Breathe in, breathe out. Annoying 4th period.
Breathe in, breathe out. Cannot act like mature adults.
Breathe in, breathe out. Stop treating them like mature adults.
Breathe in, breathe out. This little grouping will need to change.
Breathe in, breathe out. I will go crazy on non-working children.
I think it's time to have some "conversations" with some of these children - especially the ones that are failing.
Completely unacceptable two students have an average below 40. Digging a hole, digging a hole. I can't think in complete sentences. Count to ten. We're going to have issues. I'm just glad this little grouping is right in front of me. I will separate them. If anyone goes it will be that one since he had a good seat (good for him, not for me) last quarter.
I am still fuming. We need two more minutes of writing time and I need ten more minutes to recover.
I love how they are 18 and claim to be adults, claim to be LEGAL and they act like they've never been in public before.
Breathe in, breathe out.
Tuesday, November 13, 2007
Friday, October 26, 2007
Writing Workshop: Writing Groups
It seems that lately, the only time I find to blog is during writing workshops in my English classes. That means that I can get a post in once a week, which is apparently pretty normal. If this is the case, however, why is it that it is October 26th, and I only have one other post for the month?
Today, my kids are engaging in their very first writing group meeting. I read to them excerpts from "The Helping Circle" and modeled a writing group, and it seems like they're doing a pretty good job. I hear some constructive comments, but they're still very timid about reading their writing aloud. Understandable - I would hazard to guess that there aren't very many teachers that have made them do this before. I hope they find it valuable; I know I do. I adore my writing group - I just hope my kids learn to adore theirs as well.
It will be interesting to see what happens when the college essays are over. I think after this week, I will split up my writing workshops like so:
One thing I'm definitely going to make them do is submit to the Troubadour. I'm toying with the idea of making them look through Writer's Market and submit to an outside magazine. How cool would it be if one of my kids got PUBLISHED! I would die.
Conferencing is also, surprisingly, working out fairly well. It's not structured - just whoever wants help. I was very worried about the conferencing aspect of writing workshop, but I think I've made it work with my teaching style. Conferencing will come during the work time; I won't be interrupting writing groups for that.
That is all.
Today, my kids are engaging in their very first writing group meeting. I read to them excerpts from "The Helping Circle" and modeled a writing group, and it seems like they're doing a pretty good job. I hear some constructive comments, but they're still very timid about reading their writing aloud. Understandable - I would hazard to guess that there aren't very many teachers that have made them do this before. I hope they find it valuable; I know I do. I adore my writing group - I just hope my kids learn to adore theirs as well.
It will be interesting to see what happens when the college essays are over. I think after this week, I will split up my writing workshops like so:
- Quick Write
- Mini-Lesson
- Writing Group Meeting
- Work Time
One thing I'm definitely going to make them do is submit to the Troubadour. I'm toying with the idea of making them look through Writer's Market and submit to an outside magazine. How cool would it be if one of my kids got PUBLISHED! I would die.
Conferencing is also, surprisingly, working out fairly well. It's not structured - just whoever wants help. I was very worried about the conferencing aspect of writing workshop, but I think I've made it work with my teaching style. Conferencing will come during the work time; I won't be interrupting writing groups for that.
That is all.
Friday, October 5, 2007
Question Floods, Part Deux
My fourth period is currently engaged in their second writing workshop. They are doing REALLY well with the question floods - much better than my first period. I think it might have something to do with the fact that they're more awake than my first period. I also really like how the groups I created interact with each other. Of course, I have a few that don't seem to be paying attention, but for the most part, people are getting along and aren't being shy about sharing. I was afraid they might be, considering the fact that about half of them indicated on their preference cards that they were NOT comfortable with sharing.
They just finished (or are still working on) their revisions. Some people wrote PAGES of stuff. One student in particular wrote on her preference card that she didn't like writing because she wasn't any good at it, but she is still writing as people are sharing their revisions. She's written at least two pages worth of stuff and is still going!
Writing workshops are my favorite thing in the entire world. It's so amazing that all of the techniques I learned over the summer are not idealistic dreams, but techniques that actually work and get them expressing their ideas. True, some take it more seriously than others, but I'm okay with that because we just started.
I'll hook them all. It will be done.
They just finished (or are still working on) their revisions. Some people wrote PAGES of stuff. One student in particular wrote on her preference card that she didn't like writing because she wasn't any good at it, but she is still writing as people are sharing their revisions. She's written at least two pages worth of stuff and is still going!
Writing workshops are my favorite thing in the entire world. It's so amazing that all of the techniques I learned over the summer are not idealistic dreams, but techniques that actually work and get them expressing their ideas. True, some take it more seriously than others, but I'm okay with that because we just started.
I'll hook them all. It will be done.
Friday, September 28, 2007
Writing Workshop #2: Question Floods
Got this idea from Kelly Gallagher's book Teaching Adolescent Writers. Essentially, what students do is read a rough piece of their writing to a group, then the group members ask a "flood" of questions. After they've written the questions and shared, students will take those questions and revise their work, adding details.
I'm not sure how it's all working out; it might be better if I worked on my revision, then I could show them how I changed mine!
And I did that - I really just don't feel well today. It makes it hard to be excited about anything.
The one thing I can say is that they wrote for the entire amount of time and while no one really wanted to share, I could tell that they were into what they were doing. It was really cool to watch.
I think it might be a bit difficult to get them to work on their personal writing. We need to do a topic brainstorm of some sorts - that's what I'll be looking for next. A way to get them to generate a list of what they want to work on. If there's anyone out there in cyberspace reading this that has a great idea of how to break seniors of the habit of being "assigned" topics to write, I would greatly appreciate any suggestions you have!
I'm not sure how it's all working out; it might be better if I worked on my revision, then I could show them how I changed mine!
And I did that - I really just don't feel well today. It makes it hard to be excited about anything.
The one thing I can say is that they wrote for the entire amount of time and while no one really wanted to share, I could tell that they were into what they were doing. It was really cool to watch.
I think it might be a bit difficult to get them to work on their personal writing. We need to do a topic brainstorm of some sorts - that's what I'll be looking for next. A way to get them to generate a list of what they want to work on. If there's anyone out there in cyberspace reading this that has a great idea of how to break seniors of the habit of being "assigned" topics to write, I would greatly appreciate any suggestions you have!
Monday, September 24, 2007
Wikis and Collaborative Writing
One of the things that I have to do with my IB students this year is teach them how to write a commentary. It's basically an extremely detailed literary analysis, but it really is a pain in the ass to write.
I started them small with basic analysis, then we moved on to organization and claims, and now they're doing their first written commentary in small groups. I gave them about an hour to start in class, but told them to do the rest at home.
But however does one write a group paper when the group is not together? Here's where I introduced the concept of wikis, new to Blackboard and perfect for collaborative writing.
I showed them how to work the wikis, and one kid commented: "Wouldn't it be easier to do it through email?" I love it when I have an automatic answer that is indisputable.
"Why no. This is easier. See? You can work on it together without saving and sending the wrong attachment or the wrong version. Everything is right here and gets saved. And look, you can even look at the history to see all of the revisions!"
"Yeah. I you're right. I guess that is easier. Cool."
I kid you not. This is not me creating dialogue. He actually said this.
I'm curious to see how this works out. I'll be sure to let you know.
I started them small with basic analysis, then we moved on to organization and claims, and now they're doing their first written commentary in small groups. I gave them about an hour to start in class, but told them to do the rest at home.
But however does one write a group paper when the group is not together? Here's where I introduced the concept of wikis, new to Blackboard and perfect for collaborative writing.
I showed them how to work the wikis, and one kid commented: "Wouldn't it be easier to do it through email?" I love it when I have an automatic answer that is indisputable.
"Why no. This is easier. See? You can work on it together without saving and sending the wrong attachment or the wrong version. Everything is right here and gets saved. And look, you can even look at the history to see all of the revisions!"
"Yeah. I you're right. I guess that is easier. Cool."
I kid you not. This is not me creating dialogue. He actually said this.
I'm curious to see how this works out. I'll be sure to let you know.
Wednesday, September 19, 2007
Back To School Night
The morning after Back to School Night is the worst morning of the entire year. For some reason, they always schedule it on a Tuesday so that the rest of the week feels like it is interminable. I am always tired and grumpy and completely not interested in doing anything regarding school. Which is highly unfortunate considering the fact that I am so behind in grading that it is making me twitch.
On a good note, one of my fellow teachers came to hang out in my room for a bit yesterday afternoon and gave my room (and me, I suppose) a great compliment. She said:
"It looks like English happens here."
On a good note, one of my fellow teachers came to hang out in my room for a bit yesterday afternoon and gave my room (and me, I suppose) a great compliment. She said:
"It looks like English happens here."
Friday, September 14, 2007
First Writing Workshop - Success!!
What an AWESOME day! I had my first writing workshop with my students (all seniors). I decided after the Summer Institute to dedicate every Friday of the year to writing workshops. That's all my "literature teacher" conscience would allow!
I started the class with a Quick Write, which is what I have come to name the prompts that I give at the beginning of every class. Today, we started with "If I only had the time..." I was inspired to give the kids this prompt because time if one of the things that I worry about with this whole writing workshop idea. Here's what I wrote:
"If I only had the time to do everything that I want to do with these kids this year, I would be a happy camper. I'm already starting to feel a little anxiety about writing workshops! I'm going to have to take out content in order to do them every Friday, and I thought I was okay with that - and for all intents and purposes, I am - but I keep thinking about things to cut from my curriculum.
I've already decided to cut the ballads assignment - I may forgo ballads altogether (not even sure if that's a word) and replace it with writing workshop, which I consider to be a much more purposeful activity!
I'm a little nervous about workshops with the SL kids. They have so much to learn before they're ready for the IOC's that I worry that taking a Friday off twice a month would kill time that needs to be spent another way! Then again, if we look at the IB rubric - it pretty much tells me that writers appreciate OTHER writers and their craft better, so that's one rationale for including workshops in the curriculum."
At that point, time was up, but I'm just going to hit the highlights of what I wrote for the rest of the period.
"Alright - we've picked up our writing folders. Only one missing... I'm kind of looking forward to doing "Writing Process on the Wall". It should be very interesting - maybe - only that I forgot to make one for myself. I'm really surprised that they're so into this writing thing - they're ACTUALLY WRITING! Hurray!"
This is an excerpt from the second workshop of the day:
"If only I had the time, I would do writing workshops EVERY DAY! It went SO WELL with my kids today, I can barely stand it! They seem so receptive to the whole thing, it's ridiculous!
I wish every day were a Friday - it even makes blue days more tolerable. Two writing workshops in ONE DAY! So much time for me to write and take notes on what's happening in class! When the actual writing really starts, I will be able to do some stuff with my writing too!
Here's a (short) list for what I want to work on:
As if Fridays weren't good enough already...
I started the class with a Quick Write, which is what I have come to name the prompts that I give at the beginning of every class. Today, we started with "If I only had the time..." I was inspired to give the kids this prompt because time if one of the things that I worry about with this whole writing workshop idea. Here's what I wrote:
"If I only had the time to do everything that I want to do with these kids this year, I would be a happy camper. I'm already starting to feel a little anxiety about writing workshops! I'm going to have to take out content in order to do them every Friday, and I thought I was okay with that - and for all intents and purposes, I am - but I keep thinking about things to cut from my curriculum.
I've already decided to cut the ballads assignment - I may forgo ballads altogether (not even sure if that's a word) and replace it with writing workshop, which I consider to be a much more purposeful activity!
I'm a little nervous about workshops with the SL kids. They have so much to learn before they're ready for the IOC's that I worry that taking a Friday off twice a month would kill time that needs to be spent another way! Then again, if we look at the IB rubric - it pretty much tells me that writers appreciate OTHER writers and their craft better, so that's one rationale for including workshops in the curriculum."
At that point, time was up, but I'm just going to hit the highlights of what I wrote for the rest of the period.
"Alright - we've picked up our writing folders. Only one missing... I'm kind of looking forward to doing "Writing Process on the Wall". It should be very interesting - maybe - only that I forgot to make one for myself. I'm really surprised that they're so into this writing thing - they're ACTUALLY WRITING! Hurray!"
This is an excerpt from the second workshop of the day:
"If only I had the time, I would do writing workshops EVERY DAY! It went SO WELL with my kids today, I can barely stand it! They seem so receptive to the whole thing, it's ridiculous!
I wish every day were a Friday - it even makes blue days more tolerable. Two writing workshops in ONE DAY! So much time for me to write and take notes on what's happening in class! When the actual writing really starts, I will be able to do some stuff with my writing too!
Here's a (short) list for what I want to work on:
- Writing Group Wikis: Post your writing and get feedback from your group
- Reserve the Elmo and show my writing process from a first draft to a finished piece that was sent off for publication."
As if Fridays weren't good enough already...
Wednesday, August 29, 2007
My First Three Days Back
I am nearing the end of my third full day back at school. It's 3:48 p.m. and I probably have about two more hours of work to accomplish before I'm really satisfied with the day, but somehow I don't think that's going to happen. Like most teachers, I had a day full of meetings yesterday. Don't get me wrong, I am not complaining. Many of my non-teacher friends won't let me complain about things like that because hey, at least I get summers off. Regardless, I am exhausted.
Anyway, it never seems like there are enough hours in the day! I am currently making 50 copies of my presentation handout for the English inservice tomorrow. This will be the first time I've given my presentation to a group of strangers - ACK! I'm nervous, but not really. I just hope my equipment works. If not, yikes. But, as Tim Gunn always says, I"ll make it work!
I have barely made any headway with the new IB class I'm teaching. I would like to actually do the summer assignment myself so they can't pull the wool over my eyes, but it seems like I always have a million more pressing things to do with my life. Isn't that always the case? All summer I wondered why I stopped writing for myself. Now I know - there's no time! Fortunately, I plan on writing with my kids this year, and I have writing group to spur me on.
We just got laptops at school which is great. In fact, the wireless access allows me to write this blog from my copy room. Wouldn't it be hysterical to have a blog called "The Copy Room Diaries" or something like that. Funny stuff always happens in the copy room anyway. Perhaps it will become my writing sanctuary...
I wish I had my To Do list with me. Maybe it's better that I don't.
Anyway, it never seems like there are enough hours in the day! I am currently making 50 copies of my presentation handout for the English inservice tomorrow. This will be the first time I've given my presentation to a group of strangers - ACK! I'm nervous, but not really. I just hope my equipment works. If not, yikes. But, as Tim Gunn always says, I"ll make it work!
I have barely made any headway with the new IB class I'm teaching. I would like to actually do the summer assignment myself so they can't pull the wool over my eyes, but it seems like I always have a million more pressing things to do with my life. Isn't that always the case? All summer I wondered why I stopped writing for myself. Now I know - there's no time! Fortunately, I plan on writing with my kids this year, and I have writing group to spur me on.
We just got laptops at school which is great. In fact, the wireless access allows me to write this blog from my copy room. Wouldn't it be hysterical to have a blog called "The Copy Room Diaries" or something like that. Funny stuff always happens in the copy room anyway. Perhaps it will become my writing sanctuary...
I wish I had my To Do list with me. Maybe it's better that I don't.
Monday, August 20, 2007
Visualizing Success
I've been thinking a lot about a fantastic presentation given at the Summer Institute this year about visualizing your own success. There are so many areas of my life that I'm trying to succeed in at the moment, I don't really know where to begin. I'm not going to write about them all here, but I thought if I wrote a list and made it public, the whole world would see my "To Do List of Success" and I would be held to it. Of course, I don't think there is anyone out there reading this, and I can always edit the list after I publish the post, but that's beside the point (or is it "besides the point"?).
So, without further ado, here are the "successes" I'm going to visualize. Many of them will be visualized in my journal, but I hope to chronicle the the educational visualizations here at some point in time.
So, without further ado, here are the "successes" I'm going to visualize. Many of them will be visualized in my journal, but I hope to chronicle the the educational visualizations here at some point in time.
- My best friend has informed me that if I visualize the man that I will eventually marry, he will find me. She found this in The Secret - so far all I'm 100% certain of is that he will be a writer. And that I'm in no rush.
- My writing career. Where do I see my success? I'd like a career like David Sedaris's, but I would also give my right arm to be a novelist, even if it's just once. Ironically, I almost wrote that I'd "give my write arm to be a novelist", but I caught the pun before saving the post. Irony is my favorite literary element after all.
- My school year. I'll be teaching all seniors. I'll be teaching a class for which I wrote the curriculum. I want to do more writing with my kids and make it meaningful. It will mean getting rid of some of the literature, but I will do it. But what to take out? Whatever it is, it will be a successful deletion, because isn't that the point of this exercise?
- This blog. I slacked off - my idea of a successful blogger is one that posts once a week. I haven't posted in almost three. Shame on me. Now that I've put it in writing, visualized my success, it will come true!
Thursday, August 2, 2007
I Hope It's Not All Over...
Lord, I don't even know where to begin. Driving home from Fat Tuesday's, it was all I could do not to cry. I knew that this summer would be a great experience, but nothing prepared me for the NVWP Summer Institute. Yeah, yeah, I know that's cliche, but honestly, cliches came into existence for a reason. They were used to describe some universal truth, then people caught on and started using the phrase over and over and over again. All I can say is that right now, this particular cliche is 100% accurate.
What I already knew about writing was reinforced this summer. Authentic voice, writing across the curriculum, writing all the time, student choice: I decided to embrace these things after finishing my 695 class. That's the problem. I knew that these were things I wanted to strive for in my classroom, but God, how to actually implement them? Learning about these things is one thing. Trying to actually live the lessons? Holy CRAP!
The Summer Institute filled my head with more ways to implement these practices than I ever thought possible. Sometimes I think my brain will explode with all of the ideas playing bumper cars in my cerebral cortex. I hope it's not dangerous... But unlike the days following 695, something is different now about having all of these ideas; I know that my fellow 2007 TC's will be there for me when I have questions. They are the experts, but they are also my friends.
As far as working on my own writing is concerned, I don't think I really knew what was in store for me. I knew I would be writing, but I had no idea that it would be the only thing I wanted to do (besides teach, of course!). The encouragement I received on my writing was, to be honest, like crystal meth. Many apologies if this simile is offensive, but crystal meth has the ability to make an ordinary person an addict after one trip (and no, I do not know from experience, just from Dr. Phil). I became addicted to writing for an audience of writers after the very first writing group. I know that I will never need drugs as long as I have a pen, some kind of paper product (even a napkin will do), and someone that will humor me and let me share.
The Summer Institute has prompted me to go back to school and get my Masters in English. For some, this may not be all that "earth-shattering", but for me, it is tremendous. For years, I've told anyone that would listen that I had no desire to go back to school. To all those that heard me utter that phrase, I lied. Hopefully I'll be able to finagle my way into a graduate class in the fall and enroll in the Teaching of Writing and Literature program in the Spring.
I still feel like words cannot possibly begin to express how I'm feeling at this moment. I hope that all of my fellow TC's know how much I value them as teachers and as people. You are the ones that made this summer what it was: a life-changing experience.
Okay, I figured it out. Now that the Summer Institute is over, I feel exactly the same way I did when i finished Harry Potter and the Deathly Hallows. I can always revisit the book (the series, for that matter), but it will never be the same. Perhaps that's a little dramatic, but who cares.
Don was right; I am ecstatic, yet full of sorrow at the same time. I know that we're not really saying "goodbye", but this quote from Annie sums up the end of the institute for me: "How lucky I am to have something that makes saying goodbye so hard."
Thank God for my cat :)
What I already knew about writing was reinforced this summer. Authentic voice, writing across the curriculum, writing all the time, student choice: I decided to embrace these things after finishing my 695 class. That's the problem. I knew that these were things I wanted to strive for in my classroom, but God, how to actually implement them? Learning about these things is one thing. Trying to actually live the lessons? Holy CRAP!
The Summer Institute filled my head with more ways to implement these practices than I ever thought possible. Sometimes I think my brain will explode with all of the ideas playing bumper cars in my cerebral cortex. I hope it's not dangerous... But unlike the days following 695, something is different now about having all of these ideas; I know that my fellow 2007 TC's will be there for me when I have questions. They are the experts, but they are also my friends.
As far as working on my own writing is concerned, I don't think I really knew what was in store for me. I knew I would be writing, but I had no idea that it would be the only thing I wanted to do (besides teach, of course!). The encouragement I received on my writing was, to be honest, like crystal meth. Many apologies if this simile is offensive, but crystal meth has the ability to make an ordinary person an addict after one trip (and no, I do not know from experience, just from Dr. Phil). I became addicted to writing for an audience of writers after the very first writing group. I know that I will never need drugs as long as I have a pen, some kind of paper product (even a napkin will do), and someone that will humor me and let me share.
The Summer Institute has prompted me to go back to school and get my Masters in English. For some, this may not be all that "earth-shattering", but for me, it is tremendous. For years, I've told anyone that would listen that I had no desire to go back to school. To all those that heard me utter that phrase, I lied. Hopefully I'll be able to finagle my way into a graduate class in the fall and enroll in the Teaching of Writing and Literature program in the Spring.
I still feel like words cannot possibly begin to express how I'm feeling at this moment. I hope that all of my fellow TC's know how much I value them as teachers and as people. You are the ones that made this summer what it was: a life-changing experience.
Okay, I figured it out. Now that the Summer Institute is over, I feel exactly the same way I did when i finished Harry Potter and the Deathly Hallows. I can always revisit the book (the series, for that matter), but it will never be the same. Perhaps that's a little dramatic, but who cares.
Don was right; I am ecstatic, yet full of sorrow at the same time. I know that we're not really saying "goodbye", but this quote from Annie sums up the end of the institute for me: "How lucky I am to have something that makes saying goodbye so hard."
Thank God for my cat :)
Friday, July 27, 2007
Pageflakes
I just spent the last two hours putting together a Pageflakes page for No Child Left Behind. It was really just a way for me to practice putting one together to see if it is something I could give to my kids as a research tool. I'm not sure how I feel about it. What's more work? Researching for hours looking at website after website, database after database, or putting together a Pagecast? I almost feel like Pageflakes is an unnecessary middle step. Sure, the information all comes to you, but doesn't it all come to you anyway if you're doing the research? It might continue to give the most current information, but I'm trying to weight the cost/benefit here, and I'm not really seeing the benefit being greater than the cost. Is there anyone out there that can convince me otherwise? I'm open to convincing. Also, if anyone has any "How-To" lessons for the website, I would love to see them. I think I was probably making it more complicated than it actually is...
Tuesday, July 24, 2007
Tech Orientation
I have come to the realization that I will have to plan a tech orientation for my kids at the beginning of next year to introduce them to the tools we'll be using next year through Blackboard and through other websites. Just for my own sanity, here is what I will have to cover with them on Blackboard:
I almost feel like this is becoming a checklist of things that I want to do with my students next year, but why not? I haven't got pen and paper in front of me at the moment.
New Blackboard button: External Links.
If ever any of my students are doing a research paper on a current topic, one-on-one lessons with PageFlakes might be helpful. That may be helpful for their government papers. I wouldn't mind spending an entire class period showing students how to set up a PageFlakes account for subscribing to feeds that would allow them to have the most current up-to-date information on their topics.
Now I just need to figure out how to use PageFlakes.
- Basic: Announcements, Assignments, Submitting and Saving, Sending Email (including setting up an email account for those that don't have them!), TurnItIn.com
- Intermediate: Forums and Blogs
- Advanced: Research (Carmun and Diigo for Note-Taking, Wikipedia as a starting place)
I almost feel like this is becoming a checklist of things that I want to do with my students next year, but why not? I haven't got pen and paper in front of me at the moment.
New Blackboard button: External Links.
If ever any of my students are doing a research paper on a current topic, one-on-one lessons with PageFlakes might be helpful. That may be helpful for their government papers. I wouldn't mind spending an entire class period showing students how to set up a PageFlakes account for subscribing to feeds that would allow them to have the most current up-to-date information on their topics.
Now I just need to figure out how to use PageFlakes.
Saturday, July 14, 2007
Great Quote
Firstly, do people post more than one blog entry a day?
Secondly, I've been checking out various edublogs, and while reading The 21st Century School House, I found this quote:
Maybe that's the problem - if we teach kids how to use PP, then it will be a more useful too.
I digress. I just feel, like Mr. Miller of the 21st Century School House, that if the kids aren't at least exposed to ways to share written information, then what's the point of giving them these tools?
Secondly, I've been checking out various edublogs, and while reading The 21st Century School House, I found this quote:
I am lucky enough to have a new classroom set of laptops for next year. If I do nothing more than plop my students in front of those laptops and ask them to write their papers in Word or whip up a PowerPoint, then I am not doing my job. In fact, with this 1:1 computer opportunity, I have a much greater responsibility to bring those flat world possibilities into F14. What would be worse than if the students left my class thinking that school computers are only good for nothing more than old fashioned writing tasks and finding ways to bypass filters to access their Myspace accounts?This is EXACTLY what I've been trying to get across in my writing group. We can no longer think of ourselves as teaching the students how to use technology by saying, "Make a PowerPoint for your presentation." While PowerPoint is a great thing - I use it all the time - teachers aren't utilizing it properly for student learning. They're saying, "Make a PowerPoint" without taking the time to teach someone how to successfully integrate PowerPoints into an oral presentation. It becomes a crutch for the student instead of an aid.
Maybe that's the problem - if we teach kids how to use PP, then it will be a more useful too.
I digress. I just feel, like Mr. Miller of the 21st Century School House, that if the kids aren't at least exposed to ways to share written information, then what's the point of giving them these tools?
Why Am I Awake?
It's 5:39 a.m. and I am awake and out of bed. For some people, this would be completely normal. For me, it is decidedly abnormal. I fell asleep on a very uncomfortable IKEA futon that has been serving as my couch while I transition from one apartment to the next around 11:45 p.m. watching Harry Potter and the Sorcerer's Stone after having seen Harry Potter and the Order of the Phoenix this evening (brilliant, by the way). The next thing I know, it's 4:30, so I decide to get a few hours of sleep in an actual bed.
It never happens. I never fall I asleep. I always fall asleep. So what do I do with myself now? Clearly, I'm blogging. I could write - I do have a lot of work to do. I could read. For some reason I can't get myself to do any of those things either. I could work out (yeah right).
I wonder if there are any coffee shops open this late at night. What am I talking about? This early in the morning is more like it.
This will shape up to be an interesting day.
It never happens. I never fall I asleep. I always fall asleep. So what do I do with myself now? Clearly, I'm blogging. I could write - I do have a lot of work to do. I could read. For some reason I can't get myself to do any of those things either. I could work out (yeah right).
I wonder if there are any coffee shops open this late at night. What am I talking about? This early in the morning is more like it.
This will shape up to be an interesting day.
Friday, July 13, 2007
"While You Were Out" Blog
I've been trying to think of ways to use blogs in my classroom that will benefit the students and get them writing more. I've already set up my English 12 class with two sets of blogs: a class blog and individual blogs. It will take a bit of time, but I plan on giving each student their own individual Blackboard blog where they can blog for specific assignments as well as for themselves. The class blog would be a bit more collaborative, with one of the collaborations being a "While You Were Out" blog.
Many teachers keep "While You Were Out" notebooks that will inform students what they missed while they were absent. To keep it from being more work for the teacher, assign one student per class period to write the "While You Were Out" blog post. When a kid is absent, instead of making them wait until the next day in class to catch up, they can read a blog post one of their classmates wrote and get the student perspective.
This would also be a cool record of funny things that happened in class, unplanned teachable moments, and/or a way for students to reflect on what they learned. Plus they would be WRITING!
I'm going to give it a shot - I hope it works!!
Many teachers keep "While You Were Out" notebooks that will inform students what they missed while they were absent. To keep it from being more work for the teacher, assign one student per class period to write the "While You Were Out" blog post. When a kid is absent, instead of making them wait until the next day in class to catch up, they can read a blog post one of their classmates wrote and get the student perspective.
This would also be a cool record of funny things that happened in class, unplanned teachable moments, and/or a way for students to reflect on what they learned. Plus they would be WRITING!
I'm going to give it a shot - I hope it works!!
Wednesday, July 11, 2007
First Post: Blogging. How Fitting?
A question:
If I'm blogging about other blogs, part of me wants to take notes on the blog posts I'm reading, then transfer t hem to the actual blog post. Seems like I've got an extra step in there that only hinders my thought process, so I'm just going to roll stream-of-consciousness style.
I've read educational blogs in the past. I've read blogs that are dedicated to the use of technology in education. Hurrah. Stumbling upon a blog entitled "if bees are few", I found a couple of posts that could be helpful as I try to incorporate blogs into my classroom. The first is "Blogstyle", with a list of about ten rules for writing blogs that can also apply to compositions in general. Many of these tips remind me of Roy Peter Clark's Writing Tools: 50 Essential Strategies for Every Writer. In fact, it seems like most of what people consider to be acceptable blogging styles is pretty much in line with acceptable writing practices. Who knew?
Anyway, I'm plum exhausted from the SI. I can't physically write anymore. For serious. I'm done.
DAMMIT! I haven't written anything for writing group tomorrow.
And so I press on.
If I'm blogging about other blogs, part of me wants to take notes on the blog posts I'm reading, then transfer t hem to the actual blog post. Seems like I've got an extra step in there that only hinders my thought process, so I'm just going to roll stream-of-consciousness style.
I've read educational blogs in the past. I've read blogs that are dedicated to the use of technology in education. Hurrah. Stumbling upon a blog entitled "if bees are few", I found a couple of posts that could be helpful as I try to incorporate blogs into my classroom. The first is "Blogstyle", with a list of about ten rules for writing blogs that can also apply to compositions in general. Many of these tips remind me of Roy Peter Clark's Writing Tools: 50 Essential Strategies for Every Writer. In fact, it seems like most of what people consider to be acceptable blogging styles is pretty much in line with acceptable writing practices. Who knew?
Anyway, I'm plum exhausted from the SI. I can't physically write anymore. For serious. I'm done.
DAMMIT! I haven't written anything for writing group tomorrow.
And so I press on.
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