On Wednesday I put on a common prep demonstration on itunes and the ipod. This is the second common prep I’ve been lucky enough to put on this year and my third overall.
I am a firm believer in teachers learning the most from other teachers and their best practices. So it was great for me to not only share what I do but to also get to see how others use itunes and ipods in their classes.
As I’ve said before, I left thoroughly impressed with my colleagues. They do some pretty damn impressive things. And hearing about what they do is a great sense of renewal for me.
If I were king of education, the first thing I’d do would be to make teachers devote at least one of their prep periods per work to observing other teachers. Especially elementary teachers.
I think all of us at the high school could use an injection of fun into our classes or rooms. And I defy anyone to walk into an elementary classroom and not get a sense of fun and exploration.
We lose sight of that at the secondary level where we often get preoccupied with testing and standards and that sort of stuff.
Saturday, January 31, 2009
Today I had my College Comp II class doing some research in the library. One student had his lab top with him. He was at a table with a couple other students.
When I walked by, I saw him smirk.
“What are you looking at?” I asked leaning over his laptop.
“Your blog,” he said, the smirk growing wider into a full blown grin. “And I’ve already found three typos.”
Ha.
“Well, I have written about a couple of you in it before,” I said.
Another student at the table nodded his head and said that he had read it before.
If you guys are reading this now, you know who you are!
When I walked by, I saw him smirk.
“What are you looking at?” I asked leaning over his laptop.
“Your blog,” he said, the smirk growing wider into a full blown grin. “And I’ve already found three typos.”
Ha.
“Well, I have written about a couple of you in it before,” I said.
Another student at the table nodded his head and said that he had read it before.
If you guys are reading this now, you know who you are!
Back to the blog
We started a new semester this week, so my nose has been firmly against the grindstone ever since. Meetings, papers to read, projects to evaluate, more meetings, new classes, new papers to read, new projects to evaluate and so on.
I have made it through the first week.
So far so good.
My new classes are quite good. Now, I always say this, but it really seems to be true.
Last semester I had three excellent classes. My Lit & Language 11 and first College Comp classes were some of the best classes I have ever had. My second College Comp class was good, but they were not as lively and motivated as my other two classes.
This time around I have an excellent College Comp II class. They all have been through my College Comp I class. It looks to be the best class I have ever had. Motivated. Intelligent. Responsible. I can’t believe I get paid very well to work with them.
This is the first time I have ever taught the class, so (as I told them), I’ll be learning right along with them. This class is more researched based than College Comp I, so that takes a little of the fun out of it (not as much room for personal essays as in College Comp I), but they don’t have the major research paper hanging over their heads either. Instead, they will write several shorter research papers. My overall goal for the class is to have students research and write about subjects they have a genuine interest in. I hope to have one of their research papers tie into their majors or job choice. I’d also, as a culminating paper, give them the option of doing a multi-genre research paper. These kids could pull it off.
For their first research assignment, I devised a list of terms for students to research. I stole an idea from James Burke and his “Knowledge Web,” where I took 10 seemingly unrelated items, but each term was connected. I had students hit the internet (wikipedia mainly) and summarize the important information on their subject and include one or two really interesting or odd facts.
Then we got together and went over them. As students shared, I tried to link the information together, stealing from Burke again as I went.
The terms were really divided into two categories. One was a set Burke used on a podcast to illustrate the interconnectiveness of knowledge (he explained how Mozart was directly related to Sikorsky’s invention of the helicopter in ten simple jumps). The other was based around the Chicago World’s Fair, which I stole from Devil in the White City.
Next, I have a College Comp I class. So far we are still getting to know each other. They have not opened up to me yet. But I think they’ll come around once they get used to my style and the class. We already have two essays under our belts and from what they have shared in class, there are some excellent writers with some interesting things to say.
Finally, I have a Lit and Language 11 class. It’s quite a diverse section of kids. They surprised me by getting right to work. I don’t know many of the kids, and while they are talkative, they seem interested and willing to work. I think they’ll keep surprising me all year.
Today we examined the classic “Body Rituals Among the Nacirema.” See the link below.
http://spot.pcc.edu/~rwolf/miner.html
It’s a fake anthropological study on the mythic tribe the Nacirema (American spelled backwards). This I stole years ago from Pete over at the ALC.
I had students divide up into groups. Then I had them read and summarize specific paragraphs. Then we got back together and went over what they found.
Amazingly, no one made the connection that it was really talking about us.
When I filled them in, they lit up. It was great. Then we talked about how sometimes we take just how odd and different we are from the rest of the world for granted because we don’t step outside of ourselves and objectively look at our traditions and rituals. I hope this prepares them for their homework: “The Lottery.”
I can’t wait for Monday.
I have made it through the first week.
So far so good.
My new classes are quite good. Now, I always say this, but it really seems to be true.
Last semester I had three excellent classes. My Lit & Language 11 and first College Comp classes were some of the best classes I have ever had. My second College Comp class was good, but they were not as lively and motivated as my other two classes.
This time around I have an excellent College Comp II class. They all have been through my College Comp I class. It looks to be the best class I have ever had. Motivated. Intelligent. Responsible. I can’t believe I get paid very well to work with them.
This is the first time I have ever taught the class, so (as I told them), I’ll be learning right along with them. This class is more researched based than College Comp I, so that takes a little of the fun out of it (not as much room for personal essays as in College Comp I), but they don’t have the major research paper hanging over their heads either. Instead, they will write several shorter research papers. My overall goal for the class is to have students research and write about subjects they have a genuine interest in. I hope to have one of their research papers tie into their majors or job choice. I’d also, as a culminating paper, give them the option of doing a multi-genre research paper. These kids could pull it off.
For their first research assignment, I devised a list of terms for students to research. I stole an idea from James Burke and his “Knowledge Web,” where I took 10 seemingly unrelated items, but each term was connected. I had students hit the internet (wikipedia mainly) and summarize the important information on their subject and include one or two really interesting or odd facts.
Then we got together and went over them. As students shared, I tried to link the information together, stealing from Burke again as I went.
The terms were really divided into two categories. One was a set Burke used on a podcast to illustrate the interconnectiveness of knowledge (he explained how Mozart was directly related to Sikorsky’s invention of the helicopter in ten simple jumps). The other was based around the Chicago World’s Fair, which I stole from Devil in the White City.
Next, I have a College Comp I class. So far we are still getting to know each other. They have not opened up to me yet. But I think they’ll come around once they get used to my style and the class. We already have two essays under our belts and from what they have shared in class, there are some excellent writers with some interesting things to say.
Finally, I have a Lit and Language 11 class. It’s quite a diverse section of kids. They surprised me by getting right to work. I don’t know many of the kids, and while they are talkative, they seem interested and willing to work. I think they’ll keep surprising me all year.
Today we examined the classic “Body Rituals Among the Nacirema.” See the link below.
http://spot.pcc.edu/~rwolf/miner.html
It’s a fake anthropological study on the mythic tribe the Nacirema (American spelled backwards). This I stole years ago from Pete over at the ALC.
I had students divide up into groups. Then I had them read and summarize specific paragraphs. Then we got back together and went over what they found.
Amazingly, no one made the connection that it was really talking about us.
When I filled them in, they lit up. It was great. Then we talked about how sometimes we take just how odd and different we are from the rest of the world for granted because we don’t step outside of ourselves and objectively look at our traditions and rituals. I hope this prepares them for their homework: “The Lottery.”
I can’t wait for Monday.
Tuesday, January 27, 2009
Final papers
My poor College Comp students.
Some are rather displeased over their grades on their final research papers. I truly feel bad for them, but when few bothered to cite their works correctly, use proper in-text citations, or analyze, it is hard for me to sympathize with them.
I gave them a checklist specifically stating exactly what was necessary to have done on their papers in order to receive a passing grade.
Yet, few put in the effort to do so.
I had one disgruntled student who took exception to my comment, “Had you not cashed it in a month ago, this paper might have stood a chance.” I’m not trying to be mean. I’m just being honest. God help them if they turn such work in at a real university.
I think they tend to fall in the trap (and our schools and parents tend to reinforce this foolishness) that just because they try, they deserve to pass.
I really enjoyed my classes and the kids were great, but these papers really illustrate those who paid attention and put the effort in and those who, well, cashed it in.
I did have one student who came in with their paper late. They worked to finish it right in my classroom, asking me questions about how to cite and if a novel title should be underlined or what. Of course, this is something we have gone over at least a dozen times. Not to mention that we’ve written several themes analyzing stories and films in which this was discussed.
“I’m going to get an F on this,” they said.
While I’m not pleased with that, at least they have no false sense of reality. They too cashed it in about a month ago.
This is not uncommon in my College Comp class. It takes them awhile to adjust to what it means to really work and write at a college level. Some never make that adjustment.
Now, there were many good ones and a couple outstanding ones that would have been true A's at any university in the state. It's just that I'm a bit like the Oracle from the Matrix, I hate giving good people bad news.
Some are rather displeased over their grades on their final research papers. I truly feel bad for them, but when few bothered to cite their works correctly, use proper in-text citations, or analyze, it is hard for me to sympathize with them.
I gave them a checklist specifically stating exactly what was necessary to have done on their papers in order to receive a passing grade.
Yet, few put in the effort to do so.
I had one disgruntled student who took exception to my comment, “Had you not cashed it in a month ago, this paper might have stood a chance.” I’m not trying to be mean. I’m just being honest. God help them if they turn such work in at a real university.
I think they tend to fall in the trap (and our schools and parents tend to reinforce this foolishness) that just because they try, they deserve to pass.
I really enjoyed my classes and the kids were great, but these papers really illustrate those who paid attention and put the effort in and those who, well, cashed it in.
I did have one student who came in with their paper late. They worked to finish it right in my classroom, asking me questions about how to cite and if a novel title should be underlined or what. Of course, this is something we have gone over at least a dozen times. Not to mention that we’ve written several themes analyzing stories and films in which this was discussed.
“I’m going to get an F on this,” they said.
While I’m not pleased with that, at least they have no false sense of reality. They too cashed it in about a month ago.
This is not uncommon in my College Comp class. It takes them awhile to adjust to what it means to really work and write at a college level. Some never make that adjustment.
Now, there were many good ones and a couple outstanding ones that would have been true A's at any university in the state. It's just that I'm a bit like the Oracle from the Matrix, I hate giving good people bad news.
One thing I admire about the smaller school district my stepson and stepdaughter attend is that they actually follow through with their threats for athletes and grades. I’ve had several who have either put in minimal effort or who have let their sports supercede their classroom work, yet, despite failing grades, they don’t miss any time.
I’m glad were teaching them a lesson.
I’m reminded of a few years ago how I had one player failing two of my classes, yet I was told by administration that the player would not miss the team’s trip to state. Instead, they would receive a good talking to.
Nothing like sending a message about the importance of school work. It’s great that you can participate in the state tournament, but it’s not that important that you pass two classes so you’re on track to graduate.
Alas, I’m not in the minority when it comes to this resentment here. Until we acknowledge that the intellectual lives of our kids are what come first, and actually follow our own ‘policies,’ then I guess we get what we deserve.
What are we really teaching these kids? I teach my ass off in class, yet what is the real message that gets sent?
And it’s only going to get worse when spring quarter rolls around.
I’m glad were teaching them a lesson.
I’m reminded of a few years ago how I had one player failing two of my classes, yet I was told by administration that the player would not miss the team’s trip to state. Instead, they would receive a good talking to.
Nothing like sending a message about the importance of school work. It’s great that you can participate in the state tournament, but it’s not that important that you pass two classes so you’re on track to graduate.
Alas, I’m not in the minority when it comes to this resentment here. Until we acknowledge that the intellectual lives of our kids are what come first, and actually follow our own ‘policies,’ then I guess we get what we deserve.
What are we really teaching these kids? I teach my ass off in class, yet what is the real message that gets sent?
And it’s only going to get worse when spring quarter rolls around.
Inaguaration
CJ, a former student of mine, is an ardent Obama supporter. When I stepped out of the staff lounge with my mail, I spotted him walking down the hallway.
“Hey, you’re missing the inauguration!” I said.
He smirked as he approached and said, “No, I’m not” as he passed by me and pointed to this sign on his back that declared it national Obama day.
“Hey, you’re missing the inauguration!” I said.
He smirked as he approached and said, “No, I’m not” as he passed by me and pointed to this sign on his back that declared it national Obama day.
Tuesday, January 20, 2009
Jaws
To end my Lit & Language 11 class, my students are watching Jaws. For their final essay, they will write an analysis of it.
I'm a terrible planner. The end of the semester just snuck right up on me. I could have stretched Mockingbird a few days and ended perfectly with that. Or I could have sped things up and left two weeks to fit in Hemingway.
But we'll make it work. So far the kids are riveted. We'll have a good discussion about the power of suggestion and film technique tomorrow.
When it's over, I plan on showing them this as an example of summary - and humor.
I'm a terrible planner. The end of the semester just snuck right up on me. I could have stretched Mockingbird a few days and ended perfectly with that. Or I could have sped things up and left two weeks to fit in Hemingway.
But we'll make it work. So far the kids are riveted. We'll have a good discussion about the power of suggestion and film technique tomorrow.
When it's over, I plan on showing them this as an example of summary - and humor.
The Devil in the White City
I’ve finished reading Devil in the White City by Erick Larson, a nonfiction book which chronicles the dual stories of the World’s Columbian Exposition (the Chicago World’s Fari in 1893) and H.H. Holmes, one of America’s first serial killers.
It took me months to read it. Now that Kenzie has entered our lives, Kristie and I have found those lazy weekend days where we spent hours reading are gone. So I had to digest this book in 20-30 minute sessions.
But it was worth it.
I’m reminded more than ever of the importance of teaching history. As Burnham is trying to pull off the fair, banks across America are folding. Ritzy hotels are reporting suicides of bank presidents and investors by the dozens.
And just today while checking the news on yahoo, I saw this story
http://news.yahoo.com/s/ap/20090119/ap_on_bi_ge/missing_money_manager;_ylt=AuNqoSFmCV7dUS8Jb.Qr4Ves0NUE
which reminded me of this one from lat week.
http://news.yahoo.com/s/ap/20090114/ap_on_re_us/plane_crash_mystery
I guess we’ll see if these ominous signs foreshadow another great depression the way the bank closings at the end of the 19th century foreshadowed the great depression of the 1930’s.
I never realized the impact that world's fair had on modern America and world events.
It was the first large use of alternating current (AC/DC), which is still in use in every house.
As a result of one person's belief that public school children should take a moment to celebrate both Columbus Day, the fair was designed to commemorate the 400th anniversary of Columbus' landing in the New World, and the Dedication of the fair, Francis J. Bellamy wrote the Pledge of Allegiance, which is also said by countless students each day across America.
Burnham, the chief designer behind the fair, had a park named after him in Chicago and he helped influence the design of Old Soldier's Field in Chicago. If you remember the old stadium, it was done in the Beaux style of architecture, with the Roman columns, that Burnham re-popularized with the fair.
One important figure in designing some of the buildings was a man by the name of Elias Disney, whose son, Walt, would go on to inspire some grand kingdoms of his own, which are still incredibly poplar today.
Burnham traveled on the RMS Olympic while his good friend, Francis Davis Millet, who was an artist for the fair, had the misfortune of being a passenger on the maiden voyage of the Olympic's sister ship, the Titanic.
Because Burnham wanted fair goers to be entertained, he insisted on a midway being formed to occupy and entice visitors. Every single fair still has one.
The same is true of maybe the most remarkable feature of the world's fair, and a feature which almost never happened. Of course, the Paris's World Fair, which Chicago was trying to outdo, had the luxury of debuting the Eiffel tower. What could Burnham do to top that?
The suggestions poured in. My personal favorite was one architect's plan to build a tower twice as tall Eiffel's creation. He then would put gigantic slides at the top. Visitors could climb to the top and slide there way back home, whether it be to Boston, New York, or Los Angeles.
A man by the name of George Washington Farris. Came up with an idea. It took some time, but he designed this - and there has been one in every single self respecting fair since --
Each car weighed 30 tons. It, obviously, towered over the fair. And it attracted thousands and made Farris millions. Ultimately, it would be torn down and sold for scrap metal. But it was the crowning achievement. And it helped the Chicago's fair attract over three quarters of a million people in one single day. After its six month run was over, it would attract 27 million people, about half of the population of the country at the time.
And while all of this was going on, American had its own Jack the Ripper, H.H. Holmes gassing and performing ghastly dissections on females by the dozens. For all of its glory, hundreds of people simply vanished during the world's fair. Some, mostly young females, vanished thanks to Holmes.
It took me months to read it. Now that Kenzie has entered our lives, Kristie and I have found those lazy weekend days where we spent hours reading are gone. So I had to digest this book in 20-30 minute sessions.
But it was worth it.
I’m reminded more than ever of the importance of teaching history. As Burnham is trying to pull off the fair, banks across America are folding. Ritzy hotels are reporting suicides of bank presidents and investors by the dozens.
And just today while checking the news on yahoo, I saw this story
http://news.yahoo.com/s/ap/20090119/ap_on_bi_ge/missing_money_manager;_ylt=AuNqoSFmCV7dUS8Jb.Qr4Ves0NUE
which reminded me of this one from lat week.
http://news.yahoo.com/s/ap/20090114/ap_on_re_us/plane_crash_mystery
I guess we’ll see if these ominous signs foreshadow another great depression the way the bank closings at the end of the 19th century foreshadowed the great depression of the 1930’s.
I never realized the impact that world's fair had on modern America and world events.
It was the first large use of alternating current (AC/DC), which is still in use in every house.
As a result of one person's belief that public school children should take a moment to celebrate both Columbus Day, the fair was designed to commemorate the 400th anniversary of Columbus' landing in the New World, and the Dedication of the fair, Francis J. Bellamy wrote the Pledge of Allegiance, which is also said by countless students each day across America.
Burnham, the chief designer behind the fair, had a park named after him in Chicago and he helped influence the design of Old Soldier's Field in Chicago. If you remember the old stadium, it was done in the Beaux style of architecture, with the Roman columns, that Burnham re-popularized with the fair.
One important figure in designing some of the buildings was a man by the name of Elias Disney, whose son, Walt, would go on to inspire some grand kingdoms of his own, which are still incredibly poplar today.
Burnham traveled on the RMS Olympic while his good friend, Francis Davis Millet, who was an artist for the fair, had the misfortune of being a passenger on the maiden voyage of the Olympic's sister ship, the Titanic.
Because Burnham wanted fair goers to be entertained, he insisted on a midway being formed to occupy and entice visitors. Every single fair still has one.
The same is true of maybe the most remarkable feature of the world's fair, and a feature which almost never happened. Of course, the Paris's World Fair, which Chicago was trying to outdo, had the luxury of debuting the Eiffel tower. What could Burnham do to top that?
The suggestions poured in. My personal favorite was one architect's plan to build a tower twice as tall Eiffel's creation. He then would put gigantic slides at the top. Visitors could climb to the top and slide there way back home, whether it be to Boston, New York, or Los Angeles.
A man by the name of George Washington Farris. Came up with an idea. It took some time, but he designed this - and there has been one in every single self respecting fair since --
Each car weighed 30 tons. It, obviously, towered over the fair. And it attracted thousands and made Farris millions. Ultimately, it would be torn down and sold for scrap metal. But it was the crowning achievement. And it helped the Chicago's fair attract over three quarters of a million people in one single day. After its six month run was over, it would attract 27 million people, about half of the population of the country at the time.
And while all of this was going on, American had its own Jack the Ripper, H.H. Holmes gassing and performing ghastly dissections on females by the dozens. For all of its glory, hundreds of people simply vanished during the world's fair. Some, mostly young females, vanished thanks to Holmes.
Innaguration
CJ, a former student of mine, is an ardent Obama supporter. When I stepped out of the staff lounge with my mail, I spotted him walking down the hallway.
“Hey, you’re missing the innauguration!” I said.
He smirked as he approached and said, “No, I’m not” as he passed by me and pointed to a sign he had made out of tablet paper that was taped to his back.
It read "National Obama Day."
“Hey, you’re missing the innauguration!” I said.
He smirked as he approached and said, “No, I’m not” as he passed by me and pointed to a sign he had made out of tablet paper that was taped to his back.
It read "National Obama Day."
Monday, January 19, 2009
Friday, January 16, 2009
Kenzie turns four months today. She has come a long way from that little baby we brought home 120 days ago that basically cried (basically, whenever I held her) and slept (not nearly enough, especially after midnight).
How things have changed.
Kenzie is exerting more personality every day.
Just yesterday when Kristie came home from work for lunch, Gail was holding Kenzie. Since she has to pump and eat lunch, Kristie doesn't have much time during her break. So she hurried by Gail and Kenzie to grab her breast pump. Apparently, Kenzie shot her a dirty look and shunned Kristie by burying her head in Gail's shoulder.
Kristie learned her lesson, always acknowledge the baby.
When I put her in her exer-saucer, her tiny little feet now touch the bottom and she is becoming more aware of the toys around her. Today, I put her in there and stepped into the kitchen. When I peeked back at Kenzie, she had swivvled herself half way around the exer-saucer.
She will even play pranks. The other day Kristie was feeding her. Kenzie leaned forward to nurse, but at the last second she pulled back and giggled. Then she would lean in to nurse, and just take a sip before pulling back and giggling wildly again. Kristie said she kept this up the whole time she was trying to nurse her.
Now we've learned that she is a bit of a show off. When Dr. Connelly examined her last week, she was all smiles and lifting her little legs in the air. He couldn't get enough of her.
Then when we brought her home, we had her on the floor. Suddenly, Kenzie discovered her foot and was enthralled with it, glutching it and rocking.
Now she is quite adept at hoisting her legs up. It won't be long before she rolls over. Then she'll be crawling. Before we know it, she'll be talking and running around. Then we'll have to wrap her in bubblewrap. Otherwise, I'm going to be a nervous wreck.
How things have changed.
Kenzie is exerting more personality every day.
Just yesterday when Kristie came home from work for lunch, Gail was holding Kenzie. Since she has to pump and eat lunch, Kristie doesn't have much time during her break. So she hurried by Gail and Kenzie to grab her breast pump. Apparently, Kenzie shot her a dirty look and shunned Kristie by burying her head in Gail's shoulder.
Kristie learned her lesson, always acknowledge the baby.
When I put her in her exer-saucer, her tiny little feet now touch the bottom and she is becoming more aware of the toys around her. Today, I put her in there and stepped into the kitchen. When I peeked back at Kenzie, she had swivvled herself half way around the exer-saucer.
She will even play pranks. The other day Kristie was feeding her. Kenzie leaned forward to nurse, but at the last second she pulled back and giggled. Then she would lean in to nurse, and just take a sip before pulling back and giggling wildly again. Kristie said she kept this up the whole time she was trying to nurse her.
Now we've learned that she is a bit of a show off. When Dr. Connelly examined her last week, she was all smiles and lifting her little legs in the air. He couldn't get enough of her.
Then when we brought her home, we had her on the floor. Suddenly, Kenzie discovered her foot and was enthralled with it, glutching it and rocking.
Now she is quite adept at hoisting her legs up. It won't be long before she rolls over. Then she'll be crawling. Before we know it, she'll be talking and running around. Then we'll have to wrap her in bubblewrap. Otherwise, I'm going to be a nervous wreck.
Thursday
The day started terribly. We were notified of a staff meeting. Whenever a staff meeting is called at the last second like this, it is never good.
And it wasn't.
Our assistant principal informed us that a fire had destroyed our principal's house. It was a total loss. Luckily, he and his wife and grand kids were able to get out unharmed.
As soon as I informed Kristie, she said that she has fears about the same thing happening to us, especially with this terrible cold, which causes us to run the furnace almost constantly, and the age of our house.
By the end of the day, our assistant principal informed us that the school had already raised $2,000 for our principal.
****
With that, I began my first block Lit and Language 11 class with a sense of dread.
However, that dread quickly disappeared.
Yesterday, speaking of dread, I had to get a sub because I needed to get a crown ground off and have a new one ordered.
Since we had just finished Crash and compared it to To Kill a Mockingbird, I decided to have the sub show the film version of the novel.
Now, I'm split on this. I remember the first time I ever saw the film, though I didn't know it was TKM at the time. We were in Texas visiting my aunt. It was on TV and the family gathered in the living room to watch. I remember nothing other than the trial. That had me revited. Once the trial was over, though, I lost interest and I returned to venturing outside and scampering around the house.
Though it's an Academy Award winning film, I think it's just too dated for the majority of my students.
This proved to be the case when I asked them about it yesterday after returning from the dentist.
One of my most voracious readers, was not happy with it at all, though she had seen it in the past. She had imagined how it all happened and she didn't want some film intruding on that.
When I surveyed the class if we should bother finishing it, most didn't want to. However, a portion of the class really wanted to. So we compromised. I told them I'd put the film on, but if students wanted to read or work on something else, they could.
After the film, we reviewed for the final test. I had planned a Jeopardy style review session, but we didn't have enough time left in the period to get everything set up. So I just asked the class the questions and tried to select the student who raised their hand first.
I also handed out candy and super duper prizes as we reviewed.
The highlights had to be Kaine who basically kept his hand raised the entire time, whether he knew the answer or not. I had to admire his eagerness to get involved. But the most impressive was Whitney. She nabbed more things than anyone. Not only did she earn about five candy bars, but she cleaned up on the super duper prizes too (I saved those for particularly difficult 'bonus' questions regarding the novel).
"What is the full name of Uncle Jack's cat?" I asked.
A few hands shot up, and I called on them, but they didn't have a clue (yes, Kaine was one of those!)
Finally, Whitney sheepishly shot her hand in the air.
"Rose Aylmer."
"Correct," I said and handed her a super duper prize (I think it was a Kids Meal video game from McDonald's that KoKo wanted to get rid of). I set it next to the old coffee mug that she had already earned. Okay, what does he joke to Scout that he feeds her?"
Again, a few hand shot up, but they didn't know.
Finally, Whitney shot her hand in the air.
"Fingers and ears that he brings home from the hospital."
"Correct," I said, as several students around her groaned. I handed her another super duper prize.
"Alright, Whitney, let's see how good you really are. Try this one," I said and asked, "What instrument is Atticus quite adept at?"
Without a second's hesitation, "A Jew's Harp."
Now it was my turn to groan. "I've never had a student know all of the questions. Here you ask them, and I'll earn some prizes," I joked.
When we finished the review, I remembered and old dusty trophy that belonged to Kristie's former boss. He was cleaning out the office and was just going to chuck all of this old men's league basketball trophies when I thought, Man, those would make great super duper prizes and loaded them in my car.
Over the years, I had either given them all away or threw them out. But I still had one left.
I grabbed that out of my closet, hoisted it high, and handed it to Whitney, who turned bright red and looked like she wanted to crawl under her desk. Kaine thought he deserved it and was willing to take it off her hands if she didn't want it.
Whitney couldn't believe it. She was clutching it as she left my room and headed down the hall. I wonder how long she'll hold on to it?
And it wasn't.
Our assistant principal informed us that a fire had destroyed our principal's house. It was a total loss. Luckily, he and his wife and grand kids were able to get out unharmed.
As soon as I informed Kristie, she said that she has fears about the same thing happening to us, especially with this terrible cold, which causes us to run the furnace almost constantly, and the age of our house.
By the end of the day, our assistant principal informed us that the school had already raised $2,000 for our principal.
****
With that, I began my first block Lit and Language 11 class with a sense of dread.
However, that dread quickly disappeared.
Yesterday, speaking of dread, I had to get a sub because I needed to get a crown ground off and have a new one ordered.
Since we had just finished Crash and compared it to To Kill a Mockingbird, I decided to have the sub show the film version of the novel.
Now, I'm split on this. I remember the first time I ever saw the film, though I didn't know it was TKM at the time. We were in Texas visiting my aunt. It was on TV and the family gathered in the living room to watch. I remember nothing other than the trial. That had me revited. Once the trial was over, though, I lost interest and I returned to venturing outside and scampering around the house.
Though it's an Academy Award winning film, I think it's just too dated for the majority of my students.
This proved to be the case when I asked them about it yesterday after returning from the dentist.
One of my most voracious readers, was not happy with it at all, though she had seen it in the past. She had imagined how it all happened and she didn't want some film intruding on that.
When I surveyed the class if we should bother finishing it, most didn't want to. However, a portion of the class really wanted to. So we compromised. I told them I'd put the film on, but if students wanted to read or work on something else, they could.
After the film, we reviewed for the final test. I had planned a Jeopardy style review session, but we didn't have enough time left in the period to get everything set up. So I just asked the class the questions and tried to select the student who raised their hand first.
I also handed out candy and super duper prizes as we reviewed.
The highlights had to be Kaine who basically kept his hand raised the entire time, whether he knew the answer or not. I had to admire his eagerness to get involved. But the most impressive was Whitney. She nabbed more things than anyone. Not only did she earn about five candy bars, but she cleaned up on the super duper prizes too (I saved those for particularly difficult 'bonus' questions regarding the novel).
"What is the full name of Uncle Jack's cat?" I asked.
A few hands shot up, and I called on them, but they didn't have a clue (yes, Kaine was one of those!)
Finally, Whitney sheepishly shot her hand in the air.
"Rose Aylmer."
"Correct," I said and handed her a super duper prize (I think it was a Kids Meal video game from McDonald's that KoKo wanted to get rid of). I set it next to the old coffee mug that she had already earned. Okay, what does he joke to Scout that he feeds her?"
Again, a few hand shot up, but they didn't know.
Finally, Whitney shot her hand in the air.
"Fingers and ears that he brings home from the hospital."
"Correct," I said, as several students around her groaned. I handed her another super duper prize.
"Alright, Whitney, let's see how good you really are. Try this one," I said and asked, "What instrument is Atticus quite adept at?"
Without a second's hesitation, "A Jew's Harp."
Now it was my turn to groan. "I've never had a student know all of the questions. Here you ask them, and I'll earn some prizes," I joked.
When we finished the review, I remembered and old dusty trophy that belonged to Kristie's former boss. He was cleaning out the office and was just going to chuck all of this old men's league basketball trophies when I thought, Man, those would make great super duper prizes and loaded them in my car.
Over the years, I had either given them all away or threw them out. But I still had one left.
I grabbed that out of my closet, hoisted it high, and handed it to Whitney, who turned bright red and looked like she wanted to crawl under her desk. Kaine thought he deserved it and was willing to take it off her hands if she didn't want it.
Whitney couldn't believe it. She was clutching it as she left my room and headed down the hall. I wonder how long she'll hold on to it?
Monday, January 12, 2009
The Drawing Board
The limit
I loathe teaching formulaic writing. And we have been doing just that in College Comp for several weeks now. Most recently we have written a traditional five paragraph literary analysis. The assignment calls for them to select a story and analyze one of the story’s themes via three of the following elements, plot, character, setting, or symbol. Of course, they will use quotes from the story to support their analysis.
That’s the assignment, and I’d be naïve in thinking that my students won’t be exposed to this ruthless format in college (I recall a graduate course in literary criticism where our professor literally drew a five paragraph format style outline on the board for us to mimic for our final papers!). So I aquise and teach this format. And if students realize they hate it and that it limits their thinking and kill their voice . . . all the better!!
So to try and make this form as ‘user friendly’ as possible, I share little tricks or rules I go by whenever I have to write a formulaic essay. To compound matters, getting students to comprehend such things as using direct quotes and paraphrasing, in-text citation, analysis, avoiding lengthy summary, avoiding lengthy quotes . . . it’s almost overwhelming. And most students struggle. Some, though, do catch on to this right away and have no problem mastering the form and requirements. I envy them because I fought long and hard with those.
One of my little tricks I shared with my students was to think of my supporting paragraphs as inverted pyramids. I drew one on the board and sectioned it off into several parts.
The top part was, obviously, the widest part, so I told them this represents the topic sentence, which is often rather generic (for example, “The life cycle is a key theme in “The Swimmer,” and it is evident through the setting” – or – “The devil’s staffs in ‘Young Goodman Brown’ symbolize corruption.”). The trick was to start generic or broad and work toward a specific example and focused analysis.
I pointed out that students could go any number of ways with these sample topic sentences. Deciding what direction was what the rest of the pyramid/paragraph – and its ever narrowing structure – was for.
The next section on the inverted pyramid was committed to context/summary. Here I told students I like to fill the reader in on some background information that gives context, however briefly, to my topic sentence and it also prepared the reader for the direct quote, which serves as an example to support my topic sentence. If I don’t advise students to do this, they write paragraphs that have a topic sentence and then they jump right into a direct quote with no sort of transition.
The third section of the pyramid was designated for the direct quote or paraphrase.
Then the final section, and the most narrow, was devoted to analysis. I told students to really be very specific in their analysis. This would be their original thoughts and ideas (well, given that it’s a five paragraph theme, I don’t know how original their thoughts will actually be), so they should really concentrate on analyzing how their quote proves and relates to their topic sentence. This too will be the most vital part of their paper. The emphasis will be on illustrating the connection between their quote and how it relates to not only their selected theme but also their chosen element. Again, if I don’t do this, I tend to get analysis as succinct as this “When Brown tells his wife “Look to the Heavens,” he is resisting evil (14). This shows that Brown is not truly corrupted.”
For awhile, I was king of this in college. This shows was my favorite phrase. Never mind, as many of my professors noted on my papers, that it was MY job to show how the quote shows whatever it is I claimed it did. And they were right. I just didn’t really know how to analyze. Worse yet, I didn’t really know how to get that analysis down in writing or in a form.
So I told my students whenever they use the phrase this shows (or my next favorite phrase this clearly illustrates) that a bell or alarm should sound in their head warning them to be diligent and to fully analyze or explain how their quote or example shows. They should not leave it up to the reader to simply infer what the quote shows.
We went over the formula couple times, actually constructing paragraphs, sentence by sentence, together on the board.
I was quite pleased.
Then I got this from my fourth block class – instead of an actual paragraph in a final essay, one student wrote –
Topic sentence – in the story, corruption is one of the main themes displayed through the mysterious woods just outside of Salem.
Context/summary – Brown and the devil are walking deeper and deeper into the woods. The deeper Brown goes into the woods, the less he is able to resist the devil’s temptations.
Quote – as Brown grasps the devil’s second staff he storms off wildly through the woods where “The road grew wilder and drearier, and more faintly traced, and vanished at length, leaving him in the heart of the dark wilderness, still rushing onward, with the instinct that guides mortal man to evil”
Analysis -- Well, I’ll spare you from the rest.
Everything I italicized above is precisely how it was put in the paper! I never thought students would actually write their paper in the outline format! I mentioned over and over to them to put it in paragraph format and that the outline was just a useful way of thinking about how to structure a paragraph so the writer includes some of the necessary elements of a supporting paragraph. I never thought they’d actually write like this! I mean we looked at half a dozen examples, and none were written like that.
Somewhere a long the way, we totally got screwed up.
At least I got a chuckle out of. Looks like it’s back to the drawing board.
I loathe teaching formulaic writing. And we have been doing just that in College Comp for several weeks now. Most recently we have written a traditional five paragraph literary analysis. The assignment calls for them to select a story and analyze one of the story’s themes via three of the following elements, plot, character, setting, or symbol. Of course, they will use quotes from the story to support their analysis.
That’s the assignment, and I’d be naïve in thinking that my students won’t be exposed to this ruthless format in college (I recall a graduate course in literary criticism where our professor literally drew a five paragraph format style outline on the board for us to mimic for our final papers!). So I aquise and teach this format. And if students realize they hate it and that it limits their thinking and kill their voice . . . all the better!!
So to try and make this form as ‘user friendly’ as possible, I share little tricks or rules I go by whenever I have to write a formulaic essay. To compound matters, getting students to comprehend such things as using direct quotes and paraphrasing, in-text citation, analysis, avoiding lengthy summary, avoiding lengthy quotes . . . it’s almost overwhelming. And most students struggle. Some, though, do catch on to this right away and have no problem mastering the form and requirements. I envy them because I fought long and hard with those.
One of my little tricks I shared with my students was to think of my supporting paragraphs as inverted pyramids. I drew one on the board and sectioned it off into several parts.
The top part was, obviously, the widest part, so I told them this represents the topic sentence, which is often rather generic (for example, “The life cycle is a key theme in “The Swimmer,” and it is evident through the setting” – or – “The devil’s staffs in ‘Young Goodman Brown’ symbolize corruption.”). The trick was to start generic or broad and work toward a specific example and focused analysis.
I pointed out that students could go any number of ways with these sample topic sentences. Deciding what direction was what the rest of the pyramid/paragraph – and its ever narrowing structure – was for.
The next section on the inverted pyramid was committed to context/summary. Here I told students I like to fill the reader in on some background information that gives context, however briefly, to my topic sentence and it also prepared the reader for the direct quote, which serves as an example to support my topic sentence. If I don’t advise students to do this, they write paragraphs that have a topic sentence and then they jump right into a direct quote with no sort of transition.
The third section of the pyramid was designated for the direct quote or paraphrase.
Then the final section, and the most narrow, was devoted to analysis. I told students to really be very specific in their analysis. This would be their original thoughts and ideas (well, given that it’s a five paragraph theme, I don’t know how original their thoughts will actually be), so they should really concentrate on analyzing how their quote proves and relates to their topic sentence. This too will be the most vital part of their paper. The emphasis will be on illustrating the connection between their quote and how it relates to not only their selected theme but also their chosen element. Again, if I don’t do this, I tend to get analysis as succinct as this “When Brown tells his wife “Look to the Heavens,” he is resisting evil (14). This shows that Brown is not truly corrupted.”
For awhile, I was king of this in college. This shows was my favorite phrase. Never mind, as many of my professors noted on my papers, that it was MY job to show how the quote shows whatever it is I claimed it did. And they were right. I just didn’t really know how to analyze. Worse yet, I didn’t really know how to get that analysis down in writing or in a form.
So I told my students whenever they use the phrase this shows (or my next favorite phrase this clearly illustrates) that a bell or alarm should sound in their head warning them to be diligent and to fully analyze or explain how their quote or example shows. They should not leave it up to the reader to simply infer what the quote shows.
We went over the formula couple times, actually constructing paragraphs, sentence by sentence, together on the board.
I was quite pleased.
Then I got this from my fourth block class – instead of an actual paragraph in a final essay, one student wrote –
Topic sentence – in the story, corruption is one of the main themes displayed through the mysterious woods just outside of Salem.
Context/summary – Brown and the devil are walking deeper and deeper into the woods. The deeper Brown goes into the woods, the less he is able to resist the devil’s temptations.
Quote – as Brown grasps the devil’s second staff he storms off wildly through the woods where “The road grew wilder and drearier, and more faintly traced, and vanished at length, leaving him in the heart of the dark wilderness, still rushing onward, with the instinct that guides mortal man to evil”
Analysis -- Well, I’ll spare you from the rest.
Everything I italicized above is precisely how it was put in the paper! I never thought students would actually write their paper in the outline format! I mentioned over and over to them to put it in paragraph format and that the outline was just a useful way of thinking about how to structure a paragraph so the writer includes some of the necessary elements of a supporting paragraph. I never thought they’d actually write like this! I mean we looked at half a dozen examples, and none were written like that.
Somewhere a long the way, we totally got screwed up.
At least I got a chuckle out of. Looks like it’s back to the drawing board.
Sunday, January 11, 2009
God's On Our Side
Since CBS and DirecTV could not reach an agreement, we know longer have channel four. This meant that we couldn't watch the first AFC playoff yesterday, the Ravens at the Titans.
We missed the NFC playoff game, the Cardinals at the Panthers, too because we spent the evening at Lon and Sara's.
So when Kenzie woke up this morning, I was rocking her and watching the highlights. The Ravens, known for the outstanding defense, won a defensive struggle, 13-10. I've been pulling for the Ravens because before the season started they signed Willie Anderson, a former Bengal who was always one of my favorite NFL players.
After the highlights, an ESPN reporter was talking to arguably the Ravens best defensive player, Ray Lewis. The first words out of his mouth where the obligatory, "Thank God . . ."
Now I always loathe this kind of crap. Why athletes and actors seem to think that their professions are so important that He (if it is indeed a He), despite all of the problems here on earth, would devote the tiniest amount of time to something as unnecessary as sports or entertainment, is completely beyond me.
If I'm not mistaken, didn't Ray Lewis spend time in jail prior to the Ravens Superbowl run early in the decade because he was directly involved in a murder (I believe - and I could be wrong here - that one of his posse - and why do entertainers and athletes always have to posses? - shot and killed a man, and Ray either suppressed evidence or lied to the authorities (or both)? Yet, God was on the Ravens side and helped them beat the Titans? What a crock!
Why He would help the Ravens intercept a pass or recover a fumble, and He wouldn't help a drug-addicted mother make the right decision and not drown her infant in the toilet is completely inexplicable to me. Please, let's keep things in perspective.
Besides, if our Deity is so devoted to such meaningless things, then I would think we need to look for a new one.
We missed the NFC playoff game, the Cardinals at the Panthers, too because we spent the evening at Lon and Sara's.
So when Kenzie woke up this morning, I was rocking her and watching the highlights. The Ravens, known for the outstanding defense, won a defensive struggle, 13-10. I've been pulling for the Ravens because before the season started they signed Willie Anderson, a former Bengal who was always one of my favorite NFL players.
After the highlights, an ESPN reporter was talking to arguably the Ravens best defensive player, Ray Lewis. The first words out of his mouth where the obligatory, "Thank God . . ."
Now I always loathe this kind of crap. Why athletes and actors seem to think that their professions are so important that He (if it is indeed a He), despite all of the problems here on earth, would devote the tiniest amount of time to something as unnecessary as sports or entertainment, is completely beyond me.
If I'm not mistaken, didn't Ray Lewis spend time in jail prior to the Ravens Superbowl run early in the decade because he was directly involved in a murder (I believe - and I could be wrong here - that one of his posse - and why do entertainers and athletes always have to posses? - shot and killed a man, and Ray either suppressed evidence or lied to the authorities (or both)? Yet, God was on the Ravens side and helped them beat the Titans? What a crock!
Why He would help the Ravens intercept a pass or recover a fumble, and He wouldn't help a drug-addicted mother make the right decision and not drown her infant in the toilet is completely inexplicable to me. Please, let's keep things in perspective.
Besides, if our Deity is so devoted to such meaningless things, then I would think we need to look for a new one.
Saturday, January 10, 2009
Friday
There are 12 days left of the semester. And last week I had two brand new students show up. No warning. No clues as to who they are or where they are from.
Never mind that we are just about to wrap up To Kill a Mockingbird. So what do I do with them? It’s not like I can have them read the novel, which we just spent the last four weeks or so on.
Now, I know they likely just showed up in the counseling office as abruptly as they showed up in my class.
But it would be nice to get some notice and info.
I could go down there and get to the bottom of it myself. But then when do I have time with finishing this novel, grading several essays on TKM, grading a comparison essay in College Comp, researching for my College Comp’s final 8-12 page research paper, and, oh yeah, prepping for next semester’s classes.
I don’t have the time.
I also know that the counselors have every right to expect me to come down and get the info. However, it never used to work that way. We used to get slips from students that we could either accept and sign or reject and turn the students away. We used to at least get a little warning.
What has changed?
I know the counselors too are just as busy as I am.
I just wish we could find someone to help ease the transition for these kids.
****
I’m an idiot. I have never disputed this fact.
Case in point: I made it to school, late as usual, and saw a message on my phone.
“Just wondering where you put the keys. They aren’t in my purse or in the Blazer,” Kristie said, obviously not happy since I was the last to use the Blazer when I picked KoKo up from basketball practice.
So I spent the morning trying to think of where I could have possibly left those damn keys.
And I came up with nothing.
The sad thing is this happens ALL the time.
The day before I was scouring the house for my cell phone. The day before that my checkbook.
I should take a class in organization and concete-sequentialness.
Luckily, the keys were located. After school, and after searching both vehicles and every drawer I could find, I dug through one of my coat pockets (a coat I was sure I never wore when I went to pick KoKo up). Sure enough, there they were.
I tried to smuggle them into an obvious place so it would look like we ALL had missed them, but I got caught.
Now, I just need to find where I placed Kristie’s Wicked book. It's not on the shelf anymore. Nor is it in any of our book cases. It's not in any of the bathrooms or our bedroom. I never even read it. I just remember recommending it to Tricia's daughter, Ashley, when they were over on New Year's Day.
Maybe I should check my coat again.
Never mind that we are just about to wrap up To Kill a Mockingbird. So what do I do with them? It’s not like I can have them read the novel, which we just spent the last four weeks or so on.
Now, I know they likely just showed up in the counseling office as abruptly as they showed up in my class.
But it would be nice to get some notice and info.
I could go down there and get to the bottom of it myself. But then when do I have time with finishing this novel, grading several essays on TKM, grading a comparison essay in College Comp, researching for my College Comp’s final 8-12 page research paper, and, oh yeah, prepping for next semester’s classes.
I don’t have the time.
I also know that the counselors have every right to expect me to come down and get the info. However, it never used to work that way. We used to get slips from students that we could either accept and sign or reject and turn the students away. We used to at least get a little warning.
What has changed?
I know the counselors too are just as busy as I am.
I just wish we could find someone to help ease the transition for these kids.
****
I’m an idiot. I have never disputed this fact.
Case in point: I made it to school, late as usual, and saw a message on my phone.
“Just wondering where you put the keys. They aren’t in my purse or in the Blazer,” Kristie said, obviously not happy since I was the last to use the Blazer when I picked KoKo up from basketball practice.
So I spent the morning trying to think of where I could have possibly left those damn keys.
And I came up with nothing.
The sad thing is this happens ALL the time.
The day before I was scouring the house for my cell phone. The day before that my checkbook.
I should take a class in organization and concete-sequentialness.
Luckily, the keys were located. After school, and after searching both vehicles and every drawer I could find, I dug through one of my coat pockets (a coat I was sure I never wore when I went to pick KoKo up). Sure enough, there they were.
I tried to smuggle them into an obvious place so it would look like we ALL had missed them, but I got caught.
Now, I just need to find where I placed Kristie’s Wicked book. It's not on the shelf anymore. Nor is it in any of our book cases. It's not in any of the bathrooms or our bedroom. I never even read it. I just remember recommending it to Tricia's daughter, Ashley, when they were over on New Year's Day.
Maybe I should check my coat again.
Shots
Kenzie had to get her vaccination shots yesterday. The nurses came in. They asked if it was okay for both of them to administer the shots since it would be quicker. We said of course.
So after Kenzie drank down the first vaccination mixture, she was ready for her shots. We held her down while each nurse found a spot on each of Kenzie's little thighs. They swabbed and then told us to get ready.
I couldn't watch them do it. So I looked at Kenzie's eyes.
They went from perfectly wonderful to alligator tears in a matter of a nano second.
Poor thing. After the simultaneous shots, the head nurse had to administer a final shot.
That only made Kenzie cry harder. Her face reddened and contorted and the tears rolled down her angry cheeks.
The cute little Garfield bandages they put on her legs when it was all done didn't matter to Kenzie one bit. She can't even get a balloon or sucker, like I used to when I was a kid after I had to suffer through a shot.
She was pretty well knocked out on the ride home, but, of course, once Kristie left for work - and I was left in charge - she woke up and was not happy.
The poor little thing.
I felt terrible since there was little I could do to help her tears. I tried holding her and walking, holding her and rocking, holding her and hopping, craddling her and humming. Finally, I had to set her in her play pen. Then I gave her a little bit of Tylenol. She calmed a bit. So I just pulled up a chair and held my hand on her little chest while she sobbed. After 15 painful minutes of tears, she zonked right out.
I was still too nervous to let her out of my sight, so I just sat and watched her sleep. Then when I couldn't take it anymore (I kept checking to make sure she was breathing, with nightmare scenerios of the rarest reactions to vaccinations running through my mind), and I cradled her and rocked her back to sleep.
That was how I spent the rest of the afternoon.
Now, though, she is back to normal. You can still see her bandages. We're in the clear now . . . at least for a few more months.
So after Kenzie drank down the first vaccination mixture, she was ready for her shots. We held her down while each nurse found a spot on each of Kenzie's little thighs. They swabbed and then told us to get ready.
I couldn't watch them do it. So I looked at Kenzie's eyes.
They went from perfectly wonderful to alligator tears in a matter of a nano second.
Poor thing. After the simultaneous shots, the head nurse had to administer a final shot.
That only made Kenzie cry harder. Her face reddened and contorted and the tears rolled down her angry cheeks.
The cute little Garfield bandages they put on her legs when it was all done didn't matter to Kenzie one bit. She can't even get a balloon or sucker, like I used to when I was a kid after I had to suffer through a shot.
She was pretty well knocked out on the ride home, but, of course, once Kristie left for work - and I was left in charge - she woke up and was not happy.
The poor little thing.
I felt terrible since there was little I could do to help her tears. I tried holding her and walking, holding her and rocking, holding her and hopping, craddling her and humming. Finally, I had to set her in her play pen. Then I gave her a little bit of Tylenol. She calmed a bit. So I just pulled up a chair and held my hand on her little chest while she sobbed. After 15 painful minutes of tears, she zonked right out.
I was still too nervous to let her out of my sight, so I just sat and watched her sleep. Then when I couldn't take it anymore (I kept checking to make sure she was breathing, with nightmare scenerios of the rarest reactions to vaccinations running through my mind), and I cradled her and rocked her back to sleep.
That was how I spent the rest of the afternoon.
Now, though, she is back to normal. You can still see her bandages. We're in the clear now . . . at least for a few more months.
Cleaning Crew
KoKo had several friends sleep over last night. This morning they got up and decided to pay a visit to Kyle and Cody, a couple of boys in their class, over at Kyle's house.
When KoKo called Kyle to see if it was okay, he was hesitant since he thought his house was a bit of a mess.
"What eighth grade boy worries if their house is clean?" Olivia, one of KoKo's friends, said.
"Yeah, what's wrong with him?" Alexis, another friend, wondered.
So as the girls were about to head out, we suggested they bring along with them some of our cleaning supplies, just as a little joke on Kyle.
The girls loved it. Soon they were digging around for everything from Windex to a Swiffer.
Here they are - Broomer Betty, Windex Wendy, Swiffer Sally, and friends.
When KoKo called Kyle to see if it was okay, he was hesitant since he thought his house was a bit of a mess.
"What eighth grade boy worries if their house is clean?" Olivia, one of KoKo's friends, said.
"Yeah, what's wrong with him?" Alexis, another friend, wondered.
So as the girls were about to head out, we suggested they bring along with them some of our cleaning supplies, just as a little joke on Kyle.
The girls loved it. Soon they were digging around for everything from Windex to a Swiffer.
Here they are - Broomer Betty, Windex Wendy, Swiffer Sally, and friends.
I always thought I'd make a great Jedi
Why did this have to arrive 25 years too late??
Or did it? There’s always my birthday and next Christmas.
http://www.usatoday.com/life/lifestyle/2009-01-06-force-trainer-toy_N.htm?csp=34
Or did it? There’s always my birthday and next Christmas.
http://www.usatoday.com/life/lifestyle/2009-01-06-force-trainer-toy_N.htm?csp=34
Friday, January 09, 2009
I always believed that people like this were just nuts. However, after witnessing my daughter's birth and touching her for the first few minutes of her life, I think that hell is not enough punishment for the girl or her father.
http://www.nydailynews.com/news/us_world/2009/01/08/2009-01-08_girl_16_accused_of_drowning_infant_in_to.html
http://www.nydailynews.com/news/us_world/2009/01/08/2009-01-08_girl_16_accused_of_drowning_infant_in_to.html
Thursday, January 08, 2009
Thursday
I visited with Tom and Mike in the staff room until 8 this morning. By the time I rolled around to my room, several students were standing outside my door eager to get in. How nice that is!
****
A bit of humor from first block.
Kaine asked me if I had seen a news piece on the ‘werewolf boy.’
I knew who he was talking about since I had seen several shows on the boy (and his brother) who have a rare skin condition where their hair gross wildly all over their bodies, giving them the look of werewolves.
“Yeah, I’ve seen those brothers. I believe they work for a circus,” I said. “But I’m not sure of the disease they have.”
“Oh,” Kaine said, “it’s called werewolves’ disease.”
“Yeah, right,” I said, hoping to get him fired up.
Then his buddy, Zach, beat me to the punch. “It’s not called werewolves disease. I’ve seen that show too.”
“No. It is called werewolves’ disease.”
“Yeah,” Zach added with a smirk, “that’s the idiot’s name for the disease.”
I couldn’t help but laugh.
“Well, it should be called werewolves’ disease,” Kaine concluded.
*****
One of my former students, Ben, has a penchant for 80’s and 90’s rock. So we can always strike up a conversation. Usually, he swings in to ask me what I think of a CD he is thinking about buying (I think he is one of the rare students who still buys CDs as opposed to just getting them off itunes – but then you lose out on all the cool artwork and stuff that goes with an actual CD).
During my prep, I was in the middle of grading an essay when I damned near jumped out of my chair from Ben and his friend, Chris, charging into my room and asking, “Mr. Reynolds, which album should I buy . . . Dirt, Piece of Mind, or Room on Fire?”
“What?” I said, my mind still back in the paper.
“Dirt, Piece of Mind, or Room on Fire?” Ben asked.
Switching gears I answered, “Well, you gotta go with Dirt. It’s one of the seminal grunge albums of the ‘90’s. I mean Alice in Chains made a classic album. You have “Angry Chair,” “Rooster,” “Down in a Hole,” and “Them Bones.””
“Yeah,” Chris added, plopping himself on top of one of my chairs.
“See,” Ben said. “I won. I knew he’d pick that one.”
“Well, Piece of Mind is okay, but it’s got a couple clunkers on it like “Quest for Fire” and that song based on Dune. It's not Maiden's best album.”
Then we launched into a brief discussion of what Alice in Chains’ album is better: Dirt or its predecessor, Facelift.
Satisfied, Ben and Chris headed back into the hallway with their mp3 players in hand.
I went back to the essay.
****
A bit of humor from first block.
Kaine asked me if I had seen a news piece on the ‘werewolf boy.’
I knew who he was talking about since I had seen several shows on the boy (and his brother) who have a rare skin condition where their hair gross wildly all over their bodies, giving them the look of werewolves.
“Yeah, I’ve seen those brothers. I believe they work for a circus,” I said. “But I’m not sure of the disease they have.”
“Oh,” Kaine said, “it’s called werewolves’ disease.”
“Yeah, right,” I said, hoping to get him fired up.
Then his buddy, Zach, beat me to the punch. “It’s not called werewolves disease. I’ve seen that show too.”
“No. It is called werewolves’ disease.”
“Yeah,” Zach added with a smirk, “that’s the idiot’s name for the disease.”
I couldn’t help but laugh.
“Well, it should be called werewolves’ disease,” Kaine concluded.
*****
One of my former students, Ben, has a penchant for 80’s and 90’s rock. So we can always strike up a conversation. Usually, he swings in to ask me what I think of a CD he is thinking about buying (I think he is one of the rare students who still buys CDs as opposed to just getting them off itunes – but then you lose out on all the cool artwork and stuff that goes with an actual CD).
During my prep, I was in the middle of grading an essay when I damned near jumped out of my chair from Ben and his friend, Chris, charging into my room and asking, “Mr. Reynolds, which album should I buy . . . Dirt, Piece of Mind, or Room on Fire?”
“What?” I said, my mind still back in the paper.
“Dirt, Piece of Mind, or Room on Fire?” Ben asked.
Switching gears I answered, “Well, you gotta go with Dirt. It’s one of the seminal grunge albums of the ‘90’s. I mean Alice in Chains made a classic album. You have “Angry Chair,” “Rooster,” “Down in a Hole,” and “Them Bones.””
“Yeah,” Chris added, plopping himself on top of one of my chairs.
“See,” Ben said. “I won. I knew he’d pick that one.”
“Well, Piece of Mind is okay, but it’s got a couple clunkers on it like “Quest for Fire” and that song based on Dune. It's not Maiden's best album.”
Then we launched into a brief discussion of what Alice in Chains’ album is better: Dirt or its predecessor, Facelift.
Satisfied, Ben and Chris headed back into the hallway with their mp3 players in hand.
I went back to the essay.
The Crucible revisited
At least the Puritan zealots hanged their witches.
http://www.cnn.com/2009/WORLD/asiapcf/01/08/png.witchcraft/index.html
This is on the heels of listening to a 60 Minutes podcast that focused on E-waste. This is the tons of computers, cell phones, ipods, and other forms of technology that are tossed out every year. While there are some legitimate recycling centers in America, a number of American recycling centers disobey laws and simply sell it to the East Asian black markets.
A news crew visited one town devoted to stockpiling all of this E-waste. What few people realize is how truly hazardous something as simple as a TV or computer monitor can be (containing quite a bit of lead as well as other chemicals and compounds).
The news crew, before being attacked by some gangsters who were making a mint off of the illegal trade of E-waste, had a soil sample confiscated and almost had their cameras taken away until they were able to wrestle them back.
The news crew found villagers, who work for all of eight dollars a day, melting down hard rives for the bits of copper and gold. Scientists who have studied the area found that 7 out of 10 children in the village have significant amounts of lead in their blood.
Yet, the villagers are able to live with all the toxic chemicals they inhale from the fires used to melt down the components, which they then pick through and turn over the vital metals to the gangsters, as well as burns on their hands since they use a medieval type of smelting device to melt down the materials.
The irony of this was not lost on the reporter - here the most advanced technology of the 21st century runs right into practices from the 17th century.
I couldn't help but think of Jurgis and his family - as well as other immigrants who were exploited by the Chicago meat packing industry at the close of the 19th century. I guess it's The Jungle revisited too.
http://www.cnn.com/2009/WORLD/asiapcf/01/08/png.witchcraft/index.html
This is on the heels of listening to a 60 Minutes podcast that focused on E-waste. This is the tons of computers, cell phones, ipods, and other forms of technology that are tossed out every year. While there are some legitimate recycling centers in America, a number of American recycling centers disobey laws and simply sell it to the East Asian black markets.
A news crew visited one town devoted to stockpiling all of this E-waste. What few people realize is how truly hazardous something as simple as a TV or computer monitor can be (containing quite a bit of lead as well as other chemicals and compounds).
The news crew, before being attacked by some gangsters who were making a mint off of the illegal trade of E-waste, had a soil sample confiscated and almost had their cameras taken away until they were able to wrestle them back.
The news crew found villagers, who work for all of eight dollars a day, melting down hard rives for the bits of copper and gold. Scientists who have studied the area found that 7 out of 10 children in the village have significant amounts of lead in their blood.
Yet, the villagers are able to live with all the toxic chemicals they inhale from the fires used to melt down the components, which they then pick through and turn over the vital metals to the gangsters, as well as burns on their hands since they use a medieval type of smelting device to melt down the materials.
The irony of this was not lost on the reporter - here the most advanced technology of the 21st century runs right into practices from the 17th century.
I couldn't help but think of Jurgis and his family - as well as other immigrants who were exploited by the Chicago meat packing industry at the close of the 19th century. I guess it's The Jungle revisited too.
Wednesday, January 07, 2009
To Kill a Mockingbird
I found a most interesting book in the library today, Readings on To Kill a Mockingbird. One of the best sections of the book includes a series of letters to the editor of the Richmond News-Leader over the banning of the book in Hanover, Virginia.
The school board sided with parents who charged the book with being too controversial because of rape and racism.
The paper, to its credit, set up a fund (The Beadle Bumble Fund) that offered to purchase copies of the book for any students who wanted to read it after the school had it banned.
Here are a couple of interesting comments from some of the sample letters.
Editor, News-Leader
I enthusiastically applaud and concur with your comments concerning the removal of "To Kill a Mockingbird" from Hanover County school libraries. I have long held that the only Mockingbirds which deserves to be killed is the one which screeches outside my window at some ungodly hour every morning, but the board's move came as no great surprise. Nor would it have surprised anyone who generally reads bulletins posted in Virginia public libraries.
These official guardians of literary morality enshrined on the State Library Board (or whatever it is) have, I am sure, produced some ethical gems in the past. Now they have turned again upon children and really outdone themselves. Among the latest batch ordered removed from circulation in public libraries one will find the Tom Swift series, the Hardy Boys' series, the Uncle Wiggly series, the Wizard of Oz (shame on Judy Garland), and, no kidding, "The Bobbsey Twins."
We are informed that these books, among others named, constitute cheap sensationalism. God, what a twisted kid I must have been! I actually enjoyed them! And I still can't even rationalize how they contributed significantly to my complete degeneration. My sympathy to Dick and Jane.
Bruce C. Campbell
* The irony of this entry and sarcasm are wonderful.
Editor, News-Leader:
As a regular reader of your paper I am very disappointed in your recent position regarding a certain book in a Hanover County school. I have not read the book (nor do I intend to do so) but I did see the diabolical movie, which was repulsive enough. No doubt, had I read the book, I should have found a rather detailed and descriptive account of what actually took place in the story.
The decision of our School Board does not deny anyone the right to purchase this controversial book, nor any other book, if he so desires.
In our community, Mr. Bosher is a respected businessman of irreproachable character. Were there more such officials of his caliber in the "driver's seat" of the local, state, and federal government of this nation, the rampant moral decline with which we are currently oppressed might have been avoided.
Someone had the audacity to refer to Mr. Bosher as "ignorant." The term is employed today, often indiscriminately by some folks who attempt to categorize those who disagree with them. All of us are ignorant of various matters.
To put so much emphasis on the fact that the author of "To Kill a Mockingbird" was awarded the Pulitzer Prize does not impress me. Martin Luther King was awarded the Nobel Peace Prize. What irony!
I am thankful that at an early age my parents introduced me to wholesome reading material. Consequently, never having cultivated an appetite for baser literature (and I use the word "literature" loosely), I have always sought undefiled reading material.
I don't recall that such a commotion came about when an atheist in Maryland carried to the federal courts her protest against the use of prayer in the public schools.
Everyone should be cognizant of the fact that a young mind is a flexible and a vulnerable mind. Therefore, influences such as books, movies, etc. can either elevate or degrade that mind.
It takes a strong back to stand up and be counted. May I say, bravo, Mr Bosher! Carry on!
Miss Vivian Blake
* Now this one is interesting too. I'm not sure what she means about Martin Luther King winning the Nobel Peace Prize, though. Is it a racist jab? Her ignorance is clear, though, having not read the vile book and basing her opinions on the disgusting film version. I think it's interesting that she mentioned she was raised on "wholesome reading material." Yet, she never bothers to mention what precisely that material is.
However, Lee's own response to the controversy trumps all:
Editor, News-Leader:
Recently I have received echoes down this way of the Hanover County School Board's activities, and what I've heard makes me wonder if any of its members can read.
Surely it is plain to the simplest intelligence that "To Kill a Mockingbird" spells out in words of seldom more than two syllables a code of honor and conduct, Christian in its ethic, that is the heritage of all Southerners. To hear that the novel is "immoral" has made me count the years between now and 1984, for I have yet to come across a better example of doublethink.
I feel, however, that the problem is one of illiteracy, not Marxism. Therefore I enclose a small contribution to the Beadle Bumble Fund that I hope will be used to enroll the Hanover County School Board in nay first grade of its choice.
Harper Lee
* Of course, I doubt that Miss Vivian Blake would catch the 1984 allusion since that was likely not deemed "wholesome reading material."
That third paragraph is exactly why I teach the book.
The school board sided with parents who charged the book with being too controversial because of rape and racism.
The paper, to its credit, set up a fund (The Beadle Bumble Fund) that offered to purchase copies of the book for any students who wanted to read it after the school had it banned.
Here are a couple of interesting comments from some of the sample letters.
Editor, News-Leader
I enthusiastically applaud and concur with your comments concerning the removal of "To Kill a Mockingbird" from Hanover County school libraries. I have long held that the only Mockingbirds which deserves to be killed is the one which screeches outside my window at some ungodly hour every morning, but the board's move came as no great surprise. Nor would it have surprised anyone who generally reads bulletins posted in Virginia public libraries.
These official guardians of literary morality enshrined on the State Library Board (or whatever it is) have, I am sure, produced some ethical gems in the past. Now they have turned again upon children and really outdone themselves. Among the latest batch ordered removed from circulation in public libraries one will find the Tom Swift series, the Hardy Boys' series, the Uncle Wiggly series, the Wizard of Oz (shame on Judy Garland), and, no kidding, "The Bobbsey Twins."
We are informed that these books, among others named, constitute cheap sensationalism. God, what a twisted kid I must have been! I actually enjoyed them! And I still can't even rationalize how they contributed significantly to my complete degeneration. My sympathy to Dick and Jane.
Bruce C. Campbell
* The irony of this entry and sarcasm are wonderful.
Editor, News-Leader:
As a regular reader of your paper I am very disappointed in your recent position regarding a certain book in a Hanover County school. I have not read the book (nor do I intend to do so) but I did see the diabolical movie, which was repulsive enough. No doubt, had I read the book, I should have found a rather detailed and descriptive account of what actually took place in the story.
The decision of our School Board does not deny anyone the right to purchase this controversial book, nor any other book, if he so desires.
In our community, Mr. Bosher is a respected businessman of irreproachable character. Were there more such officials of his caliber in the "driver's seat" of the local, state, and federal government of this nation, the rampant moral decline with which we are currently oppressed might have been avoided.
Someone had the audacity to refer to Mr. Bosher as "ignorant." The term is employed today, often indiscriminately by some folks who attempt to categorize those who disagree with them. All of us are ignorant of various matters.
To put so much emphasis on the fact that the author of "To Kill a Mockingbird" was awarded the Pulitzer Prize does not impress me. Martin Luther King was awarded the Nobel Peace Prize. What irony!
I am thankful that at an early age my parents introduced me to wholesome reading material. Consequently, never having cultivated an appetite for baser literature (and I use the word "literature" loosely), I have always sought undefiled reading material.
I don't recall that such a commotion came about when an atheist in Maryland carried to the federal courts her protest against the use of prayer in the public schools.
Everyone should be cognizant of the fact that a young mind is a flexible and a vulnerable mind. Therefore, influences such as books, movies, etc. can either elevate or degrade that mind.
It takes a strong back to stand up and be counted. May I say, bravo, Mr Bosher! Carry on!
Miss Vivian Blake
* Now this one is interesting too. I'm not sure what she means about Martin Luther King winning the Nobel Peace Prize, though. Is it a racist jab? Her ignorance is clear, though, having not read the vile book and basing her opinions on the disgusting film version. I think it's interesting that she mentioned she was raised on "wholesome reading material." Yet, she never bothers to mention what precisely that material is.
However, Lee's own response to the controversy trumps all:
Editor, News-Leader:
Recently I have received echoes down this way of the Hanover County School Board's activities, and what I've heard makes me wonder if any of its members can read.
Surely it is plain to the simplest intelligence that "To Kill a Mockingbird" spells out in words of seldom more than two syllables a code of honor and conduct, Christian in its ethic, that is the heritage of all Southerners. To hear that the novel is "immoral" has made me count the years between now and 1984, for I have yet to come across a better example of doublethink.
I feel, however, that the problem is one of illiteracy, not Marxism. Therefore I enclose a small contribution to the Beadle Bumble Fund that I hope will be used to enroll the Hanover County School Board in nay first grade of its choice.
Harper Lee
* Of course, I doubt that Miss Vivian Blake would catch the 1984 allusion since that was likely not deemed "wholesome reading material."
That third paragraph is exactly why I teach the book.
Hope Kenzie doesn’t get any ideas
Why can’t we live fifty yards from the elementary school instead of the high school?
http://news.yahoo.com/s/ap/20090106/ap_on_re_us/odd_boy_driver
http://news.yahoo.com/s/ap/20090106/ap_on_re_us/odd_boy_driver
Back to it
“I should have taken an extra day off to help transition,” I told Kristie.
Of course, I got no sympathy from her since she only has a fraction of the time off I do over the year.
I was spoiled over break. Kenzie was a lot of work, but whenever I got worn down (usually just before Kristie got home for lunch and after work) with Kenzie screaming, I just held her close and reminded myself how blessed I am with such a beautiful and healthy little girl.
But I am blessed too to have this job. I couldn’t wait to get back to work today.
Well, I could since I didn’t get nearly enough correcting done and that I was running around like a madman trying to execute lesson plans and get work returned to students.
****
KoKo is now getting seven teeth pulled out. Poor kid. Kristie, though, made the right decision. Does she miss practice or school?
There was no question; KoKo’s appointment was made for as late in the day as possible.
Given the amount of time my first hour students have missed, I wish others would put a greater emphasis on attending school.
I’ve never had a class miss so much time. I do know, though, that attendance has really taken a back seat lately around here. That might be a reflection of our attitudes as a staff here, students, parents, or society. I’m not sure.
But just wait until crunch time in two weeks. Then the excuses will poor in. But will the late work? We’ll see.
I’m leaning toward doing what a former social studies teacher used to do, participation points. Now, I do give students these, but I’m pretty lenient for excused absences. However, our former social studies teacher only awarded participation points if students were present – regardless of the excuse.
This makes a great deal of sense to me.
Now, the former teacher used to remind parents, when they were angry at their child’s lowered grade, that in order to earn participation points, one must participate. In order to participate, one must attend.
That seems to be lost around here.
What job (or spot on a team) would these same students be able to keep 10 years down the road when then miss up to 20% of work time? But that’s the point: this is just school and that would be work (or athletics). Backwards, isn’t it?
Of course, I got no sympathy from her since she only has a fraction of the time off I do over the year.
I was spoiled over break. Kenzie was a lot of work, but whenever I got worn down (usually just before Kristie got home for lunch and after work) with Kenzie screaming, I just held her close and reminded myself how blessed I am with such a beautiful and healthy little girl.
But I am blessed too to have this job. I couldn’t wait to get back to work today.
Well, I could since I didn’t get nearly enough correcting done and that I was running around like a madman trying to execute lesson plans and get work returned to students.
****
KoKo is now getting seven teeth pulled out. Poor kid. Kristie, though, made the right decision. Does she miss practice or school?
There was no question; KoKo’s appointment was made for as late in the day as possible.
Given the amount of time my first hour students have missed, I wish others would put a greater emphasis on attending school.
I’ve never had a class miss so much time. I do know, though, that attendance has really taken a back seat lately around here. That might be a reflection of our attitudes as a staff here, students, parents, or society. I’m not sure.
But just wait until crunch time in two weeks. Then the excuses will poor in. But will the late work? We’ll see.
I’m leaning toward doing what a former social studies teacher used to do, participation points. Now, I do give students these, but I’m pretty lenient for excused absences. However, our former social studies teacher only awarded participation points if students were present – regardless of the excuse.
This makes a great deal of sense to me.
Now, the former teacher used to remind parents, when they were angry at their child’s lowered grade, that in order to earn participation points, one must participate. In order to participate, one must attend.
That seems to be lost around here.
What job (or spot on a team) would these same students be able to keep 10 years down the road when then miss up to 20% of work time? But that’s the point: this is just school and that would be work (or athletics). Backwards, isn’t it?
Friday, January 02, 2009
High Maintenance
Kenzie certainly is high maintenance. I can hardly get anything done. I'm only going to get about half of the correcting done that I originally planned. But when you look at this face, does it really matter? Despite all the work (and my new appreciation for what Gail does for us), I wish I had another week to stay home with her!
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