Monday
Wednesday
A Step Above Wikipedia
Research papers, bibliographies included, often come up with some interesting sources
www.jimmystermpaper.com
www.kerristhoughtsonwar.com
www.123helpme.com
Though these may be factual sites, they may not be the kind of research sources you want your students turning to for an in-depth persuasive paper.
So where do they go? What do you recommend to them once Google search engines and Wikipedia are no longer acceptable as scholarly sources fro research?
Here are two sites that provide an answer:
JSTOR
&
PROJECT MUSE
They both provide access to thousands of academic journals and articles to help your students reach that next higher level of learning and researching!
www.jimmystermpaper.com
www.kerristhoughtsonwar.com
www.123helpme.com
Though these may be factual sites, they may not be the kind of research sources you want your students turning to for an in-depth persuasive paper.
So where do they go? What do you recommend to them once Google search engines and Wikipedia are no longer acceptable as scholarly sources fro research?
Here are two sites that provide an answer:
JSTOR
&
PROJECT MUSE
They both provide access to thousands of academic journals and articles to help your students reach that next higher level of learning and researching!
Tuesday
Completed Webquest
As promised, here is a completed example of my Shakespearean Webquest:
This example is slightly too large for the page, but if you go to my slideshare link, you can view it more fully and even publish your own!
This example is slightly too large for the page, but if you go to my slideshare link, you can view it more fully and even publish your own!
Epilepsy Awareness
What is Epilepsy and how do we deal with it in the classroom?
"As a teacher, you know that information is power. On this Web site, you’ll find the information needed to educate yourself, your colleagues, and your students about the realities of epilepsy, so that you can help foster better understanding about—and greater compassion for—individuals living with epilepsy.
To start, the term epilepsy stems from the Greek word “to seize.” It’s best described not as a disease, but instead as a group of related disorders characterized by recurrent spontaneous seizures. Simply put, epilepsy is the tendency to have seizures, and epilepsy is one of the most common disorders of the nervous system.
More information about epilepsy—such as what a seizure consists of, possible triggers, and who can have epilepsy are described in detail in this section.
Share the link, and spread the knowledge."
************** http://www.epilepsyclassroom.com/home/index.aspx ***************
Use this LESSON PLANS link to discover grade level specific information on how to handle you special needs students in a rewarding, safe manner:
FREQUENTLY ASKED QUESTIONS:
from: http://www.epilepsyclassroom.com/epilepsy/epilepsy_faqs.aspx
What does "epilepsy" mean?
The word "epilepsy" is derived from a Greek word meaning "to seize." Today, the word "epilepsy" means nothing more than the tendency to have seizures.
How many people have epilepsy?
Around 50 million people worldwide have epilepsy. More than 3 million of these people live in the US. This means that about 1 in every 100 people in the US has experienced an unprovoked seizure or been diagnosed with epilepsy.
How is epilepsy diagnosed?
A neurologist often performs the diagnosis and evaluation of epilepsy. An electroencephalogram (EEG) may be used to supplement information provided about the specifics of potential seizure activity. The information needed may include when the seizure started, the student’s appearance before, during, and after the seizure, and any unusual observations including changes in behavior. As an educator, it is important to keep track of seizure events that occur in your class so that you can share information with the parents of the affected student.
Is there a cure for epilepsy?
To cure epilepsy, researchers and doctors need to know its cause. In most cases, the cause of epilepsy is unknown, so for many people living with epilepsy, a cure has not yet been discovered. For some people, the cause of their epilepsy is known. In these cases, it is sometimes possible to treat the underlying cause of their epilepsy.
Can epilepsy be fatal?
Typically, the answer is no. In rare cases, a condition called status epilepticus can occur. This is when a person has continuous seizures for longer than 5 minutes without regaining consciousness. This is a true medical emergency and has the potential to be fatal. If you see this occur in your classroom, call 911 immediately. Thankfully, status epilepticus is not a common occurrence. More common is serious injury caused by hazards or accidents that occur when someone has a seizure unexpectedly in a potentially dangerous situation, such as while swimming or riding a bike.
Can seizures occur if a student does not have epilepsy?
Yes. Epilepsy is an ongoing condition of recurrent unprovoked seizures. If a student has just a single seizure, and the seizure does not return, then it is not related to epilepsy. There are many types of non-epileptic seizures, and they often differ from those related to epilepsy. The most common difference between an epileptic and a non-epileptic seizure is that there is usually no evidence of any abnormal electrical brain activity after a non-epileptic seizure. Unless you’re aware that a student has epilepsy, it will likely be difficult for you to make this distinction—so it is important to treat any seizure you encounter with the same seriousness and sense of urgency.
How can a non-epileptic seizure be provoked?
Some of the common causes of non-epileptic seizures are low blood sugar, fainting, heart disease, stroke, drug and alcohol withdrawal, and extreme stress or anxiety.
How long do seizures last?
Every seizure is different, and seizures affect different students in different ways. Typically, though, the type of seizure determines how long it lasts. Depending on the type of seizure, it can last anywhere from a few seconds to several minutes.
Be aware that any seizure lasting more than 5 minutes (known as status epilepticus) is considered a true medical emergency. If you see this occur in your classroom, call 911 immediately.
Can people living with epilepsy lead normal lives?
Absolutely! You should encourage students with epilepsy to take part in many of the same activities and events as the rest of the class. For safety’s sake, there may be some provisions regarding dangerous activities—talk with your student’s parents to see if there are any activities that should be avoided or that require additional supervision.
What is the correct way to respond to a seizure?
For starters, try to remain calm. The most important thing you can do for a student having a seizure is to keep him or her safe. Since you won’t be able to stop the seizure, your role will be to move any objects away that might cause him or her harm. Be sure not to put anything in his or her mouth—contrary to the popular myth, it is not possible for a person to swallow his tongue.
Popular websites for further research:
http://aesnet.org/go/professional-development/educational-opportunities/epilepsy-education-program/resident-educationAmerican Epilepsy Society Epilepsy Education Program
www.braintalk.org/BrainTalk Communities: Online patient support groups for neurology (from Massachusetts General Hospital) -- a large and active site with separate forums for epilepsy and a very wide range of other disorders.
www.cdc.gov/nccdphp/epilepsy/index.htmNational Center for Chronic Disease Prevention and Health Promotion: A page dedicated to some general information on epilepsy.
www.carpedb.ua.edu/CarpeDB is a dynamic epilepsy genetics database sponsored by a National Science Foundation CAREER Award and the Department of Biological Sciences at The University of Alabama.CarpeDB serves as a novel source for both epilepsy researchers and the public by featuring scores of "epilepsy genes" and associated publications in one location.
www.columbiaepilepsy.org/The website of the Columbia University Comprehensive Epilepsy Center, including patient education, information about services available for the complete care of patients with epilepsy, and links to other useful websites.
www.epilepsycenter.com/The website of the Epilepsy Center, an organization that provides services in northwestern Ohio. Features safety tips, posters for sale, and extensive links.
www.epilepsyfoundation.org/Website of The Epilepsy Foundation, the U.S. national organization that works for people affected by seizures. A good place to get reliable information, especially on legal affairs and community services.
www.epilepsyinstitute.org/The website of The Epilepsy Institute, a social-service organization for people with epilepsy in New York City and Westchester County, New York.
www.epilepsytoronto.org/Website of Epilepsy Toronto, a non-profit oragnization dedicated to the promotion of independence and optimal quality of life for all people with epilepsy and their families. They offer a range of epilepsy support services, information programs and education to the public.
http://www.epipro.com/Epilepsy & Brain Mapping Program: A comprehensive healthcare center in Pasadena, California, for treating adult and pediatric epilepsy and other neurological disorders with seizures.
familydoctor.org/214.xmlFamilydoctor.org, a website created by the American Academy of Family Physicians: General information on epilepsy.>www.hsc.stonybrook.eduThe website of the Long Island Comprehensive Epilepsy Center.
http://www.mayoclinic.org/epilepsyMayo Clinic is a world leader in developing innovative ways to diagnose and treat epilepsy in children and adults.
http://www.naec-epilepsy.org/The website of the National Association of Epilepsy Centers. Find a comprehensive epilepsy center near you!
www.neuro.wustl.edu/epilepsy/Epilepsy information and local resource centers in St. Loius, MO.
www.nichcy.org/pubs/factshe/fs6txt.htmNational Dissemination Center for Children with Disabilities: Epilepsy information and resources.
www.nyuepilepsy.org/cec/New York University-Mount Sinai Comprehensive Epilepsy Center website. Information and useful links. The center includes a special program for people with tuberous sclerosis.
www.paceusa.org/The website of Parents Against Childhood Epilepsy,an organization that provides support for parents of children with epilepsy. Features information regarding fundraising efforts in support of advances in medical research of epilepsy.
pppl.tblc.org/sesweb/Suncoast Epilepsy Association: A Florida, non-profit organization which provides services to individuals with epilepsy in Pinellas and Pasco Counties.
Thursday
Classroom Management Resources
Classroom management is something that can be preached and preached, but is ultimately up to the individual teacher and the methods he/she finds that work not only in the personal classroom but also with individual students.
Here are some resources geared specifically towards new, or first year teachers ;)
click on the link below to go to a slideshow on "Things I Wish I Knew..."
"Behavior Management"
"Time Management"
"Classroom Rules"
Fresh Ideas for Old Lessons
Many times when you sit down and try to plan a lesson, you can reflect back to how you learned it the first time, all those many years ago. Other times, you may not even remember what the heck it is your supposed to be teaching in the first place. I've always heard that your first year of teaching takes the most work because you are starting form scratch and continually having to come up with new ideas. Well... I've only done a few basic lessons so far and new ideas are TOUGH. Plus designed all the activities, worksheets, group work etc. is no picnic either. In all actuality the toughest part was just trying to search for what others had already done which may or may not have w
orked for them. Typing "lessons on adverbs" into the search engine really got me know where for the most part. But here is a site that provides lessons for all grades, all subjects.
orked for them. Typing "lessons on adverbs" into the search engine really got me know where for the most part. But here is a site that provides lessons for all grades, all subjects. This particular link is one I used for my recent Webquest on Shakespeare. I lists all of the plays he wrote and when you click on one, it gives a brief synopsis of the play, how to introduce it your students, tips for what questions to ask, etc. So not only does it have a wealth of information but it plans pieces of the lesson out step-by-step.
Tuesday
Field Notes on Gangs and Special Needs
March 11, 2008
REFLECTIONS ON:
Gangs & Educational Theorists
It is tough to try and relate the educational theories surrounding education to students who are members of gangs. This is mostly because I feel like those students who are involved with gangs are not being reached by their teachers and peers effectively enough for them to choose to stay out of them. Like we heard in the presentation, it is important that as teachers we approach students when we think there may be a problem with involvement and that we also make sure they know that they are not bad people they are just making bad choices and we won’t desert the because of that.
I think that knowing the stages of development such as those which Piaget presents is important because once a student hits the age of 12, they come into the formal operation stage, meaning that hypothetical reasoning becomes the source of how they reason logically. Knowing when students develop the ability to think in this way can help teachers to know that they can use an approach that caters to this asking: “What if you are in danger with this gang?” “What if they try to harm your family if you decide you no longer want to participate in their activities?” “What kind of effect will this have on your future?” These types of questions may be more effective for a student than simply telling them what they are doing is wrong.
Also, we heard in the presentation that telling the students they shouldn’t be in a gang and then not telling them what they should be doing instead is not very effective. Theorists like Vygotsky show the process of scaffolding where you are explaining things to students in broken down sections: motivate them to leave their gang, simplify it by offering help and giving them alternatives, provide a new direction such as a club after school, clarify why they are doing it over and over so they are not tempted to rejoin, and reduce their frustration by helping them through all of it. Also as Vygotsky says, the teacher is simply the facilitator and the choice of learning and following the recommendation lies with the student only, helped along by his or her peers.
March 25, 2008
REFELCTIONS ON:
Special Needs Students in the Classroom
A few students in my classroom need special attention, such as a special seating chart, etc, but only one that I know of has a “diagnosed” special need and an IEP plan to address it. Dana has trouble writing things down and struggles greatly with her handwriting, which looks like that of a third grader, even though she is in 8th. Writing samples she turns in are often in large hand and in different colors. Very rarely does she have to write, most of the time she uses a smaller, simpler version of a computer to take notes. Her assignments are graded differently from the other students, most of the time her answers to test questions are given verbally. Also she is graded based on her own improvements rather than judged compared to the rest of the class. Dana is also a genius, very technologically minded, often coming up with interesting ideas such as speaking in all html format, adding words like ‘space’ and ‘enter’ after her sentences as though she is typing on the computer. She also has a lot of trouble staying still in the proper sitting position; she often sits Indian style or moves about the room when she is bored. Most of the time, when it is not during a lesson, she separates herself from her classmates and works alone to avoid distraction. I haven’t seen her demonstrate any behavior problems and she gets along well with everyone in the class.
A few other students have simple issues with talking to much, acting up in class, shouting across the room, interrupting lessons, etc. but I don’t think they have any special needs beyond the fact that they have just come from lunch and are forced to sit in a desk when they are full of energy and ready to go home.
REFLECTIONS ON:
Gangs & Educational Theorists
It is tough to try and relate the educational theories surrounding education to students who are members of gangs. This is mostly because I feel like those students who are involved with gangs are not being reached by their teachers and peers effectively enough for them to choose to stay out of them. Like we heard in the presentation, it is important that as teachers we approach students when we think there may be a problem with involvement and that we also make sure they know that they are not bad people they are just making bad choices and we won’t desert the because of that.
I think that knowing the stages of development such as those which Piaget presents is important because once a student hits the age of 12, they come into the formal operation stage, meaning that hypothetical reasoning becomes the source of how they reason logically. Knowing when students develop the ability to think in this way can help teachers to know that they can use an approach that caters to this asking: “What if you are in danger with this gang?” “What if they try to harm your family if you decide you no longer want to participate in their activities?” “What kind of effect will this have on your future?” These types of questions may be more effective for a student than simply telling them what they are doing is wrong.
Also, we heard in the presentation that telling the students they shouldn’t be in a gang and then not telling them what they should be doing instead is not very effective. Theorists like Vygotsky show the process of scaffolding where you are explaining things to students in broken down sections: motivate them to leave their gang, simplify it by offering help and giving them alternatives, provide a new direction such as a club after school, clarify why they are doing it over and over so they are not tempted to rejoin, and reduce their frustration by helping them through all of it. Also as Vygotsky says, the teacher is simply the facilitator and the choice of learning and following the recommendation lies with the student only, helped along by his or her peers.
March 25, 2008
REFELCTIONS ON:
Special Needs Students in the Classroom
A few students in my classroom need special attention, such as a special seating chart, etc, but only one that I know of has a “diagnosed” special need and an IEP plan to address it. Dana has trouble writing things down and struggles greatly with her handwriting, which looks like that of a third grader, even though she is in 8th. Writing samples she turns in are often in large hand and in different colors. Very rarely does she have to write, most of the time she uses a smaller, simpler version of a computer to take notes. Her assignments are graded differently from the other students, most of the time her answers to test questions are given verbally. Also she is graded based on her own improvements rather than judged compared to the rest of the class. Dana is also a genius, very technologically minded, often coming up with interesting ideas such as speaking in all html format, adding words like ‘space’ and ‘enter’ after her sentences as though she is typing on the computer. She also has a lot of trouble staying still in the proper sitting position; she often sits Indian style or moves about the room when she is bored. Most of the time, when it is not during a lesson, she separates herself from her classmates and works alone to avoid distraction. I haven’t seen her demonstrate any behavior problems and she gets along well with everyone in the class.
A few other students have simple issues with talking to much, acting up in class, shouting across the room, interrupting lessons, etc. but I don’t think they have any special needs beyond the fact that they have just come from lunch and are forced to sit in a desk when they are full of energy and ready to go home.
Monday
Webquests: an Era of Exploration
A "Webquest" is a concept that has just been introduced to me, but seems to be a fantastic way of getting students to learn and explore concepts on their own in a creative structure way (and of course, one that involves technology!)
The following website does a fantastic job of explaining what a webquest is and how it works:
the following are examples of actual webquests designed by teachers:
If you don't have the time or the desire to create your own there are many available for your use on this search engine
Check back soon for a link to my personally designed webquest!
More on teaching with technology...
Here is yet another site (there are SO many!!) to show teachers simple ways of integrating technology into the classroom and also how to use technology to simplify planning, grading, etc. :
Make Quizzes Online:
Design an online calender for your assignments
Make Rubrics Online:
Design your Classroom!!
Goodbye Homework?!?
The first classroom that I was in as a student teacher this semester had a bit of a shocking environment... nothing was taken home, no homework was assigned, all reading was done in class only.
Well, nothing was taken home because it would never come back...
No homework was assigned because it wouldn't get done...
All reading was done in class because that was the only way to be sure it was actually done...
With students having to work after school, take care of younger siblings, make dinner, etc. school is not a first or maybe even an included priority in their daily to-do list.
How do you handle a classroom like this? do you make the assignments knowing that the students can't or won't do them? or do you cater to their needs and wonder if your letting them off the hook too easy?
How much is too much? How little is not enough?
Here are some websites exploring the debate:
http://findarticles.com/p/articles/mi_qa3617/is_200310/ai_n9341272
http://www.kidsource.com/kidsource/content/how_important_homework.html
http://www.youthnoise.com/page.php?page_id=1841
http://www.pickens.k12.sc.us/adept/Z%20Articles/HomeworkHelp.htm
http://www.blurtit.com/q866505.html
http://www.newhorizons.org/lifelong/adolescence/axelsen.htm
http://specialed.about.com/od/teacherchecklists/a/hmwk.htm
http://www.rethinkingschools.org/archive/19_01/qa3_191.shtml (deals with above!!)
These sites show a variety of viewpoints on what homework is, what purposes it serves, how much is appropriate, and tips for assigning it. Ultimately though, I feel like it really depends on your students and your classroom environment.
Well, nothing was taken home because it would never come back...
No homework was assigned because it wouldn't get done...
All reading was done in class because that was the only way to be sure it was actually done...
With students having to work after school, take care of younger siblings, make dinner, etc. school is not a first or maybe even an included priority in their daily to-do list.
How do you handle a classroom like this? do you make the assignments knowing that the students can't or won't do them? or do you cater to their needs and wonder if your letting them off the hook too easy?
How much is too much? How little is not enough?
Here are some websites exploring the debate:
http://findarticles.com/p/articles/mi_qa3617/is_200310/ai_n9341272
http://www.kidsource.com/kidsource/content/how_important_homework.html
http://www.youthnoise.com/page.php?page_id=1841
http://www.pickens.k12.sc.us/adept/Z%20Articles/HomeworkHelp.htm
http://www.blurtit.com/q866505.html
http://www.newhorizons.org/lifelong/adolescence/axelsen.htm
http://specialed.about.com/od/teacherchecklists/a/hmwk.htm
http://www.rethinkingschools.org/archive/19_01/qa3_191.shtml (deals with above!!)
These sites show a variety of viewpoints on what homework is, what purposes it serves, how much is appropriate, and tips for assigning it. Ultimately though, I feel like it really depends on your students and your classroom environment.
Google For Educators
Here is fantastic resource for all educators involving the Internet:
This search engine includes posters, activities, tools for your classroom; its a quick and easy access to helping you improve your classroom and find creative ways to get your students involved in lessons, even help them to learn better ways of using the Internet!
You can also create your own classroom blog, which is a great way to post assignments and rubrics in a place that students are more likely to check because of its technological element, it can also help foster classroom discussion, study sessions, and questions on-line.
Get your students involved with competitions that are geared directly towards them such as the Google doodle contest (link above). this website is a great place to learn how to effectively incorporate technology into the classroom with little extra effort on the part of the teacher.
For English teachers in particular: click on the above link for a great area of resources on how to write, proofread, and publish with helpful lists you can print out for your students to reference.
Go check it out!
Wednesday
Educational Theorists: Lev Vygotsky
As teachers it is important to have an educational philosophy, or a teaching theory, something to define how we teach and run our classrooms. While this can come from mentors, or peers, or our own teachers, it can also come fom philosophers suc as Lev Vygotsky, Piaget, etc... It is an interesting experience to see what men and women of the past and present have to say that applies diretcly to the classroom.
Example of A Successful Lesson
Last Tuesday, actually yesterday, I taught my first lesson to my 8th graders at Lescher. It went extremely well, and they seemed to like it (especially the candy at the end- this always works) So here is the copy of what I taught and the worksheet I designed for them.
Infinitives & Infinitive Phrases
What is a PHRASE?
Phrase- __________________________________________________________________
Types of Phrases:
Prepositional
Appositive
Verbal
Participial
Gerund &
Infinitive!!
Preposition- ______________________________________________________________
Prepositional Phrase- _______________________________________________________
New Notes:
***An infinitive is a verb form that may function as a noun.
It is formed from the word TO and the base form of a verb:
TO + base form of verb = an infinitive
It can either be the subject of a sentence:
Ex: To read can be beneficial
Or the direct object of an action verb:
Ex: Babies first learn to babble.
***An infinitive phrase= an infinitive + complements/modifiers
Ex: The bears prepared to eat nuts and berries
Ex: Marsha has chosen to eat all of her grandma’s chocolate chip cookies
Sally is always looking for a chance to swim. Infinitive
She goes to the pool at least once a day. Preposition
The difference is that ‘to’ is not considered a preposition when it is used right before a verb.
Infinitive Preposition
To read To the tree
To dance To his house
So… I’m sure you’re dying to know now how Infinitives function in the sentence…
Answer: as either the Subject or the Direct Object of an action verb
Find the action verb in the sentence:
My Aunt Sheryl loves to make muffins. Direct Object
To sing is relaxing. Subject
Groups for writing a sample paragraph:
Group 1- topic: scuba diving
Group 2- topic: CSAPs
Group 3- topic: weekend activities
Group 4- topic: Halloween
Group 5- topic: English class
Group 6- topic: the internet
Questions for the game at the end:
1) Which of these is a infinitive?
Ran to the tree had to choose skipped to the end
2) Define what a phrase is:
3) What is the formula for an infinitive?
4) What is the formula for a prepositional phrase?
5) An infinitive always includes what word?
6) How can you tell the difference between a preposition and an infinitive?
7) What is the infinitive in this sentence?
a. Everyone would like to get some candy.
8) Is the infinitive in this sentence a DO or a S?
a. My uncle Jerry loves to hit golf balls.
9) Name two kinds of phrases:
10) T or F this sentence has an infinitive phrase:
a. The squirrel ran to the tree.
Name ____________________________
Section I
Directions: Circle the infinitive and underline the infinite phrase:
Ex: Let’s get together to fix the old tree house
1. My sister is teaching me to whistle.
2. Do you like to eat sushi?
3. I’m lucky to go to such a good school.
4. To ignore a red light is not a very good idea.
5. I’m lucky to know how to cook food so important to my mother’s heritage.
Section II
Directions: Circle the infinitive phrase, write DO if it acts as the direct object and S if it acts as the subject of the sentence:
1. Please don’t forget to feed the dog while I’m gone. ________
2. She hadn’t even learned how to play jacks. ________
3. What do you want to do this weekend? _______
4. To point at people is not polite. _______
Section III
Directions: Combine the following sentences with an infinitive phrase:
Sally touched the statue. She wanted to see if it was real.
My dad re-set the clocks last night. That was to make sure I would get up in time.
We boiled our drinking water. This killed the bacteria.
This is the overhead:
Infinitives & Infinitive Phrases
What is a PHRASE?
Phrase- __________________________________________________________________
Types of Phrases:
Prepositional
Appositive
Verbal
Participial
Gerund &
Infinitive!!
Preposition- ______________________________________________________________
Prepositional Phrase- _______________________________________________________
New Notes:
***An infinitive is a verb form that may function as a noun.
It is formed from the word TO and the base form of a verb:
TO + base form of verb = an infinitive
It can either be the subject of a sentence:
Ex: To read can be beneficial
Or the direct object of an action verb:
Ex: Babies first learn to babble.
***An infinitive phrase= an infinitive + complements/modifiers
Ex: The bears prepared to eat nuts and berries
Ex: Marsha has chosen to eat all of her grandma’s chocolate chip cookies
Sally is always looking for a chance to swim. Infinitive
She goes to the pool at least once a day. Preposition
The difference is that ‘to’ is not considered a preposition when it is used right before a verb.
Infinitive Preposition
To read To the tree
To dance To his house
So… I’m sure you’re dying to know now how Infinitives function in the sentence…
Answer: as either the Subject or the Direct Object of an action verb
Find the action verb in the sentence:
My Aunt Sheryl loves to make muffins. Direct Object
To sing is relaxing. Subject
Groups for writing a sample paragraph:
Group 1- topic: scuba diving
Group 2- topic: CSAPs
Group 3- topic: weekend activities
Group 4- topic: Halloween
Group 5- topic: English class
Group 6- topic: the internet
Questions for the game at the end:
1) Which of these is a infinitive?
Ran to the tree had to choose skipped to the end
2) Define what a phrase is:
3) What is the formula for an infinitive?
4) What is the formula for a prepositional phrase?
5) An infinitive always includes what word?
6) How can you tell the difference between a preposition and an infinitive?
7) What is the infinitive in this sentence?
a. Everyone would like to get some candy.
8) Is the infinitive in this sentence a DO or a S?
a. My uncle Jerry loves to hit golf balls.
9) Name two kinds of phrases:
10) T or F this sentence has an infinitive phrase:
a. The squirrel ran to the tree.
This is the worksheet to accompany the lecture:
Practice with InfinitivesName ____________________________
Section I
Directions: Circle the infinitive and underline the infinite phrase:
Ex: Let’s get together to fix the old tree house
1. My sister is teaching me to whistle.
2. Do you like to eat sushi?
3. I’m lucky to go to such a good school.
4. To ignore a red light is not a very good idea.
5. I’m lucky to know how to cook food so important to my mother’s heritage.
Section II
Directions: Circle the infinitive phrase, write DO if it acts as the direct object and S if it acts as the subject of the sentence:
1. Please don’t forget to feed the dog while I’m gone. ________
2. She hadn’t even learned how to play jacks. ________
3. What do you want to do this weekend? _______
4. To point at people is not polite. _______
Section III
Directions: Combine the following sentences with an infinitive phrase:
Sally touched the statue. She wanted to see if it was real.
My dad re-set the clocks last night. That was to make sure I would get up in time.
We boiled our drinking water. This killed the bacteria.
Friday
Do you Remember, Would you even Want to?
It's a subject that many people: adults, parents, teachers, peers do not feel comfortable talking about, but face it- If your in secondary education, puberty is everywhere.
Not only are your students going through it for 3-5 years, but at some point they will be enrolled in the infamous "Health Class." Some of these even start as early as fifth grade or as late as tenth. It will be whispered about in the hall and sex will become the subject of all jokes and under the breath laughter.
The point is, as an adult, you can't hide from it,and, as a teacher, you need to be prepared to deal with it, whether that means doing some research on your own to keep yourself updated on all the new studies, or simply remembering back to those formative years in your own youthful experience and being able to sympathize and empathize with your students. If the subject does come up in your class here are some helpful questions to guide your students' understanding.Discussion
1. Puberty is often referred to as a “roller coaster ride.” Debate whether this metaphor accurately represents the difficulties, challenges, and rewards of the human development toward adulthood.
1. Puberty is often referred to as a “roller coaster ride.” Debate whether this metaphor accurately represents the difficulties, challenges, and rewards of the human development toward adulthood.
2.Both boys and girls go through a wide variety of physical and emotional changes during their teens. Discuss how boys’ and girls’ experiences of adolescence are similar and different.
3.Explain how the many intellectual and physical changes that boys and girls go through in becoming men and women serve to make them better able to perpetuate the species.
4.Teenagers are well known for feeling anger toward authority figures—their parents, their teachers and principals, celebrities, religious figures, and so on. Discuss the factors that, in your experience, give rise to these feelings. Be sure to consider both societal and biological influences.
5.There is more to being an adult than having an adult body. What other qualities do human beings acquire in their development toward maturity?
6.Discuss the challenges that teenagers must deal with in having their bodies develop more quickly than their emotions
http://school.discoveryeducation.com/lessonplans/programs/ragingteens/
Here is a quick refresher course on teenage boys and girls from the video Teen Species:
Boys:
The growth process of teenage boys involves the way they look, think, and sound. Starting between the ages of 10 and 14, testosterone is released and triggers growth starting with the hands and feet, then height. Boys can grow up to four inches in just one year. Physically, they will sweat more, develop more hair, gain weight and eat much more, and have increased muscle mass and stamina. All the growing also affects their ability to balance and many boys between the ages of thirteen and fourteen are clumsy and accident prone. Their voice also deepens as their vocal chords grow longer.
Late development in boys is slightly more obvious than in girls because of the height factor. The impacts on late developers will be an increased amount of bullying because of their small size, they may perform worse at school, have less friends, and deal with the fact that it is difficult to get a girlfriend, which will not help their self image.
Once puberty begins the body shifts into the “adult sleep mode” meaning that the melatonin necessary for falling asleep is not released until 10:30 so that many teenagers find it difficult to sleep before eleven at night. With school starting so early in the morning many teenagers build up a sleep debt because they are not getting their needed ten hours of sleep each night. The results are bad moods and difficulty concentrating in school. The switch to starting school even an hour earlier seems like a very positive solution with proven results. As a teacher, it is important to monitor the amount of outside work assigned that many keep students up even later.
I think it is very true that teenagers have been able to do less and less in the last fifty years. Teenagers no longer have the responsibilities that they did even fifteen years ago. I think that it’s important for young boys to have a way to release their competitive energy and gain respect in a safe way. I completely disagree with the specialist in the video implying that these crimes, minor though they may be, are an expected outlet for teenagers. I think adults need to put their children in sports, jobs, and safe settings with other teens where they can feel like they are making a difference in their lives and others. I feel like adult supervision, or lack of, has a lot to do with the rise in crime.
Some of the societal effects of puberty lasting longer are the ways that teenagers seem to rebel against society. The mood swings and changing thought processes lead to anger and frustration that causes them to lash out and be seen as disrespectful and annoying by society. When in fact they are just trying to establish an identity that keeps evading them every time a new change comes along.
I feel like teenagers have a clear role in society: go to school and work hard so that they can get good jobs, go to college, or support a family. I feel like school is a job, learning and participating and becoming involved in the community is the role for children and teenagers who are in the school system. I just think that many teenagers just don’t want that particular role that society has created for them and that the transition between child and adult can be a difficult one to define.
This video brought to light the fact that boys are just as self-conscious as girls as they go through their development process. It never occurred to me that they would feel left behind because of their height or size, or that it is something that boys even had on their radar.
Girls:
During puberty, a girl’s body starts to develop breasts, more hair, they sweat more and need to shower more, and many girls get blemishes and gain weight. Girls also lose muscle strength and are overtly more tired than usual. The hormones also change the way the girls think and feel about themselves.
Many emotional changes occur in girls, and their moods change constantly leaving them feeling like they really have no control over how they feel. They feel insecure about themselves mentally and physically, they become very sensitive, mood swings are common, verbal aggression with friends and family becomes more prominent, and they are very critical of themselves.
These changes are caused by growth hormones that generally kick in when a certain weight or body fat percentage is reached. Weight is the crucial factor, but genetics, color, and stress also play important roles.
The consequences are two to four years of ridiculous drama. Just kidding. A girl’s entire world changes when she is going through puberty and the consequences are the physical and emotional changes listed above…
Early development in girls is a difficult thing to handle. Emotionally the girl will feel self conscious, depression may set in, she might have a negative body image, and adults may treat the girl like she is more emotionally advanced because of her physical advancement, which is harmful. Behavior wise she may suffer from eating disorders, use of drugs, suicidal thoughts, drastic mood swings, and depression. Physically she will stand out from her peers and not be emotionally ready to deal with what is happening physically.
An adolescent fighting with parents serves the purpose of them learning to communicate within a “safe setting.” It is said to be healthy because it is the one place they can lash out and learn how to handle their anger and difference of opinion. I disagree with letting teens abuse or yell at anyone in the family, which is usually how girls handle their mood swings by saying mean ad hurtful things to those in the house. I think parents need to understand why their kid is doing it and then put a stop to it by immediately re-establishing boundaries and telling the girls when they are out of line, not locking themselves in the bedroom after work to avoid conflict.
Some strategies to remedy the self-image problems of teens today are to not idolize stars and models in the classroom, but to pick average women and pick out qualities in them besides how they look for the girls to respond to. Also it could be helpful to address the subject in class and let girls talk about how they. I think it is just difficult because most of the time the girls don’t listen anyway, or they just want people to tell them that they aren’t fat (its true). I think that telling girls they are beautiful on a constant basis is really the best thing to help.
This video brought to light the issues with bullying, which I had no idea were prominent among girls beyond verbal bullying like talking about each other behind their backs. I think that schools have changed a lot and for girls to be picked out for their clothing, hair, development, etc, is a lot different than when I was in school.
Knowing When to Let Go: Teacher vs. Student-Directed Activities
REFLECTIONS ON:
Teacher-Directed and Student-Directed Assignments
Teacher-Directed and Student-Directed Assignments
Information for this reflection was taken from Classroom Instruction That Works by Marzano, Pickering & Pollock
These teacher and student directed activities help students to focus on similarities and differences with the teacher-based instruction resulting in a more homogenous conclusion with the students and the student-directed activities having more varying outcomes in conclusions. So, the approach should change based on what the teacher wants the outcome to be: more direct or more diverse.
These teacher and student directed activities help students to focus on similarities and differences with the teacher-based instruction resulting in a more homogenous conclusion with the students and the student-directed activities having more varying outcomes in conclusions. So, the approach should change based on what the teacher wants the outcome to be: more direct or more diverse.
For activities in which students are comparing things, a teacher-directed activity would identify what is to be compared and the characteristics used to compare them. If it is student directed, it will be less structured and the students will pick what ‘A’ and ‘B’ are to be compared.
This can be applied in the same way to classifications, metaphors, and analogies.
These differences between teacher and student directed assignments can also vary from simply comparing and contrasting things. My classroom teacher intermixes the two ways constantly, using the more structured teacher-directed process to provide students with a given direction and then moves into a more student directed atmosphere.
These differences between teacher and student directed assignments can also vary from simply comparing and contrasting things. My classroom teacher intermixes the two ways constantly, using the more structured teacher-directed process to provide students with a given direction and then moves into a more student directed atmosphere.
For example, in a grammar lesson we did last week with appositives and prepositional phrases, her overhead notes of explanation had the definition of the new terms completely written out, for facts that were being reviewed, she left blanks for the students to fill in as the lesson progressed. Also, when she handed out a worksheet, it was a completely teacher-directed assignment because the sentences were already written and all the students had to do was circle the correct answer. However, the next day in order to review, they had to create their own sentences and demonstrate specific parts of speech within them.
Her class lessons seem to progress from teacher-directed to student directed, but they typically involve both ways.
I think that the students’ achievement level benefits from doing both simultaneously. Having teacher directed assignments helps set them on the right path as far as expectations and having someone show them directly first how it works, and then students are allowed to be more creative and put more of themselves into an assignment which helps them achieve more in knowing they can do something on their own with less guidance.
I think that the students’ achievement level benefits from doing both simultaneously. Having teacher directed assignments helps set them on the right path as far as expectations and having someone show them directly first how it works, and then students are allowed to be more creative and put more of themselves into an assignment which helps them achieve more in knowing they can do something on their own with less guidance.
A last example my 8th grade classroom is the activity we did with poetry writing. Each student had to write a poem, a daunting task for many. So they divided the paper into three sections: verbs, adverbs and metaphors for the verbal phrase. The teacher did an example on the overhead, but left the choice of subject and words up to the student, so it was a mixture of both approaches and the activity was amazingly successful.
(Refer to "The Art of Poetry" for more details on the assignment)
The diagram on the left shows an example of a student-directed activty in which sudents can choose the letters to put in the box in the center and create their own mystery word, or if the teacher chooses to include the letters, it immediately changes to a teacher-directed activty. For more templates like this one, click on the picture and explore more links and print outs from Classroom Instruction That Works!Tuesday
The Art of Poetry
Many can remember back to the days when English class was pure torture, trying to come up with a creative thesis, structuring the perfect essay, suffering through the endless lessons in grammar... and in most public schools, being forced to explore and even dabble in the genre of poetry.
What 8th or 9th grade kid likes to read poetry, much less WRITE it?
However, today I had the immense pleasure of not only watching a group of thirty students produce poems in less than fifteen minutes, but also, they were good, creative, and, honestly, made me question my own artistic ability.
What is the secret formula to poetry?
It's simpler than you think ((it even incorporates a simple grammar lesson!))
1) Have your student take out a spare piece of paper and fold it "hot dog" style.
2) On the left side ask your students to think of any object that has an action (s).
For example object = dog, which can sit, eat, stand, sleep, etc. List four to five actions.
3) Then create adverbs for each of these actions: sits lazily, eats sloppily, etc.
4) On the right side, have the student come up with a metaphor for each phrase.
"The dog eats sloppily like a starving man chowing on McDonalds"
5)On the bottom half of the paper, have the students combine all of the above and add their own personal touches.
Voila! An instant poem:
Real Life Example
Object= Leaves
like a cascading waterfall fall swiftly
like a spider's web hang delicately
like a school lunchroom rustle noisily
like a cyclone roller coaster spin violently
like wax about to drip from a candle dwindle precariously
like reflections of twinkle lights from a Christmas tree dance serenely
Leaves
Leaves fall swiftly like a cascading waterfall,
Hanging delicately like the threads of a spider's web,
Brilliant colors rustle noisily like a middle school lunchroom,
As the last few dwindle precariously by their stem,
Like the wax from a candle about to drip,
Spinning violently like a cyclone roller coaster,
The last signs of Fall dance serenely down the sidewalk,
Like the reflections of twinkle lights from a Christmas tree,
Out of sight.
Thursday
Hands on Ways of Incorporating Technology
Today, as I was strolling around the library while my eighth grade class was researching databases for their upcoming paper assignment, of course I noticed that quite a few were off topic. Some were looking up random google information, some were checking e-mail, and one believe it or not was monitoring and adjusting his own website. A very professional looking one with colors, graphics, special affects, links, to make a long story short, more than I would have thought an 8th grader would be capable of creating.
As has been said many times in my technology class, by the time the semester is over, what we will have learned may be obsolete. Thus, I feel that in order to keep up with students like this, it is important to know where to find out how to do things like podcasts, blogging, building websites for the class, etc.
Here are some options:
This is a website that will help you to find other websites that are favorite resources of the Eductaion World Tech Team! With so many internet resoucers out there for teachers, sometimes it can get overwhelming and difficult to find what you are looking for, but these sites should help narrow down the broad expanse of choices. Also click on the picture above and it will take you to a technology tuorial...
Tech Tip:
From A to Z in WordSort data with Microsoft Word
"To alphabetize a list you've typed in Word, make sure you typed each list item on a separate line (i.e. clicked Enter/Return between items). Then click Table > Sort and OK. If text other than the list appears on your page, highlight the list before sorting."
"To alphabetize a list you've typed in Word, make sure you typed each list item on a separate line (i.e. clicked Enter/Return between items). Then click Table > Sort and OK. If text other than the list appears on your page, highlight the list before sorting."
Voila! you've just alphabetized something!
Tuesday
Dude Where's My Gradebook?
A Dissertation on Teachers and Technology:
Just kidding...
Two paragaphs only ;) I thought I'd go short for once!
I remember back when I was a brown nosing, apple giving, teacher's pet & I would stay in at recess and help record the never ending stack of graded papers in the most sacred of books:
The Gradebook
Well, since I was in the fifth grade, gradebooks have been obsolete. All records are done on computers nowadays, now parents can check assignments, grades, attendance, tardies, anything and everything about their students, all online. We are moving into an era where technology is not something that is optional, it must be embraced. As teachers, we have the responsibility to continue to educate ourselves on new technology in order to connect with a new breed of students.
Technology will create a whole new way of learning for students who are far past the decades of lectures and rote note taking. Power Point, virtual examples, world wide chatting, e-mail, text messaging, blogs, & online chat rooms for classes-- these are the ways of today. Ten years from now, and even tomorrow, it will be different and conctantly advancing. It is important that as teachers we continue to relate to how our students are learning to communicate, and we do this through:
T E C H N O L O G Y
Take a look at these facts:
- 21 year olds have sent or recieved at least 250,000 emails or texts
- 70% of four year olds have used a computer
(facts from the video)
It is evident that things have changed for today's children. My five year old brother can operate any cell phone, any video game console, and most computer programs. Therefore, we must change our thinking patterns to match those of the future five year olds.
In the words of Albert Einstein, "We cant solve problems by using the same thinking we used when we created them."
It is time for new thinking!!
Field Notes for EDUC 350
For those of you who attend CSU and who are in EDCU 350 (the Junior High Praticum) you have discovered the joys of "field notes." Here are my observations thus far of the poudre school district junior high schools:
February 12, 2008
REFLECTIONS ON:
Boltz Junior High
When I first walked into Boltz, my first thought, honestly, was “Geez, this building is old.” I noticed the dark halls, the ancient lockers, the faded wood and green chalkboards in the classrooms, the “cafetorium,” and the building’s small size which are all things that I never was exposed to in my early years of education. It threw me off a little, and I admit I made some instant assumptions about the school and the performance and personalities of its students before I even met them. These ideas changed almost instantly however after listening to the vice principal and principal talk about how important it is that they have relationships with each other and that they push each other to the greatest potential. Even the students who guided us around made everything feel like the “family” style they had been talking about. It was interesting how they all said it was a place that you just come to and stay because you don’t want to leave.
I liked the smaller class sizes and the friendly feel of everyone knowing the names of everyone else as they passed. I was also very impressed with the principal knowing the names of her students and how they were involved with the schools programs. I especially liked that she made it her personal duty to check up on the kids as well as to praise them. I feel like Boltz is very diverse in its students, but that the adults there strive to really make sure that everyone succeeds. I love the motto, “I Have a Dream,” and the fact that no dream is too unrealistic at this point.
I also was very impressed by the extra time given at the end of the day for students who need it. It showed me that the school understood the ranging socio-economic classes that make up the school and that real steps were taken to help the kids who did not have time to complete assignments outside of school. It spoke a lot to me that action was very present in the school instead of just talk. It was also interesting to hear that the administrators were excited for the upcoming change to a middle school system and that they were already planning for it and embracing it. I felt very safe in the school and imagine that if I had been there for student teaching that I would feel very welcome and not intimidated.
February 14, 2008
REFLECTIONS ON:
Preston Junior High
Preston was a completely different experience for me than Boltz was. It was almost like an opportunity to look at the other end of the spectrum. I felt overwhelmed immediately walking into a two story building for just a junior high and not even being able to tell which door led to the front office. However, it was an impressive school. Everything was new and big and clean, which is what I was used to in my schools. Looking at the students during passing period, I felt like I had just taken a trip back five years and that I could fit in. The clothes, the attitudes, the diversity were all very much the opposite of Boltz.
I immediately thought back to all the preppy girls that I went to school with when I saw the girls in skirts and flip flops (in cold weather) with their giant teddy bears and balloons clogging the hallways. Though I felt more comfortable in this school because of its “newness,” I was still stereotyping it just as much as I did at Boltz. It was such a weird experience to be back in a grade that I’m not very far away from in terms of time, but I feel like I’m a world apart from. Preston just reminded me so much of my middle school, and even high school years that I feel like it would be more difficult for me to have been an authority figure there rather than Boltz.
I was very impressed by both the principal and vice-principal and how much passion they showed for their students and the image of their school. I found our conversation of the future middle school model to be very insightful. I think that changing the allotted time for core subjects and electives will really help more with the transition between the three schools. I also liked how they are constantly trying to improve their students’ grades and test scores. I feel like it fantastic for them to want 100% from everybody and to change things up in order to achieve that goal. I think that the school was very well organized and that all the teachers are held to very high standards, especially with the principal popping in all the time. The classrooms that we visited looked very controlled and the walls were all covered with art, projects, and activities which is very positive.
I thought it was interesting that principal was so adamant about double certifications. This is the first time I have ever heard any mention of this. And though it does make sense with the new team teaching idea, I really don’t know what I would even want to concentrate in other than English. I chose English because I really do not like anything else enough to take successive credits of it. I understand his point that teachers should know a little about everything in order to be well-rounded and incorporate different subjects, yet I also feel like that does not mean having to be certified also in social studies or science.
I feel like teaching is one of those things that always changes in ways that are unexpected. Yes, I know that it is always changing and evolving, but I also felt after the conversation with the principal that the idea of me actually being a teacher and having a school and students went, theoretically, further away. Now I should have a double concentration or hold a master’s degree or be able to work with special needs students, plainly, I should just be able to offer more than I can right now. I think those things are good to have, but it makes that idea of getting a job very intimidating. Being at Preston really opened the subject of how qualified I am and how qualified I should be in order to teach students. It’s a lot more than I expected.
February 19, 2008
REFLECTIONS ON:
My 1st Day at Lesher
My first day was definitely filled with excitement and seemed to have many more events than could justifiably fit into 90 minutes. I started out in the teacher’s lounge overseeing the last few minutes of lunch and listening to some common “teacher talk” which was pretty interesting. I felt immediately comfortable with everyone there and didn’t feel out of place like I thought I would.
When I got to the classroom I found out that only the student teacher would be there, which was fine because we hit it off immediately and she was able to give me a lot of insight about how she spent her junior high practicum and all of the things she wanted me to get out of mine. She immediately got me involved in the class, passing things out, taking attendance, and helping with worksheets. The class went by quickly and she had many activities that she switched up about every 15 minutes which helped the kids to maintain interest in Romeo and Juliet. The class had only about 19 students, all who were very well behaved, and who immediately addressed me like I had been with them for months.
The structure of the class though was very interesting to me. For example, none of the textbooks or workbooks were taken home or out of the classroom. All reading and work was done in class and little, if any, homework was assigned. I was just in a regular English class, so it shocked me a little when I found out it wasn’t remedial. Most of the kids in the room were not white. I believe, if I had to guess, that most of them were Hispanic and there was always a Chinese girl. I’m not sure quite how good her English is, but she barely even looked up from her desk. Only about four kids voluntarily participated (and this was only because they were offered five points of extra credit- just for reading out loud!!). And a few did no work the entire class period.
I think that the activities were good, the time was well structured, and the teacher did her best, but some of the kids just could not and would not be engaged. At the end of the period, grade sheets were handed out and that was about the only time every one had something to say about how their grade was wrong and they really did do the assignment, or the computer was broken, etc. Many students were below average and failing which was a shock to me because it seemed like if everything was done in school and the teacher made such an effort to make handing things in simple then the grades would be better.
I felt like if I hadn’t known the grade level of the class, I would have thought it was much lower than ninth. I went into the school knowing it had the IB program and expected much of what I know about the pre-AP program to be present in my classroom, but it wasn’t. I feel like after sitting through the class period it was difficult to even say what they kids had learned that day. Even though activities were done, I feel like they didn’t pay enough attention or retain the information or even have a point to focus on. It was a great experience being in the classroom, but slightly frustrating to not have more control when I had so many ideas flying through my head on how to engage the students and find out if they had actually learned something from the lesson. I felt like they bonded with me quickly and that the time was very positive, but I really wish that I was there everyday and that I could get to know them faster and better.
February 12, 2008
REFLECTIONS ON:
Boltz Junior High
When I first walked into Boltz, my first thought, honestly, was “Geez, this building is old.” I noticed the dark halls, the ancient lockers, the faded wood and green chalkboards in the classrooms, the “cafetorium,” and the building’s small size which are all things that I never was exposed to in my early years of education. It threw me off a little, and I admit I made some instant assumptions about the school and the performance and personalities of its students before I even met them. These ideas changed almost instantly however after listening to the vice principal and principal talk about how important it is that they have relationships with each other and that they push each other to the greatest potential. Even the students who guided us around made everything feel like the “family” style they had been talking about. It was interesting how they all said it was a place that you just come to and stay because you don’t want to leave.
I liked the smaller class sizes and the friendly feel of everyone knowing the names of everyone else as they passed. I was also very impressed with the principal knowing the names of her students and how they were involved with the schools programs. I especially liked that she made it her personal duty to check up on the kids as well as to praise them. I feel like Boltz is very diverse in its students, but that the adults there strive to really make sure that everyone succeeds. I love the motto, “I Have a Dream,” and the fact that no dream is too unrealistic at this point.
I also was very impressed by the extra time given at the end of the day for students who need it. It showed me that the school understood the ranging socio-economic classes that make up the school and that real steps were taken to help the kids who did not have time to complete assignments outside of school. It spoke a lot to me that action was very present in the school instead of just talk. It was also interesting to hear that the administrators were excited for the upcoming change to a middle school system and that they were already planning for it and embracing it. I felt very safe in the school and imagine that if I had been there for student teaching that I would feel very welcome and not intimidated.
February 14, 2008
REFLECTIONS ON:
Preston Junior High
Preston was a completely different experience for me than Boltz was. It was almost like an opportunity to look at the other end of the spectrum. I felt overwhelmed immediately walking into a two story building for just a junior high and not even being able to tell which door led to the front office. However, it was an impressive school. Everything was new and big and clean, which is what I was used to in my schools. Looking at the students during passing period, I felt like I had just taken a trip back five years and that I could fit in. The clothes, the attitudes, the diversity were all very much the opposite of Boltz.
I immediately thought back to all the preppy girls that I went to school with when I saw the girls in skirts and flip flops (in cold weather) with their giant teddy bears and balloons clogging the hallways. Though I felt more comfortable in this school because of its “newness,” I was still stereotyping it just as much as I did at Boltz. It was such a weird experience to be back in a grade that I’m not very far away from in terms of time, but I feel like I’m a world apart from. Preston just reminded me so much of my middle school, and even high school years that I feel like it would be more difficult for me to have been an authority figure there rather than Boltz.
I was very impressed by both the principal and vice-principal and how much passion they showed for their students and the image of their school. I found our conversation of the future middle school model to be very insightful. I think that changing the allotted time for core subjects and electives will really help more with the transition between the three schools. I also liked how they are constantly trying to improve their students’ grades and test scores. I feel like it fantastic for them to want 100% from everybody and to change things up in order to achieve that goal. I think that the school was very well organized and that all the teachers are held to very high standards, especially with the principal popping in all the time. The classrooms that we visited looked very controlled and the walls were all covered with art, projects, and activities which is very positive.
I thought it was interesting that principal was so adamant about double certifications. This is the first time I have ever heard any mention of this. And though it does make sense with the new team teaching idea, I really don’t know what I would even want to concentrate in other than English. I chose English because I really do not like anything else enough to take successive credits of it. I understand his point that teachers should know a little about everything in order to be well-rounded and incorporate different subjects, yet I also feel like that does not mean having to be certified also in social studies or science.
I feel like teaching is one of those things that always changes in ways that are unexpected. Yes, I know that it is always changing and evolving, but I also felt after the conversation with the principal that the idea of me actually being a teacher and having a school and students went, theoretically, further away. Now I should have a double concentration or hold a master’s degree or be able to work with special needs students, plainly, I should just be able to offer more than I can right now. I think those things are good to have, but it makes that idea of getting a job very intimidating. Being at Preston really opened the subject of how qualified I am and how qualified I should be in order to teach students. It’s a lot more than I expected.
February 19, 2008
REFLECTIONS ON:
My 1st Day at Lesher
My first day was definitely filled with excitement and seemed to have many more events than could justifiably fit into 90 minutes. I started out in the teacher’s lounge overseeing the last few minutes of lunch and listening to some common “teacher talk” which was pretty interesting. I felt immediately comfortable with everyone there and didn’t feel out of place like I thought I would.
When I got to the classroom I found out that only the student teacher would be there, which was fine because we hit it off immediately and she was able to give me a lot of insight about how she spent her junior high practicum and all of the things she wanted me to get out of mine. She immediately got me involved in the class, passing things out, taking attendance, and helping with worksheets. The class went by quickly and she had many activities that she switched up about every 15 minutes which helped the kids to maintain interest in Romeo and Juliet. The class had only about 19 students, all who were very well behaved, and who immediately addressed me like I had been with them for months.
The structure of the class though was very interesting to me. For example, none of the textbooks or workbooks were taken home or out of the classroom. All reading and work was done in class and little, if any, homework was assigned. I was just in a regular English class, so it shocked me a little when I found out it wasn’t remedial. Most of the kids in the room were not white. I believe, if I had to guess, that most of them were Hispanic and there was always a Chinese girl. I’m not sure quite how good her English is, but she barely even looked up from her desk. Only about four kids voluntarily participated (and this was only because they were offered five points of extra credit- just for reading out loud!!). And a few did no work the entire class period.
I think that the activities were good, the time was well structured, and the teacher did her best, but some of the kids just could not and would not be engaged. At the end of the period, grade sheets were handed out and that was about the only time every one had something to say about how their grade was wrong and they really did do the assignment, or the computer was broken, etc. Many students were below average and failing which was a shock to me because it seemed like if everything was done in school and the teacher made such an effort to make handing things in simple then the grades would be better.
I felt like if I hadn’t known the grade level of the class, I would have thought it was much lower than ninth. I went into the school knowing it had the IB program and expected much of what I know about the pre-AP program to be present in my classroom, but it wasn’t. I feel like after sitting through the class period it was difficult to even say what they kids had learned that day. Even though activities were done, I feel like they didn’t pay enough attention or retain the information or even have a point to focus on. It was a great experience being in the classroom, but slightly frustrating to not have more control when I had so many ideas flying through my head on how to engage the students and find out if they had actually learned something from the lesson. I felt like they bonded with me quickly and that the time was very positive, but I really wish that I was there everyday and that I could get to know them faster and better.
Wednesday
Multiculturalism & Racism
Two loaded words those are: multiculturism and racism.
They kind of drop like a brick. What do you do with them??
A lot of teachers don't know what to do with these ideas, actually a lot of people don't know what to do with them either. America: The Melting Pot? yes. That's what we have been taught. And it is true today. There are any cultures, colors, backgrounds...
so many people & so many students
To address this topic it takes more than a short blog, but I want to get a few things out that I have been discussing in my eductaion classes the last few weeks.
1) Black History Month. Civil War. Rosa Parks. Slavery. The End. One Month.
It is the goal of many schools to eliminate these single minded units, the one month of the year in which students learn about black history or the one day in which we have tacos and chinese food for a class project. There are many content areas in school, and many months of a year, so shouldn't we incorporate all kinds of cultures and races and histories constantly?
2) Simple Ways to Incoporate ALL Types of Students: (without worrying about neglecting standards and having too mcuh extra work)
- Use statistics of gang activities to help teach math, so that inner city kids who know all about and struggle with gang activities in their neighborhoods can relate.
- Use woven Indian rugs to demonstrate geometry
- When forming test questions, stray from John and Mary and make up names like Yuan and Julio.
Statistics show that students who come into predominantly white classrooms feel unwelcome; they are having to live in a world and a school that does not have them at the center.
Imagination Time: Picture yourself (if you are a native born American) going to England. You speak the language, but know nothing of the culture, or how things work [[or what the heck a loo is!]] It stands to reason that if you felt equally unincluded in the classroom as you did driving down the wrong side of the road, that your performance would not be as high as if the teacher made references to the US, asked you to share things, or mentioned bits of American history.
!!However, keep in mind that you can not pick out a student in your class and ask "So what do Black people think about slavery?" Ha. "So do all white people like vanilla ice cream then?" No. This is a lesson learned quickly. An individual represents an individual, not a group!!
Think back to Remember The Titans, "Do all black girls dress so funny?" or "Are all white girls that crazy?" In fact if your not busy, watch that movie now. right now. go. I'll lend it to you. I think it is incredible. And p.s. i love the soundtrack, it gives me goosebumps. Straying. I know.
To use ideas from the book A White Teacher Talks About Race by Julie Landsman, as a white teacher, I can never know what it is like to black, asian, hispanic, or even male. Thus, not only do we need to view differences in terms of skin color and culture, but also in terms of :
Rich & Poor, Healthy & Handicapped, Old & Young, Stuffed & Starving, Sheltered & Homeless
3. As a teacher it is important to respect differences, obviously, but also to embrace them. Even though I can be considered an upper-class, white, privelaged teacher, I know also that I am naive. If I were to teach in an inner city school, it would be like Aladdin's whole new world.
Everyone has an -ism so to speak, whether sexism, racism, wealth-ism?, discrimination based on clothing, grooming, language, grammar, it is all discrimination. I will openly admit that it is difficult for me to listen to grammar that does not meet the standards of "Proper English" and feel that the speaker is as well-educated as I am. As a future teacher it is important to recognize this and overcome it. Especially if I were to be in an inner-city school were ebonics is heard daily. It would be unjust, unfair, and plain wrong for me to judge intelligence by how my students chose to speak.
4. One last point from this book... I can't find the exact quote so I shall have to paraphrase, and hopefully not butcher the effect it had when I first read it:
We should not treat foreign students, different races, and other cultures as though they have merely contributed to our "American culture" or make it sound like we value how they given us a history. In fact, they are the American culture. They are the Melting Pot. They are just as much a part of the culture as "white people." They are not just contributors. They are a part, they are necessary, they are it.
If you are one who does not believe racism is still in schools, or that you will not have to deal with any issues in your particular schools-- just take a look at this short student-shot video... Even if you do agree with the things I'm saying, it's an eye-opener anyway:
Apologies if i have said anything to offend anyone, please let me know, I am still learning and counting on you to help teach me about what is ok to say and what is not.
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