, I will treasure that memory.
What is lingering with me at this late hour tonight (past my bedtime, so I'll try to make it quick) is seeing a connection between Palmer and Qualley about subjectivity/objectivity. Obviously, the quality of our inner life is paramount to Palmer. And what is more subjective than our inner life, our selfhood, which in our culture is "not a source to be tapped but a danger to be suppressed, not a potential to be fulfilled but an obstacle to be overcome" (p. 18). Palmer decries the "academic bias against subjectivity" in no uncertain terms on p. 19 when he says that it "not only forces our students to write poorly...but also deforms their thinking about themselves and their world."
Well, here my brain makes the leap to Qaulley when she says, "...The only cure for subjectivity is reflexivity, which is more and better subjectivity, more discriminating, and more self-critical subjectivity." I think Qualley must be implying what Sherrie directly called the myth of objectivity. If there is no such thing as objectivity, there is instead the goal of a heightened and refined subjectivity that has been purified repeatedly through the sieve of reflexivity. The Gandalfs and the Obi Wan Kenobis of this world have achieved this level of purity, which makes them seem godlike to us lesser mortals. At this moment my mind goes back to a line from a cult classic from the late 60s called Jonathan Livingston Seagull "Perfect speed is being there." Well, there is no such thing as "perfect objectivity", or we would "be there"---at omniscient objectivity. But we can strive for better, larger, more perfect subjectivity, and if that suddenly sounds like the formula for the spiritual dimensions of the hero quest, I can live with that (and I hope I do).
May the force be with you :)
Critical Thinking
I enjoyed the discussion of what Bean & Co. had to say about critical thinking. In order to identify truth or an agreed upon fact or set of facts, we must not limit inquiry in any form. Permitting bias or limiting questions of any sort can and will limit the outcome of any examination to the point that any findings would be invalid.
Hey Cher (and Jodi),
Is Readers Theater spelled Theatre or Theater?
And....
Could you let me in on some good "Up and Moving Activities" for high school students in a small space (a little room at the front of the classroom, with a small parcel to the west-ha)?
Also, I'll put on here the question that Mark raised: Do 11th and 12th graders need to move in the classroom?
Is Readers Theater spelled Theatre or Theater?
And....
Could you let me in on some good "Up and Moving Activities" for high school students in a small space (a little room at the front of the classroom, with a small parcel to the west-ha)?
Also, I'll put on here the question that Mark raised: Do 11th and 12th graders need to move in the classroom?
Cher's Teaching Demo.
I thought Cher did a wonderful job presenting her lesson. I think it could be useful in the classroom teachings of genre, dialogue punctuation, and synonyms. The collaboration aspect of the lesson made it very unique. Good Job!
grammar wars
I'm sure the debate over how much grammar is enough will rage on beyond our careers. Am I hearing that we basically agree that we do not want the mechanics to hinder the depths of our students' expression of idea and thought?
The Courage to Teach
We all know that teaching requires a lot from us-mentally, physically, emotionally, spiritually. I liked what Sherrie had to say about this: In order to keep teaching and not get burnt-out, we must find a way to get something out of it. There needs to be something that is continually refilling our well. If we're not careful, the water will run out and we'll have nothing to offer anymore to our students, even ourselves. I think one good way we ensure that we always have something to give is to make sure what we're offering is of worth to our students. They in turn will naturally, and gladly, give back to us.
Agenda
Thanks for following the daily agenda - it makes it nice for people like me who need orderliness to keep the chaos at bay.
Bean is refreshing
I feel that Bean is very refreshing because his writing seems to be easy to reflect my own practices. My moto has always been...
Much I have learned from my teachers
More I have learned from my parents
The most I have learned from my students.
The reading strategies that I am learning in the Middle school book are amazing. I would really like to share some of the ideas and let the high school teachers take a peek. Many of the topics from the social themes are topics covered in high school.
Cher nice job for getting us moving today. I know how much we learned with our masters degree about kids in motion and how this helps students. I am really looking forward to doing Reader's Theater.
Much I have learned from my teachers
More I have learned from my parents
The most I have learned from my students.
The reading strategies that I am learning in the Middle school book are amazing. I would really like to share some of the ideas and let the high school teachers take a peek. Many of the topics from the social themes are topics covered in high school.
Cher nice job for getting us moving today. I know how much we learned with our masters degree about kids in motion and how this helps students. I am really looking forward to doing Reader's Theater.
Fun with Grammar
I don't think that I have ever associated fun with grammar, but the discussion today was extremely interesting, and I can see the multiple viewpoints that everyone made. I did have a fair bit of culture shock when I moved to this area, and I could NOT get over the grammar. I know I said it in class, but it really helped my perspective to think of the Appalachian dialect as a dialect, and not as a string of grammatical errors. I really enjoyed Deb's idea to give students the opportunity to write in their own dialect, alleviating some of the pressure formal writing can bring, and also giving them something to compare formal writing to. This could help students choose the "correct" dialect for the situation.
I tend not to stress grammar and parts of speech in my class, but I can see Tanya's point of view that you need to have a frame of reference or a consistent vocabulary to discuss editing issues in class. If you and your students can't speak a common language your best efforts won't be good enough.
Something I want to try in my class in the future is the suggestion to look for patterns in mistakes to make the most impact in grammar lessons. I also want to do more of the idea someone had (sorry I can't remember who) or reading passages/stories together and discussing why is that comma (colon, quotation mark, whatever) here?
I tend not to stress grammar and parts of speech in my class, but I can see Tanya's point of view that you need to have a frame of reference or a consistent vocabulary to discuss editing issues in class. If you and your students can't speak a common language your best efforts won't be good enough.
Something I want to try in my class in the future is the suggestion to look for patterns in mistakes to make the most impact in grammar lessons. I also want to do more of the idea someone had (sorry I can't remember who) or reading passages/stories together and discussing why is that comma (colon, quotation mark, whatever) here?
What d Day!!!!!!!
It's gettin' hotter, Folks!!!!!!!
Really got alot out of the day; and as always am lookin' for transfers to my future teaching. Really loved the morning "game". I was astounded at the creativity of the class at reflexing one sentence!
Made me want to teach on the high school level to be able to incorporate this style.
As far as Bean, I have figured out that perhaps if we just really concentrate on process, the product will become an easier path to walk on. That will be new for me and I feel that I can meet this challenge.
See ya later! Have to go home and read. Cheerio, Carol
Really got alot out of the day; and as always am lookin' for transfers to my future teaching. Really loved the morning "game". I was astounded at the creativity of the class at reflexing one sentence!
Made me want to teach on the high school level to be able to incorporate this style.
As far as Bean, I have figured out that perhaps if we just really concentrate on process, the product will become an easier path to walk on. That will be new for me and I feel that I can meet this challenge.
See ya later! Have to go home and read. Cheerio, Carol
Don's Game :)
I loved this idea of getting students engaged with text! I'm already brainstorming ways to use this game in my classroom in the fall. I think it would be a great way to spark discussion in my science classes.
You guys make a great 5th grade class and I wanted to thank you all for your feedback. I hope this lesson goes as well with my 10/11 year olds.
Aahhh, the process. I've been using this word to define my idea of good education. Education is the process, I am the facilitator.
Looking forward to tomorrow!
You guys make a great 5th grade class and I wanted to thank you all for your feedback. I hope this lesson goes as well with my 10/11 year olds.
Aahhh, the process. I've been using this word to define my idea of good education. Education is the process, I am the facilitator.
Looking forward to tomorrow!
Wednesday Brain Droppings
It's been another full day, and we covered a lot territory. Please blog about whatever remains most vivid for you in our daily journey across the wide plains of writing instruction.
Here are a few ideas to jog your recollection:
* Morning writing activity (Don's game of "Pick a sentence, write about it and discuss it").
* Morning discussion (Somebody must have said something that made a lasting impression -- even if you were the one who said it).
* Cher's Teaching Demo (It's always nice to get good feedback!)
* Sherrie's writing activity just prior to the "Big Grammar Discussion."
* Our Big Grammar Discussion and/or your response to Bean.
* Reading group discussions.
Also feel free to blog about any questions and/or concerns you may have regarding "Visitor's Day," "The Bio Assignment" (that we will return to tomorrow so make sure you have your interview notes), "Inquiry Paper topics", and "Daily Snacks."
Also, we have started the practice of making announcements just prior to lunch that will get repeated here lest they be forgotten by suppertime: We are negotiating the details of who brings what for our Visitor's Day lunch. It has been suggested that Elementary People bring appetizers, High School People bring side dishes, and Middle School People bring dessert. Feel free to discuss this while I contemplate the efficacy of another diet after the Institute ends.
Okay, now go yak it up in your own post, and comment at least twice upon other people's brain squeezin's (How's that for dialect?)
Don
Here are a few ideas to jog your recollection:
* Morning writing activity (Don's game of "Pick a sentence, write about it and discuss it").
* Morning discussion (Somebody must have said something that made a lasting impression -- even if you were the one who said it).
* Cher's Teaching Demo (It's always nice to get good feedback!)
* Sherrie's writing activity just prior to the "Big Grammar Discussion."
* Our Big Grammar Discussion and/or your response to Bean.
* Reading group discussions.
Also feel free to blog about any questions and/or concerns you may have regarding "Visitor's Day," "The Bio Assignment" (that we will return to tomorrow so make sure you have your interview notes), "Inquiry Paper topics", and "Daily Snacks."
Also, we have started the practice of making announcements just prior to lunch that will get repeated here lest they be forgotten by suppertime: We are negotiating the details of who brings what for our Visitor's Day lunch. It has been suggested that Elementary People bring appetizers, High School People bring side dishes, and Middle School People bring dessert. Feel free to discuss this while I contemplate the efficacy of another diet after the Institute ends.
Okay, now go yak it up in your own post, and comment at least twice upon other people's brain squeezin's (How's that for dialect?)
Don
Tuesday, June 23, 2009
Don, about the "Philosophical" essay...
I have a clear picture of most parts of the research projects you described today. I really like the essay where the students must defend their research questions (Why this topic is worthy of research). Also the annotated bibliography assignment. The assignment I can't visualize is the first. Students are "essaying" here--casting about for worthy subjects/questions? But what does the written product look like? Or is there an "essay" to this essaying?
Sounds like a great series of lessons. I'll give you proper attribution when I steal the whole piece.
Thanks.
Thoughts about Qualley from chapters 2 and 3
My concern with the body of work presented thus far by Qualley is that there seems to be an assumption that in order for any real growth to take place or for “truth” to be realized, we must accept information / input of some kind from another source. There seems to be little room for the possibility that one can have a solid understanding of a concept, person, culture or theory independent of at least some secondary source of information. Having said that, I am one who gladly accepts all information and perspectives for consideration when making a decision or trying to understand something such as a position taken by another. However, is it so difficult to believe that someone can alone achieve understanding of a particular something without making a conversion of some sort or accepting further input? Maybe I simply like to work independently too much for my own good. Any thoughts?
Students (many of them) know what a teacher expects
Many students know what teachers are looking for. Case and point: a sophomore student in my intervention class (study hall) told me of her frustration at a collaborative assignment between her English and History teacher. She liked the assignment, she said, but it she did not know how to write for both teachers (my words). The History teacher told her to "cut the fat" and the English teacher told her that she liked her explanation of her reasoning. She was used to being able to gauge the teacher and write you that audience. What came from this discussion was the idea that she should write that paper as she saw fit. What was the best format for her paper? The discussion was interesting though because it did revolve around what teacher's expect and what students know teacher's expect.
An addendum: Just as many students know what teachers are looking for, some do not. What are some ways to guide/scaffold these students?
An addendum: Just as many students know what teachers are looking for, some do not. What are some ways to guide/scaffold these students?
My reactions to the interviews/colleagues experiences
I enjoyed the interviews and listening in on what shaped us all.
We discovered that we have many things in common such as knowing the same people and having some of the same life experiences. It was a surprise to me. I wish that we had more time to talk so I would feel more comfortable creating their biography. It was a worthwhile activity.
I enjoyed the interviews and listening in on what shaped us all.
We discovered that we have many things in common such as knowing the same people and having some of the same life experiences. It was a surprise to me. I wish that we had more time to talk so I would feel more comfortable creating their biography. It was a worthwhile activity.
Tonya's Lesson
In today's lesson on the Scarlet Letter I really became interested in the book. I also loved the idea of the students writing from the perspective of one of the characters. The idea that the students have to become reflexive and look through the eyes of another with beliefs that may not be their own was great.
The discussion on traditional writing was so necessary. All to often we fall into the rut of OAT hell and are pushed by our administration to read and write to comprehend for that minute and not for the long hall. Most of their knowledge is there today and gone tomorrow because they have not made it personal. Writing is so personal to me, and I need to make it for my students.
The discussion on traditional writing was so necessary. All to often we fall into the rut of OAT hell and are pushed by our administration to read and write to comprehend for that minute and not for the long hall. Most of their knowledge is there today and gone tomorrow because they have not made it personal. Writing is so personal to me, and I need to make it for my students.
Interviews
Isn't it nice to talk to people to see what makes them the way they are. when we delve into the past, the present seems so much more clear. And common ground is much easier to find with someone when you speak rather than just interact in a group.
Refreshing!
I hope everyone else is feeling less overwhelmed today than yesterday. I am feeling more comfortable now. Of course I won't be tomorrow morning but after my demo I'm sure I will once again be feeling a bit lighter.
It's nice to feel supported in my belief that it is the process not the product that we should be investing the majority of time in. I've felt since I began my career that too much emphasis is put on the final product sometimes eliminating any thought of the process it took to get us where we are. It's not the finish line but the race that we call living/learning (whoa- profound)
My concern is this, however. As a 5th grade teacher there are so many years after they leave my class for someone (more traditional in their teaching) that may come along and mess up this well rounded, W2L, reflexive student. How do I ensure that the impact of 9 months in my classroom is such that the student will carry it with them for the remainder of their schooling in spite of these 'more traditional' teachers?
Have a good evening and don't fall asleep while reading :)
It's nice to feel supported in my belief that it is the process not the product that we should be investing the majority of time in. I've felt since I began my career that too much emphasis is put on the final product sometimes eliminating any thought of the process it took to get us where we are. It's not the finish line but the race that we call living/learning (whoa- profound)
My concern is this, however. As a 5th grade teacher there are so many years after they leave my class for someone (more traditional in their teaching) that may come along and mess up this well rounded, W2L, reflexive student. How do I ensure that the impact of 9 months in my classroom is such that the student will carry it with them for the remainder of their schooling in spite of these 'more traditional' teachers?
Have a good evening and don't fall asleep while reading :)
Closing Out Day #2
Sitting in the cool shade with Bobbi and Brian for the interviews this afternoon made me understand better how important "dialogue" is as an aspect of reflexivity. As we smiled and shared and learned about each other, we relaxed into the ebb and flow of encountering the other as we reencountered ourselves. Except for the frantic notetaking, it was like we floated into an experience that effortlessly enriched all of us. Knowing that Brian will leave here to cut hay until dark, I hope he can take some of that cool peace with him into a hot and thirsty evening. Bobbi and Brian, thanks for a fine hour.
One last thought about the reading---I loved what Donna Qualley saidf on p. 67. "...the truly essayistic mind will more than likely not come out firmly on a 'side' at all; rather, it will come out with a more complex understanding of all sides including (hopefully) its own." Wow. This to me is a spiritual awareness---Buddhist mindfullness, Christian compassion---something beyond limitations. Cool.
One last thought about the reading---I loved what Donna Qualley saidf on p. 67. "...the truly essayistic mind will more than likely not come out firmly on a 'side' at all; rather, it will come out with a more complex understanding of all sides including (hopefully) its own." Wow. This to me is a spiritual awareness---Buddhist mindfullness, Christian compassion---something beyond limitations. Cool.
Big ah-ha and big whoops
I feel a lot better about essayistic writing (Qualley's version) after our discussion after lunch. I don't know why, but I was under the impression that Qualley detested more traditional styles of writing. I couldn't wrap my head around throwing everything I knew out the window for the more reflexive version. The idea of a continuum helped me understand that there is a place for both styles of writing, and depending on the objective of your lesson, the same writing genre could be at different ends of the spectrum. They also can have a symbiotic relationship, as Don pointed out in the example he uses in his classroom. Having one umbrella assignment (research) that is broken up into traditional and writing to learn assignments offers students a wide range of what they must be proficient in, whether it's for a state test or for their own critical development. Working with elementary students who have learning and cognitive disabilities, I would like to see research or essays on teaching this population to think critically. I wonder if there are additional or modified strategies.
My whoops moment: Robin helped me figure out that the biography assignment will be about THE OTHER person, not ourselves. Should I blame my spacey-ness on the fans, on pregnancy brain, or on reflexivity?
My whoops moment: Robin helped me figure out that the biography assignment will be about THE OTHER person, not ourselves. Should I blame my spacey-ness on the fans, on pregnancy brain, or on reflexivity?
Traditional Writing -v- Essayistic Writing
I must say that when I read Qualley's book I wondered where the traditional writing fit in? Should I still teach it? Should I combine traditional and essayistic writing together? Are they completely separate? After our discussion today, and please correct me if I'm wrong or if you have something to add, traditional and essayistic forms of writing are both necessary for the development of a well-rounded, educated, ever-searcher of knowledge individual. It's not enough for me to simply focus on one or the other. I think the best practice is showing the connection of both forms in one topic of writing. Writing is a process that should move in and out of formal and informal, objective and subjective, and reflective and reflexive...the writing process should never end. You should never think you've got a finished product.
One thing I WILL put more emphasis on in my classroom is this wonderful idea of searching for knowledge--in text, others, world, and self. So much is left undiscovered by not taking this walk. Exploration is vital to real learning.
One thing I WILL put more emphasis on in my classroom is this wonderful idea of searching for knowledge--in text, others, world, and self. So much is left undiscovered by not taking this walk. Exploration is vital to real learning.
Hey Debra N !
I appreciated your comments today about the students in your classes here. I'm drafting a course description for my A.P. English/Language course, which I'll have to submit to the folks at the college board, so I'm always mindful that the course should anticipate the kinds of experiences students would have at the college freshman level. You gave me a useful gage today.
Thank you Tonya
Really needed such a good example of Tonya's for reflective and relexive writing in her demo this morning. I am continously looking for examples although these 2 concepts are becoming clearer. Thank you, Tonya.
PS Another example of how a great piece of literature is so relevant to today's society.
PS Another example of how a great piece of literature is so relevant to today's society.
Thoughts of the Day
I was glad to get to work on the narratives this morning. Over the years, I have become more proficient at typing than I have at physically writing. Is this laziness? I don't think so. Typing actually allows me to be more creative because I can edit on the spot and play around with different word choices, thoughts, etc.
Tonya's lesson was great as well because she not only gave us a good writing application idea, but also made a connection that is life related. Relating to life is a vital part of the educational experience not only for our students but for us as well.
As for this afternoon's discussion, I believe we have a lot of passionate people in this group. Our different ideas, perspectives, and practices challenges each of us and will make us better people - better teachers. Driving home today will be a challenge as I process this information. (By the time I get home, I'll be ready to crash!)
Finally, I thought the conversation time with my partner, Anna, was tremendous. It always amazes me how much two strangers can have in common. Writing about her life will be fun and I hope I can do her justice.
Tonya's lesson was great as well because she not only gave us a good writing application idea, but also made a connection that is life related. Relating to life is a vital part of the educational experience not only for our students but for us as well.
As for this afternoon's discussion, I believe we have a lot of passionate people in this group. Our different ideas, perspectives, and practices challenges each of us and will make us better people - better teachers. Driving home today will be a challenge as I process this information. (By the time I get home, I'll be ready to crash!)
Finally, I thought the conversation time with my partner, Anna, was tremendous. It always amazes me how much two strangers can have in common. Writing about her life will be fun and I hope I can do her justice.
What did you all think?
Well, I must say that I am glad that I have my demo over with. I would really like to know what you thought? Did you think that this is on level with 11th grade? I really appreciated what the others said about using the ideas with the elementary book also. It makes me feel really good about what I'm doing as a teacher. Nerves shouldn't be a problem when you spend all your working days in front of 30 people, but they still do.
Love thy keyboard.
The return to the keyboard this morning was a welcome respite from writing our personal essays out by hand. I never thought I would feel that way, but I do. It is plain to see how my handwriting has suffered from lack of use (not that it was ever really legible). The ease with which I can create and edit electronically is conducive to better and more expansive compositions. Lets hope we don't lose power. :)
Furthermore, I enjoyed the interview this afternoon with my fellow Logan-Hocking teacher that I did not know prior to coming to the AWP. The interview was productive and honest and not simply an exercise in conversation. Thanks Carol.
Furthermore, I enjoyed the interview this afternoon with my fellow Logan-Hocking teacher that I did not know prior to coming to the AWP. The interview was productive and honest and not simply an exercise in conversation. Thanks Carol.
Tuesday Afternoon Blog Instructions
Howdy Happy Campers!
In blogging this afternoon, I would like you to use this time and space as an opportunity to comment on something that's sticking out in your mind right now about something you thought/observed/wrote/questioned/witnessed in the course of today's frantic activities. You could comment on anything that might be crossing your consciousness but to jog your memory about what went on today, here are a few highlights:
*Using the blog this morning,
*Rewriting/revising from paper to screen,
*Tonya's teaching demo,
*Qualley discussion including the differences between formal writing/informal writing and writing to communicate/writing to learn,
*your reactions to your interviews/ colleagues experiences.
Please create an original post and also comment on at least two other posts.
As a reminder, the reading assignments for tomorrow include Chapters 4 & 5 of Turns of Thought, the Bean in the white notebooks "Chapter 4" (and for those who have not read it yet, go back and read the 12 pages or so before Chapter 4 of Bean in the white notebooks. Got that? Good.
In blogging this afternoon, I would like you to use this time and space as an opportunity to comment on something that's sticking out in your mind right now about something you thought/observed/wrote/questioned/witnessed in the course of today's frantic activities. You could comment on anything that might be crossing your consciousness but to jog your memory about what went on today, here are a few highlights:
*Using the blog this morning,
*Rewriting/revising from paper to screen,
*Tonya's teaching demo,
*Qualley discussion including the differences between formal writing/informal writing and writing to communicate/writing to learn,
*your reactions to your interviews/ colleagues experiences.
Please create an original post and also comment on at least two other posts.
As a reminder, the reading assignments for tomorrow include Chapters 4 & 5 of Turns of Thought, the Bean in the white notebooks "Chapter 4" (and for those who have not read it yet, go back and read the 12 pages or so before Chapter 4 of Bean in the white notebooks. Got that? Good.
A little humor when you need it most.
Group hands out cell phones to homeless crazy people so they do not look silly when they talk to themselves
COLUMBUS OH (HJ) – How many times have you seen a homeless person on the street talking to themselves and thought, “That person is crazy!” The founders of the non-profit group EMIT or Equality for the Mentally Inept Transients want to rid the homeless of that stigma.Bruce Shaw, founder of EMIT, purchases new or collects used cell phones for the homeless in Columbus so that they will not seem so out of place. Bruce explains, “When you see someone talking on a cell phone you assume that they are conducting business or chatting with a friend. If you see someone talking with no cell phone, you think they are insane. By giving the homeless cellphones, we not only give them an outlet for the voices in their head, we give them dignity.”
EMIT volunteers began collecting cellphones in early April. The phones are cleaned, charged, loaded with 200 minutes and handed out at shelters and underpasses. Janice Truly, an EMIT volunteer, has handed out over 100 cellphones in May, “The look on the face of the crazy person is priceless. You’ve got to show them how to use the phone. It’s helpful if there are numbers all ready stored in the memory.”
When asked about the homeless calling random people, Mr. Shaw laughed, “At first we erased the memory of the phone and only added the numbers of the other homeless. When none of the homeless could get a word in edgewise with each other, we just decided to leave the numbers on the used phones or program in local radio talk show phone numbers.”
When asked about how they hand out the phones, Mr. Shaw shared, “We’ve actually tried giving cell phones to some people talking to themselves only to realize the “crazy person” was wearing a Bluetooth ear piece.”
EMIT will re-charge and supply more minutes for any phone for free, but so far they have not had to. “Once the phones go dead, they just keep talking into them. They still seem happy.”
Fuzzy-headed...that's what I'd call my drive back to Jackson. I really don't remember the trip. I felt numb, frozen-brained, wondering into what I'd gotten myself. I felt a slow-motion step behind all day. When I walked into my house, my dog said, "What is WRONG with you?" I told him to "Zip it...I'm in no mood."
But I am one determined "oldster" and hope to learn oodles from all of you.
As far as the content of the day, it was hectic, informative, challenging. The instructors are doing a great job, and I enjoyed the students very much.
The demo by Jodi was well done and reflected what I do in my own classroom of 5th graders, so I found it useful. She did well.
Pam Steele
But I am one determined "oldster" and hope to learn oodles from all of you.
As far as the content of the day, it was hectic, informative, challenging. The instructors are doing a great job, and I enjoyed the students very much.
The demo by Jodi was well done and reflected what I do in my own classroom of 5th graders, so I found it useful. She did well.
Pam Steele
What day is this?
A great morning to begin blogging! Maybe this will get me going with other blogs also!!!!!!! As if there is time. I have given up FaceBook for the summer.
Unfortunately, I will not be blogging each night as am not able to get online where I live!!!!!!
Will attempt to keep update with you all. This beats writing an autobio.........Cheerio, Carol
Unfortunately, I will not be blogging each night as am not able to get online where I live!!!!!!
Will attempt to keep update with you all. This beats writing an autobio.........Cheerio, Carol
Testing
I would break the policy of my home institution to set one of these of for my students. How sad. This is great.
Poetry
Well, I did this last night and I guess I'll do it again. Thanks for being a great classroom yesterday. I really loved your "student like" questions. I loved your poems. I challenge you to share your poem with six people. You are definitely a creative bunch and I am looking forward to moving onward and upward.
I am concerned about the not so concrete directions. I know that it is to be to get us to think but I do not like putting a lot of time into my writing and not know if I am writing the right thing.
Robin I am with you in the reading with the dictionary by my side.
I am concerned about the not so concrete directions. I know that it is to be to get us to think but I do not like putting a lot of time into my writing and not know if I am writing the right thing.
Robin I am with you in the reading with the dictionary by my side.
Monday, June 22, 2009
Getting into the swing of things...
I am also feeling overwhelmed by the thought processes that I am accepting that I must go through. I think the hardest thing for me to grasp is the span of teaching ages we teach. To try to make it relevant for everyone, reflect on ourselves as teachers and colleagues and then engulf a totally new concept of reflexive writing. WOW I really don't think I have ever used that many big words. I hope all of you understand what I have wrote. The texts still feel WAY WAY WAY over my head. I guess with the computer dictionary by my side I WILL SURVIVE.
I am really trying to grasp what we are to be doing. I like concrete directions, written or oral and I am still not sure I am doing to dialogical thing or the paper about what I perceived to be about what things in our lives shaped us correctly. I wrote approx. 8 pages today and I do not think any of them were relevant to what was actually being requested of us. I am a little disappointed about this.
Your poems were absolutely wonderful today. Thank you for being a great class. I hope you learned a lot and that you can take it back and use what I have given you. Remind me tomorrow that I need to give all of you a mini poetry book from Scholastic.
On a lighter note... I hope bagels, fruit and chips sound good to everyone for our light snack tomorrow.
I am really trying to grasp what we are to be doing. I like concrete directions, written or oral and I am still not sure I am doing to dialogical thing or the paper about what I perceived to be about what things in our lives shaped us correctly. I wrote approx. 8 pages today and I do not think any of them were relevant to what was actually being requested of us. I am a little disappointed about this.
Your poems were absolutely wonderful today. Thank you for being a great class. I hope you learned a lot and that you can take it back and use what I have given you. Remind me tomorrow that I need to give all of you a mini poetry book from Scholastic.
On a lighter note... I hope bagels, fruit and chips sound good to everyone for our light snack tomorrow.
Glassy Eyed
I agree that today was a little overwhelming and it's hard to get back into the 'student mode' again. I'm still trying to process everything so far and get my feet on the ground with the program. Having taught 4th graders writing for the past several years, I'm more than open to new ideas and challenges - especially since I will need to incorporate more writing across the curriculum this coming school year. Right now though I'm feeling a little glassy eyed and need to do some reading! Time to bring out the dictionary.
I'm In!!
Hey all,
What a good day! I sure hope no one else is as overwhelmed as I am! Jodi, you did a great job with your lesson today~ I'd love to post more but.... I've got some reading to do :)
What a good day! I sure hope no one else is as overwhelmed as I am! Jodi, you did a great job with your lesson today~ I'd love to post more but.... I've got some reading to do :)
"Oh, what a day!"
While I felt a little overwhelmed today, I know it's exactly what I need in order to become a better teacher, a better person. One thing I've already decided to adjust in my classroom is how I approach my curriculum. Anna and I discussed how we don't feel like we have enough time to do more writing. I feel like my curriculum has always been literature based, but this class is already connecting me to those "lost" feelings of enlightenment and empowerment that writing offers me. Also, I thought it was neat that Zach and I both compared reflexive writing to water. Both are ever flowing, ever changing, ever receptive to outside influences. I look forward to what's to come!
Welcome to the Summer Institute 2009 Blog
Hey Folks,
This is the space where daily we are going to write and reflect about what we're thinking, learning, understanding, and questioning.
Although from time to time you will be given specific directions about certain topics to address, this blog space is wide open and welcomes randomness, tentativeness, and weirdness along with your more erudite observations.
Try to make it habit of making a least one original post each day and at least three comments upon other participant's posts.
Good Luck.
This is the space where daily we are going to write and reflect about what we're thinking, learning, understanding, and questioning.
Although from time to time you will be given specific directions about certain topics to address, this blog space is wide open and welcomes randomness, tentativeness, and weirdness along with your more erudite observations.
Try to make it habit of making a least one original post each day and at least three comments upon other participant's posts.
Good Luck.
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