The Ambitious Procrastinators

 Here are some thoughts and reflections about the first semester.

 I previously taught these students in English I and English II. This experience is called looping,
 and I think that it is beneficial to follow a class for two years. Teaching the same class for three
 years creates more issues; I have found it challenging and exhausting. I have a high number of
 going through concurrent enrollment, more students who should have taken college classes, and
 the students with the same problems they had a few years ago. I have students who have a job, and
 students who are involved in many activities. They wanted me to describe their class using one
 word. One word cannot describe this class; I came up with an oxymoron, ambitious
 procrastinators. Some students are very ambitious and work hard to achieve their goals,
 some students are ambitious but procrastinate, and the rest of the students who just procrastinate.

 I love English literature, but I noticed that when the students were forced to read Beowulf or a
 Shakespearean play, they became apathetic. Of course, when they chose something to read based
 on their interests or career choices, then they read without whining about it. I tried to match up       students interested in the medical field with books about medicine or students who liked history
 read about people or events in history. Students had to complete the rough draft of their senior
 paper this semester, and they worked every Friday on it. Most of the students worked, but their
 were some who wanted to waste the time they were given. Even though I have to play the high
 school game, next semester I am going to set up my classes like a college class. Well, the best
 at I can do. I'll lecture one day; then the students will work in study groups the next day. On
 Wednesday, the students will be in discussion groups. On Thursday, I will again be the Sage on the
 Stage and get them ready for Monday. Friday will be our Genius Hour Day. They have to
 complete the final copy of their senior paper and give the senior project speech in May. The most
 difficult part of this year was creating new curriculum for this class.

Even though I have taught almost 25 years, I still make changes. I changed the curriculum to better fit the students, I did an extreme-makeover of the classroom this last summer so that it became my classroom, and I am always willing to try something new even though it may not work like I want
it to work. Being the a teacher doesn't mean that you have to play follow the leader. You have to
forge your own path to take just like your students have to find the one best for them.
     

It's Just a Bill!

     This weekend, I read about State Bill 911 which would give schools the opportunity to punish unruly students without suspending them. These students would appear before a volunteer judge who would decide to either require the student to do community service or pay a fine. The fines could pay for additional security at the school or help with to bring in character education. The one comment that really caught my eye was "This is the number one problem in education." This bill is just a bill because it doesn't address the real problems that we are facing in education.
     First, the number one problem for schools is the teacher shortage, and the only solution is to make education first in our state. Several years ago, someone told me that Oklahoma should be the education state, not the toll road state. It's time to quit insulting teachers, it's time to listen to teachers, and it's time to give teachers a pay raise. Solving the teacher shortage would help reduce class size which would lead to fewer discipline problems. Teachers could also focus on the needs of the students and not just trying to get through the curriculum to meet testing requirements.
     Next, show students different paths that they can take in school. School should not be just about passing a test. In my opinion, students should be on a plan of study that is followed and updated at they progress through school. This plan of study would focus on their interests and also help them overcome weaknesses in reading and writing across the curriculum. If students have a path to take, then school becomes more important to them. Then, discipline problems should be not be an issue. It's all about the curriculum and making it relevant to the students. Adapt the curriculum to fit the needs of the students instead of making it fit a test.
     Finally, I told my husband about this bill. His first response was that students could just pay their way out if their families have the money. We cannot ignore the lives of our students, the way they live, and where they live. Education is the only path out of any situation; we just have to guide them down the right direction.

Thanks, Mrs. Allen!

      When I started teaching at Cache 23 years ago, Yvonne Allen was the senior English teacher. She has been retired for several years, but I have mirrored some of my ideas I use in the classroom after her. Here are three ideas I learned from her.
       To begin with, students in her English IV read books and research about their interests or career choices. On reading days, they would discuss at the end of the hour what they learned from their reading. Sometimes, they would write weekly summaries and reflections about what they read. I believe that if students make connections, relate what they read to other books or current events, and share their ideas with a group, then they have achieved a higher level of reading. It's all about reading to connect, reading to learn, and reading for fun.
      Next, all the essays that the students wrote in class were about their career choices or interests. If a student's career choice was welding, then this student wrote compare/contrast, definition, a personal narrative, and a research paper about it. Some of the students even decided at the end of the school year not to pursue their paths. Just like with reading, if teachers give students the choice, then the student becomes an active participant in their educational experiences.
      Finally, her classes were student-centered and not teacher-centered. The students set goals, planned out what they would accomplish for the week, and completed independent work. She mixed sage on the stage with guide on the side. Students took responsibility for their learning. Recently, a student needed help with correcting run-on sentences. I told her that she has covered this idea for the past six years and asked her how she would learn this skill.  She decided to use compound sentences in her essays and make sure to use correct punctuation. If students learn how to apply the rules in their papers and repeat it over and over again, then they will form the habit needed to sustain it.
       In conclusion, it's about showing students how to become independent learners and thinkers and giving them choices. Thanks, Mrs. Allen, for showing that education is not about a test, but about the student.

That Little Thing Called Looping

      This year, I moved up to Senior English. During my teaching career, I spent most of my time with the freshmen and a couple of years with the sophomores. What made this decision so unusual was that I was going to teach the same group of students for the third time. Yes, you just read it! The third time! I taught them in English I and English II. My son is also in this class, and the thought of having his mom as teacher for the third time was very traumatic for him. He thinks that I will follow him to the college level next year. When a teacher follows a class for two years, this idea is called looping. I wonder what it should be called if a teacher loops for three years. How about "Once, Twice, Three Times a Looper?" Okay, back to my thoughts about an advantage and a disadvantage of looping.
      So what is an advantage? Well, I know the strengths and weaknesses of my students. When they were in 9th grade, my main focus was on reading comprehension skills. Then, at the 10th grade level, my focus changed to essay writing mixed in with reading comprehension.  Truthfully, it was all about the EOI test that year. Of course, reading, writing, speaking, listening, and vocabulary skills were involved. Without  the repetition of the skills and strategies, then students lose what they have learned. It's like playing a sport; if you don't play awhile, then you get out of shape. You may remember the concept or the terminology, but you have to use it to regain that skill. Therefore, the focus this year is on writing skills, not for a test, but for the college level. It was time to move away from EOI essay writing to academic writing. They are getting a reading and writing workout. Maybe, that's why I was voted as The Teacher Who Gives the Most Homework.
      And now, here is a disadvantage. My students are used to my teaching style and methods. I had this problem going from 9th to 10th grade. I didn't want them to think that they were still in a 9th grade class. I have had to change some of my methods and become more of a Guide on the Side than a Sage on the Stage. I already set the foundation; they just need more practice and repetition to improve their skills. I conduct more individual writing conferences and treat students more an individuals on different educational paths. All of this innovation and writing curriculum is mentally exhausting, but if I don't, the students and myself will become complacent.
      Finally, I would recommend that schools use looping at all grade levels. It does work, but as I have learned these last four years, it takes a lot of work, dedication, and innovation to make it work.

     
   
   

   

Student's Speech about EOI Testing

1. Introduction
1. “Everybody is a genius, but if you judge a fish by its ability to climb a tree, it will spend its whole life believing it is stupid.”
1. This is the problem with standardized testing in America, standard being the root word.
2. It expects me to have the same skill set as every other student, similar to the way this fish was expected to  be equally as adept at a monkey’s skill solely because they are both animals.
3. Standardized testing creates a one-size-fits-all complex that does not cater to individuals with unique strengths and weaknesses. Instead it demands a “manufactured student” because the most important information tends not to be what the test does measures, but rather what the test cannot.
2. In the early days of standardized testing, these assessments were a quick, quantifiable way to evaluate an insurgence of students that came about with the Industrial Revolution.
1. However, generations have changed, and likewise standardized testing has evolved to meet the modern curriculum and “demand” of advancing generations, yet these tests use the same, now antiquated platform for high stakes testing.
2. Using this outdated platform in major current-day decisions is unfair to students, teachers, and taxpayers
3. Therefore, I believe high stakes testing, specifically end of instruction tests, should be eliminated from all Oklahoma high schools.

1. Hurts Students
1. EOIs are supposed to have a positive outcome for students by verifying that they are receiving the quality education to which they are entitled, but is this the true effect that results from a high stakes test?
1. High stakes testing creates an undesirable and stressful environment, two conditions that can hinder the learning process.
2. Studies show that elementary students reported significantly higher levels of anxiety over No Child Left Behind (NCLB) assessments than  regular classroom tests incorporated into the curriculum (Segool et al).
2. After all, even a third grader can understand what unsatisfactory means about himself and other people’s perception toward him.
1. Society tells us these tests define who we are intellectually, and they become a sort of academic identity.
2. This leads students who score unsatisfactory into a cycle of academic mediocrity because they believe society when it says, “This number is the most to which you will ever equate. You are a failure,” and unfortunately this normally becomes a vast scene of wasted potential, yet one of the largest problems surrounding standardized testing is its inability to recognize a basic human trait called individuality because one size does not fit all in testing nor the classroom.

1. Degraded Education
1. The quality of education the youth is receiving has been degraded in response to standardized testing.
1. Educators get so wrapped up in the standards on the test that they forget to teach students the truly important skills like reasoning and innovation.
2. Furthermore, testing is not teaching, and completing test prep is not learning.
3. What happened to higher order thinking like analysis, synthesis, and true critical thinking.
4. Memorization and regurgitation is the lowest form of learning, yet it is what we use in preparation for the  EOI’s multiple choice format.
5. Moreover, real life is not as simple as selecting A, B, C, or D.
2. High stakes testing narrows the curriculum and attention of teachers.
1. They become so concerned with the outcome of these assessments that they tend to manufacture students rather than shape and cultivate their learning.
2. Additionally, students who are considered advanced or too behind to catch up receive less attention in the final stretch before testing, because teachers are too consumed trying to help students on the border of passing and failing.
3. EOIs are not benefiting the students; they are suffering from the repercussions.

1. Teacher Evaluations
1. However I am not here to place the blame on teachers the way EOIs do.
1. It is simply human nature to do everything possible to protect the security of one’s job, especially when the evaluation system is irrational.
2. The problem with using End of Instruction testing as a teacher assessment is they are based on students’ total learning experience and don’t take into account noncognitive factors that affect test performance.
3. Since we were in grade school, we have been told that education is like a pyramid.
4. All the skills that we learn build off of each other, so why does an algebra teacher take the fall for a student who never learned his time tables in third grade.
2. Noncognitive factors such as personal habits and values, dedication, perseverance, hunger and sleep also play a role in test results.
1. Teachers take the fall for a student who is constantly in ISD because he barely knows right from wrong.
2. Teachers take the fall for a student who could not concentrate during the test because he hasn’t eaten since yesterday’s lunch.
3. Teachers take the fall for a student who can’t stay awake because he couldn’t find anywhere to sleep last night.
4. This is the type of accountability that is placed on teachers as a result of our culture of standardized testing; EOI test results are not an accurate teacher evaluation system; they are unfair to teachers and taxpayers.

1. Taxpayer and Education Companies
1. Did you know that public education is a $750 billion market
1. However, this seems to be the only market where the customers are not surveyed about their satisfaction toward the product.
2. Instead, decisions regarding public education and testing are made for us, and this goes back to the 1960’s and earlier.
2. Around the same time  as the Johnson administration's “War on Poverty”  began, the National Assessment of Education Progress was created, and schools began administering this assessment in 1969.
1. Later in 1983 a publication called “A Nation at Risk” said that standardized tests like these proved schools were failing, teachers were failing, students were failing.
2. What is the solution to a failing education system: new textbooks, workbooks, teacher training, resources, and of course more standardized testing.
3. Millions of taxpayer dollars have gone toward this education bureaucracy, and the only party who benefits from these tests and related academic purchases are for profit private education companies like Pearson and CTB/Mcgraw-Hill.
1. These companies aren’t based on long-term student success; there simply isn’t any money in that.
2. Moreover these companies are known for making time consuming and costly mistakes such as the server crash of 2013.
3. These EOIs are unfair to taxpayers; therefore I believe they should be removed from all Oklahoma schools.

1. Alternative
1. However, regardless of the way I feel, the No Child Left Behind Act of 2001 requires that some form of a standardized test be administered to students of our age; therefore, I propose that we replace End of Instruction testing with the ACT.
1. Last year, the government spent nearly $7 million on the EOI.
2. If the EOI were replaced by the ACT, the state of Oklahoma would save $5,402,059 per year on testing, which means more money could go directly to the students instead of private education companies.
2. Furthermore, 73% of Oklahoma high school students took the ACT in 2013.
1. This makes using the ACT more efficient by eliminating the extraneous EOI test.
2. Also, the number of tests and amount of time spent testing would significantly decrease, therefore reducing student stress and creating a better learning environment.
3. Finally, student portfolios should be used for teacher assessments
1. because they will give a more accurate evaluation of an educator's teaching ability.
2. After all, test results cannot replace teacher expertise.

1. Counter Arguments
1. Despite the large number of benefits that would result from replacing EOIs with the ACT, some people still hold to this antiquated system of student examination,
1. one reason being the ACT measures college readiness, not high school-level proficiency.
2. However, how can a student pass a college entrance exam without adequate mastery of high school-level skills?
3. College readiness exams are made to measure high school skills.
2. Students also have reservations about the time constraints placed on the ACT.
1. I have personally taken the ACT, and I’m not going to say that it is easy.
2. Time management is one of the most important skills that we need to learn in high school to prepare us for college or our careers.

1. Conclusion
1. In conclusion, End of Instruction Tests provide inadequate information for student and teacher evaluation, and are unfair to taxpayers.
2. Ultimately, they are hurting the students and our education system.
3. EOIs should be eliminated in all Oklahoma schools.

Teacher Appreciation Week!

     This week is Teacher Appreciation Week! Each day, I will blog about a teacher who made a difference in my life. The first teacher is my dad who was my high school principal and driver's ed. teacher. He taught thirty years in Oklahoma and fifteen years in Texas. Even though my dad made me sit on two books while driving in driver's ed. and scared off any possible boyfriends, he showed me and the other students in school a respectful, caring attitude and expected us to have high standards for ourselves. He was always there to help anyone who needed assistance  like taking students home, picking them up if they needed a ride to school, paying for groceries, or just listening to them. He went above and beyond the typical definition of a teacher, and students and teachers respected him. When there is something going on in Oklahoma education, I always call him for advice. Even though he is retired, he has enough teaching wisdom to share with people in education. Thanks, dad, for making an impact on my life and the lives of the students at Big Pasture Public School.

    The next teacher who made an impact on my life was my science teacher, James Keeter. Science was my favorite class in high school. It was hands-on with little lecture. I remember one time when we had to have an insect collection. We met at the school around 6:00 in the morning, and Mr. Keeter drove us out to Cache Creek north of Randlett. We sat around a camp fire, and he made us breakfast. After we ate, it was time to collect some insects. We were only there a couple of hours, but I have never forgotten it. Mr. Keeter taught like there was no box, always pushed us to do our best, and made us laugh. Thank you, Mr. Keeter, for your dedication as a teacher. Even though I became an English teacher, I love science because of you.

    A couple of my former students have made an impact on my teaching. They chose the teaching profession and ended up teaching at their alma mater. Heather Murr teaches Spanish I and uses a lot of creative ideas to help her students not only learn Spanish but also have an appreciation for the culture. Some of her creative ideas include requiring students to explain in Spanish how to make a food dish, using game stations that help students learn the language, and using any form of technology to help with delivering the curriculum. Amber Dewinter teaches Oklahoma History and coaches soccer. She is not afraid to try something and if it does not work, try something else. She even required her students to write a research paper, which was a perfect example of writing across the curriculum. Thanks to both of them for inspiring me to try new ideas and helping me get through another year of teaching.

What Tests Don't Measure

 The sign read "Not Your Ordinary Garage Sale," and what I witnessed yesterday cannot be measured by a test score.  A student who attends Cache High School planned, implemented, and carried out a garage sale to raise money for a charity. This charity helps children in other countries who need life-saving surgeries. She started planning in November, assigned everyone a job, and with the help of volunteers from the church, collected items for the sale. Other students from Cache were in charge of the games children would play while their parents shopped. The items in the sale were not marked; customers donated what they thought the items were worth. In six hours, a student with an idea helped raise $6,400.
  We need to take a step back and reflect on what students should know and what they can do with that knowledge. This project is college & career readiness in action, unlike sitting in front a computer screen taking a test. I saw work ethic, determination, and responsibility that cannot be measured by a test score. What I observed justifies the  path I want all my students to take next year; get up and do something with what they have learned.

Let's Stop Pretending!

Let's stop pretending!

    It's always been done that way!

An excuse used by some everyday

Get up and learn something new

to help students in your classroom.

Curriculum is going in the right direction.

Teaching 1800's style is a predilection.

Focus on the interests of students and don't forget

to connect to real-world concepts.

Tests are the only answers to show

what our students know.

Write, discuss, and read

show more growth than choosing A, B, C, or D. 

That every student fits in a perfect box.

They are individuals with different directions to walk.

Show them the paths that they can take

and the decisions they may have to make.

.

"1, 2, 3,   1,2,3, 3,   1,2,3,   1,2,3,3,"

Let's stop pretending!

"The Haters are Just Going to Hate, Hate, Hate!"

In Taylor Swift's song, "Shake It Off!," She sings, "The Haters are going to hate, hate, hate!" Well, they sure don't let a week go by without hating on teachers or education in Oklahoma so that they can push their agendas. Here's a sampling of comments from this week.

 1.  Teachers get paid enough money because they only work 9 months. My salary has been  stagnate for almost ten years. In those ten years, I received two Master's Degrees; salary basically the same. I want to work on a Doctoral Degree in Curriculum, but I don't want the debt. My son is a senior next year, and his college education comes first. Teaching is a 24/7, 12 month career. I spend my weekends and the summers either working on new ideas for  curriculum, collaborating with colleagues, going to conferences, and reading books about new ideas. I even wrote a book called The Pass Survival Guide, and I just finished a book  called The Ye Olde Literary Shoppe's Grammar and Writing Guide that I will use in my classes  next year. By the way, you can access this book for free on iTunes.  Also,  teachers in other states have summer breaks and get paid more money, so a    comparison to other states does not make sense.

 2. Using the ACT for testing would cause curriculum to be less rigorous than the EOI tests.  I was appalled at this suggestion that the ACT preparation would cause curriculum to be less rigorous. The ACT score is what colleges look at when evaluating a future student. I have a student who is writing her persuasive essay in favor of replacing the EOI tests with  the ACT test. I showed her this article from The Daily Oklahoman that implied that the ACT would not be good enough because other states do not use it.  Why do we always play follow the leader? We need to the be the leader in education and teach like there is no box that a student should fit. The ACT means more to students than the EOI; they understand why that test is needed in high school. The reading and English sections are upper level and have more rigor. What's the problem? The EOI tests are not used to show what students  know; they are used to punish schools and teachers. There has to be way to keep teachers
in their place. That's the real problem. At the high school level, it's time to start mirroring college courses; start by using the ACT. Instead of looking at what has more rigor, we need to look at what has more value.

"The Haters are just going to hate, hate, hate! But just "Shake It Off!"

       

Another Brick in the Wall

     "We don't need no education. We don't need no thought control" are some lyrics from Pink Floyd's song, "Another Brick in the Wall." Every negative comment about education is just another brick in the wall. It's time to tear down this wall and design a different plan for schools. If I was Queen for a day, I would relate curriculum to the interests of the students, show teachers that they are appreciated, and get rid of testing in favor of portfolios.
      The first brick that needs to be removed is the outdated curriculum. I have said this idea many times and still believe that relating curriculum to the interests or career choices of students is necessary, especially at the high school level. We have students who attend college or career tech while still in high school. We have students who work jobs after school or on the weekends. Why are these opportunities overlooked in the high school classes?  Students need to see the connection between what they are learning and how they will use it in the "real-world." One of my blogs called "Acting It Out" discusses how to design an English class for students who like drama and speech. This idea would work for other career choices or interests. I remember an English teacher at my school who required seniors to plan a career path and write every kind of essay about this career path. This idea would work today. We need to show students what they have to learn and ask them, "How are you going to learn it?"
      The second brick that should be removed is the disrespect that is shown towards teachers and public schools. With all the negative comments in the news about education, it doesn't surprise me why we have a teacher shortage. Celebrate successes, celebrate innovations, or celebrate the creativity that teachers show. For every negative story, there should be 100 positive stories reported in the news. In 1987, my dad, who taught for 45 years, told me not to become a teacher. I think he felt the same way that some teachers feel today, a lot of work and dedication but little appreciation.
     The last brick that should be obliterated is using just a test to show the growth of students. A test only gives a brief look at what has been learned, not the complete picture that a portfolio would show.  A grade-level portfolio would show what students have achieved in all classes, a class portfolio would show the growth of students in that particular class, and a school portfolio would document that growth of students from 9th grade to 12th grade.  The portfolios would show examples of PBL, some test scores, and reflections written by students.
       Instead of adding another brick to the wall, it's time to tear it down one brick at a time.

Acting It Out!

     When I first started my teaching career, my classes were dictated by the textbook and worksheets. The same ways that I was taught in high school. I noticed as the years went by that the textbooks offered by the textbook companies became overloaded with too many activities, pages, and graphics. When I worked on my Master's Degree in Reading, I began the process of analyzing curriculum and designing curriculum that fit the standards. However, students have more opportunities now as they enter high school: college courses, classes at career tech, or graduating early.  What if curriculum was designed to emphasize the interests and career choices of the students? The curriculum would emphasize reading, writing, listening, speaking, and vocabulary skills. Here are some ideas for integrating drama into the English curriculum.
      I know that some students like to create their own drama for other people, but this curriculum is for the students who like to act on stage.  For reading skills, the students would act out different kinds of plays, read nonfiction like reviews or topics relating to the plays, act out poetry, and read fiction that connect to literary themes. Also, the students would write essays such as expository, narrative, persuasive, argumentative, literary analysis, and reflective, poetry, tweets,  blogs, and research papers.  All of the writing assignments must follow the stages of the writing process. Of course, academic vocabulary and new vocabulary acquisition would be included.
      Students love to talk, but sometimes, they have selective hearing. Listening and speaking skills are essential for the real-world. Acting out the plays, giving speeches, and having Socratic discussions fit speaking skills. Have students listen to college speakers or someone who performs at a local theater. Have them critique a performance and then discuss their opinions about it. If they discuss about it, they can write about it. Every skill is connected.
      Now, I know that some people would question how this idea connects to the real-world. Some career choices include becoming a teacher, author, actor, reporter, director, makeup artist, costume designer, or set designer. The options are endless, and there are scholarships that students could earn. Also, the class would culminate into a project where the students write their own play and perform it in front of an audience. They could also make videos and apps for plays.
      I hope that I can try these ideas before retirement. These ideas would help bring relevancy to the curriculum and prepare the students for possible career choices.

Back to the Future

      Back in 1990, I had to take a class called Audio/Visual Education. In this class, I learned how to make transparencies for an overhead projector. I had to write a paper about the equipment used in the classroom. Since Star Trek, the Next Generation was popular, I proposed the idea of a Holodeck. Teachers could program the classroom to project any period of time on the walls, holographic images of characters would be displayed around the room, and the students could interact with the characters.  I imagine the Globe Theater with Shakespeare and his entourage performing Romeo and Juliet.  Flashfoward 25 years later, and we have seen the development of the IMax Theater and the holograms of Michael Jackson and Tupac on stage. Would these ideas ever come into the classroom? It's too expensive to even consider it at this moment. However, if I could design my own classroom, called "The Ye Olde Literary Shoppe, what would it have in it? I would get away from the traditional classroom; here are my thoughts.
     As I walk into the room,  I see a stage located in the middle part of the room by the Smartboard. This stage is a replica of the one in the Globe Theater. Students use it to perform plays and to give speeches and presentations. The smartboard is used for displaying backgrounds and information. To the right of the stage, there is a collection of nonfiction and fiction books for students to peruse. It's a mini-library filled with poetry, classical novels, biographies, magazines, books about career choices, and Ipads. Surrounding the bookshelves are bean bags, tables, and chairs where students can sit , read, and blog. A Keurig is on a table so that students can drink hot chocolate or tea while they read. Marker boards are on the walls; students use them to plan out their ideas.
     On the other side of the stage, there is the technology corner. It has Macbooks and printers, and students work on essays, create books, design apps, work on an e-portfolio, or just create using technology. Again, a marker board is on the wall so that students can use it to make plans. The
Socratic Discussion corner finishes up the room. This corner has a big, round table with eight chairs scattered around it. Students would use this section for debates and discussions. Rules are displayed on the walls, and a marker board is also available for the students to use.
     There are no desks in the room, even for the teacher. The teacher is the guide in the room helping the students learn the information. There is another marker board that the teacher uses to finalize plans or wrap up the teaching session. Students choose their own learning paths to follow and have to meet the requirements during the year. I wish I could have a classroom similar to this one.

Lesson Plan Blog

Lesson Plan Blog

March 9th -13th, 2015

The purpose of this blog is to present my weekly lessons and reflections about them.



      My English II classes will read chapter one in the book, Lord of the Flies, by William Golding. As they read, they will create ten questions using the following words: contrast, identify, describe, interpret, summarize, and explain. For three of the questions, they have to use the APE strategy. On Thursday, we will have the "Stump the Classmates" tournament where they will use the questions that they created during the tournament rounds. For this unit, they will practice time-management assignments combined with the flipped classroom.

       The Pre-AP classes will complete a practice round for the "Dead Poet's Society" Tournament. This week, I will go over four poems: "Meeting at Night" by Robert Browning, "The Piano" by D.H. Lawrence, "Dream Deferred" by Langston Hughes, and a surprise poem written by me when I was a teenager. For each poem, they will complete one of these challenges: Socratic Discussions, "Act It Out," Poetry Connections, and Rhymin' like a Bard. This tournament will begin on the Monday after spring break.

                                                          Weekly Reflections                                                   

     The tournament started today in the English II classes. Let me just say that even though the debates were heated, I was impressed with how the students were using the book to prove their answers. I even had one student who quoted from the book without using the book. The other students were asking how he knew all these details. He listened to the book on tape and read the chapter two times.  They are also learning what makes a good question and what makes a bad question.  These questions are about chapter one; I can't wait when they discuss three chapters.

      In the Pre-AP class, I combine the Poetry Connections with "Act It Out." Poetry connections requires the students to relate the poem to a current event, historical event, and a idea from literature. They have to use their persuasive skills to convince us that their answers are correct. "Act It Out" requires the students to act out the poem, and they have to keep the idea in the poem. They can do a dramatic reading, a musical, or just act it out. 

 

March 23rd-27th, 2015

 

     The Dead Poet's Society Tournament has started in the Pre-AP classes. They will be reading two poems this week and completing the challenges. First hour read "Ballad" by Gabriele Mistral, and second hour read "Because I Could Not Stop for Death" by Emily Dickinson. They had to discuss the poem, take notes, and complete the Socratic Circle Challenge, create five questions and answer two of them using the A.P.E. strategy. Tomorrow, they will be in their discussion groups debating the questions. It was difficult for them to stay on task because of the long break they had.

     The second challenge is "Act It Out!" I used the same poems that we used yesterday for this challenge but gave both classes different poems. We are going outside to perform the interpretations of the poems. I had to give the students who will be gone for two days an alternative assignment for the one they will miss.

 

      The English II classes will be reading chapters 2 and 3 in the book, Lord of the Flies. They have to take notes about the conflicts, characters, settings, main ideas, and tone words in the chapters. They identify an example and explain why it fits that word. This assignment will be due on Wednesday, and on Thursday, they will have to answer my questions over those two chapters.
     I tried mixing it up today rather than just sitting in class reading the book. I took my classes outside. Some of them enjoyed it; some of them complained. I can't make everyone happy! Their notes are due tomorrow, and then they get to answer my questions.







The Teacher in the Mirror

             In Michael Jackson's song, "Man in the Mirror," he says "If you want to make the world a better place, take a look at yourself and then make that change." That is a true for me in education. If I want to make a difference in education, I have to be willing to try something new and to go a different direction. Therefore, I will reflect on my week as a teacher and my views about education. This blog is all about EDCAMP!
        I hate to use this word, surreal, because it has been used too much; however, it felt surreal for two reasons. For one, I attended the camp with two of my former students who are now my colleagues. I taught them when they were in 9th grade almost fifteen years ago. Also, recognizing people who I follow on twitter was an amazing experience. My regret is that I didn't have enough time to meet everyone.
        Now, let me discuss the sessions that I attended. The first session, "Ask the Students," not only gave teachers the opportunity to ask students about school, but it also let the students voice their opinions. They discussed how time management was a problem, that procrastination was a common occurrence, and the importance of finding your passion. As they were discussing these issues, I was thinking about the importance of time management skills at the college level, how to construct my curriculum to fit the interests of my students, and the benefits of helping students create a possible career path. Encouraging students to voice their ideas and opinions is an important part of school because it gives them ownership in their educational experiences. What if we asked them what they wanted to learn about and guided them down the path to take?
        "Blogger to Blogging" was my second session. I listened to the expert Oklaed bloggers discuss why and how they started blogging. I believe that Jason James said to find your passion and write about it. My passion will always be about education, and that will never change. During the discussions, I thought about some ideas to incorporate blogging into my curriculum. I tweeted "Have students reflect on what they have read or argue for or against something." My plan is to require my students to blog about what they have learned in a class or about a current event and discuss about it in class. As Kelly Anglley once said, "If students can discuss about it, they can write about it." I want my students to realize that they can make a difference, and blogging would give them the opportunity to voice their opinions.
         "Rocks vs. Sucks" was the third session I attended. I could use this with my students when debating current event issues or an idea from a literary piece. However, I was not able to give my opinion about why I thought homework rocks, so here it is! Time management homework assignments are important because in college they have those type of assignments to complete. They have to make deadlines! They need practice and lots of it.  Giving students a couple of days to read a few chapters in a book is a homework assignment. They could be ready for discussions using the flipped classroom style. Meaningless homework that does not relate to a "real-world" concept should not even be considered. If it is used correctly, homework rocks!
         The last session was about how to become an advocate for education. I will work on this starting today. If we do not speak up, then we will be only robots in the classroom. If I want my students to have a voice in any issue, then I better show them how I do it. "If I want to make a difference in education, I better step up and make that change!"