January 30-31, 2016
Days 216 & 217 as an Oklahoma Teacher
I graduated from Big Pasture Public School located in Southern Oklahoma. Big Pasture is a consolidated school; sometime around 1965, Devol, Randlett, and Cookietown schools consolidated and became Big Pasture Public School. The total student population was around 250, and there were 19 other seniors who graduated with me. Seven of us earned college degrees in business, education, and law. The support of the community, the teachers, and parents influenced all of us to do our best. Everyone expected us to do our best, and the whole community supported every fundraiser and sporting event for the school. We were not a rich school, but what made us rich was the community support. The school is the heart of the community; the community is the heart of the school. One cannot survive without the other.
The push to consolidate schools has come roaring back like a lion. This idea of consolidation of small schools has been around for over 25 years, but this year, it has some bite to it. With the budget crisis, teacher shortage, test scores, and the A-F schools grades, consolidation will be one of the ways to solve the budget crisis, to give teachers a pay raise, and to finally fund charter schools. The agenda that was started a few years ago would become reality. This idea is nothing new; it's just right time to try it again. It's just a distraction from the real problem that has caused the budget crisis.
What are the problems that could arise with consolidating schools? Has anyone thought this far down the road? I don't think so because everyone's focus is on consolidating schools no matter the issues that will occur. Here are a few problems with consolidating schools: money, bigger class sizes, and more issues than we have now. Money will not be saved; there will be more transportation costs, and paying for more teachers, building upgrades, and resources. Bigger class sizes will occur because of the teacher shortage. Transporting students to the new school will cost more money, and the resources will have to be upgraded to accommodate a bigger student population. The community support will be disconnected because the school will not be the heart of the community anymore. Everyone says that it takes a teacher in the classroom to help students, but it takes a community, teachers, and parents to support a school. Bigger schools like Duncan are having financial difficulties and deleting extra-curricular activities could be the next areas cut the school. Would consolidation of the smaller schools help Duncan? It wouldn't because the student population would increase which would mean that more money would have to be spent to accommodate those students. It's time to correct the real problem with the budget crisis and quit picking on schools and rural communities.
Sunday, January 31, 2016
Friday, January 29, 2016
Another Teachers Review
January 27, 2016
Day 212 as an Oklahoma Teacher
To be honest, I laughed at some parts of this show. The narcissistic teacher wanted to try out for the Bachelor, so for the entire show, she was making a video. She wore a sexy leopard print dress with lots of cleavage showing. A student and a teacher were also part of the video. Another teacher had a student who crawled up into the ceiling, and for the entire show, she tried several ways to get him out of the it. A teacher cussed in class and bribed the students with coupons from Wendy's, and another one requested a mixer for single dads and teachers. The show ended with a teacher falling through the ceiling onto another teacher, the school superintendent visiting the school, and the Bachelor video turning into a safety video for the school. I almost forgot the student who crawled around in the ceiling was able to spend 30 minutes a day sitting up there.
There were a couple of lines that were said that caught my attention. The teacher who crawled through the ceiling throughout the entire show said "I gave up management opportunities to be a teacher." She didn't want to lose her job as a teacher because of the kid who was crawling around in the ceiling. I wondered if the script writer was making fun of people who chose teaching as a career or was making a statement that people who teach are special for choosing such a low-paying job. In my opinion, it was the first one; the teachers in the show are portrayed in a demeaning manner but in a comical way. Does using comedy justify the way the teachers are described? From what I have seen so far, no teaching has occurred in any of the classes. Also, the Superintendent said that he was proud of the safety video that the teachers created because it showed that they were motivated, were thinking outside the box, and were feminists who realized there was more to be accomplished in the world. What does this comment insinuate about teachers? Instead of making fun of teachers, the hard work and issues should be the focus. Maybe, there should be a reality TV show about Teachers.
Day 212 as an Oklahoma Teacher
To be honest, I laughed at some parts of this show. The narcissistic teacher wanted to try out for the Bachelor, so for the entire show, she was making a video. She wore a sexy leopard print dress with lots of cleavage showing. A student and a teacher were also part of the video. Another teacher had a student who crawled up into the ceiling, and for the entire show, she tried several ways to get him out of the it. A teacher cussed in class and bribed the students with coupons from Wendy's, and another one requested a mixer for single dads and teachers. The show ended with a teacher falling through the ceiling onto another teacher, the school superintendent visiting the school, and the Bachelor video turning into a safety video for the school. I almost forgot the student who crawled around in the ceiling was able to spend 30 minutes a day sitting up there.
There were a couple of lines that were said that caught my attention. The teacher who crawled through the ceiling throughout the entire show said "I gave up management opportunities to be a teacher." She didn't want to lose her job as a teacher because of the kid who was crawling around in the ceiling. I wondered if the script writer was making fun of people who chose teaching as a career or was making a statement that people who teach are special for choosing such a low-paying job. In my opinion, it was the first one; the teachers in the show are portrayed in a demeaning manner but in a comical way. Does using comedy justify the way the teachers are described? From what I have seen so far, no teaching has occurred in any of the classes. Also, the Superintendent said that he was proud of the safety video that the teachers created because it showed that they were motivated, were thinking outside the box, and were feminists who realized there was more to be accomplished in the world. What does this comment insinuate about teachers? Instead of making fun of teachers, the hard work and issues should be the focus. Maybe, there should be a reality TV show about Teachers.
Thursday, January 28, 2016
Remembering Challenger
January 28, 2106
Remembering Challenger
Thirty years ago, I was 16 years old and a junior in high school. It was an exciting time because a teacher was going into space. I couldn't wait to watch the news to see what the astronauts were going to show people. I remember a student coming into my English class and telling us that Challenger had exploded. We all went in to the Home Ec room and watched the only television in the school. The images on the television have stayed with me all these years. I want to share a poem a wrote when I was 16 years old.
Remembering Challenger
Thirty years ago, I was 16 years old and a junior in high school. It was an exciting time because a teacher was going into space. I couldn't wait to watch the news to see what the astronauts were going to show people. I remember a student coming into my English class and telling us that Challenger had exploded. We all went in to the Home Ec room and watched the only television in the school. The images on the television have stayed with me all these years. I want to share a poem a wrote when I was 16 years old.
Reaching for a star,
for a wonderful dream
Flying high through the heavens,
To see what is there to be seen,
Reaching for the stars,
seven people so brave,
Giving hope to generations of people to come,
Seven people were separate, but now
seven memories are one.
Is Senior English Becoming Obsolete?
January 26, 2016
Day 213 as an Oklahoma Teacher
Is senior English becoming obsolete? My answer is yes for a particular group of students at my school. Most of the students who take concurrent enrollment are the AP students who already have that motivation to succeed. The senior class has 118 students; thirty students are taking classes at Cameron University. The number of students attending college will increase as we increase the standards for each level. When I began teaching 24 years ago, the thought of students going to college during high school would have been a shocking idea. With students writing high-level essays and reading challenging books, this idea is becoming a reality. Students are taught to apply the information, to cite from sources, and to conduct research. With the influx of higher demands, some students are capable of advancing at a quicker pace through school. Students have many options: take Comp I and Comp II college classes, pass the CLEP test, take summer classes, or take online classes. Before they graduate from high school, students have the chance to earn a lot of college hours.
In my opinion, senior English and even high school curriculum needs to be updated and reinvented. I'm tired of seeing the same ideas being taught from 25 years ago. College classes, job training, writing/reading across the curriculum, independent learning, and partnering with businesses should be included in schools. If students have excellent teachers in the lower grades, then they will be prepared to make it in college. The new ELA standards for Oklahoma also provides evidence on how students can get through high school at a quicker pace. The path is there; we just have to be ready to take a risk.
Day 213 as an Oklahoma Teacher
Is senior English becoming obsolete? My answer is yes for a particular group of students at my school. Most of the students who take concurrent enrollment are the AP students who already have that motivation to succeed. The senior class has 118 students; thirty students are taking classes at Cameron University. The number of students attending college will increase as we increase the standards for each level. When I began teaching 24 years ago, the thought of students going to college during high school would have been a shocking idea. With students writing high-level essays and reading challenging books, this idea is becoming a reality. Students are taught to apply the information, to cite from sources, and to conduct research. With the influx of higher demands, some students are capable of advancing at a quicker pace through school. Students have many options: take Comp I and Comp II college classes, pass the CLEP test, take summer classes, or take online classes. Before they graduate from high school, students have the chance to earn a lot of college hours.
In my opinion, senior English and even high school curriculum needs to be updated and reinvented. I'm tired of seeing the same ideas being taught from 25 years ago. College classes, job training, writing/reading across the curriculum, independent learning, and partnering with businesses should be included in schools. If students have excellent teachers in the lower grades, then they will be prepared to make it in college. The new ELA standards for Oklahoma also provides evidence on how students can get through high school at a quicker pace. The path is there; we just have to be ready to take a risk.
Wednesday, January 27, 2016
A New Idea Using Portfolios
January 25, 2016
Day 211 as an Oklahoma Teacher
As I have waded through the senior curriculum this year, I have thought about what should be changed to make it better for next year. This blog is about the curriculum; my next blog will answer the question if senior English is obsolete. I have decided next year that my students will choose what they will learn, read, and write about for the class. The curriculum will be set up in three different portfolios: the college portfolio, the career interest portfolio, and the literature portfolio.
If they choose the college path portfolio, then their writing, reading, speaking, listening, and vocabulary will focus on college essays and reading assignments. They will research different colleges, write resumes, and complete a senior project. The career path portfolio will include reading, writing, speaking, listening, and vocabulary skills that will focus on career choices. The students will read fiction and nonfiction, write different types of essays and other types of prose, and complete a senior project. With the literature portfolio, students will read fiction, plays, and poetry. They will write different types of essays, act out a play, and complete a senior project. The students will choose what they read and how they will show what they have learned. Of course, I will have to conduct writing conferences, the students will have Socratic discussions, and I will give them 15 minute vignettes covering grammar and vocabulary.
I think I'll try a smaller version of these portfolios with my students just to see if this idea will work. This is nothing new that I haven't already completed in the class. I just need to make it better.
Day 211 as an Oklahoma Teacher
As I have waded through the senior curriculum this year, I have thought about what should be changed to make it better for next year. This blog is about the curriculum; my next blog will answer the question if senior English is obsolete. I have decided next year that my students will choose what they will learn, read, and write about for the class. The curriculum will be set up in three different portfolios: the college portfolio, the career interest portfolio, and the literature portfolio.
If they choose the college path portfolio, then their writing, reading, speaking, listening, and vocabulary will focus on college essays and reading assignments. They will research different colleges, write resumes, and complete a senior project. The career path portfolio will include reading, writing, speaking, listening, and vocabulary skills that will focus on career choices. The students will read fiction and nonfiction, write different types of essays and other types of prose, and complete a senior project. With the literature portfolio, students will read fiction, plays, and poetry. They will write different types of essays, act out a play, and complete a senior project. The students will choose what they read and how they will show what they have learned. Of course, I will have to conduct writing conferences, the students will have Socratic discussions, and I will give them 15 minute vignettes covering grammar and vocabulary.
I think I'll try a smaller version of these portfolios with my students just to see if this idea will work. This is nothing new that I haven't already completed in the class. I just need to make it better.
Essay Week
January 23 & 24, 2016
Days 209 & 210 as an Oklahoma Teacher
This weekend, I worked on writing four reference letters, grading papers, reading Hacking Assessments and planning for next week. Here's the plan for this week. Students in my English IV classes will plan and write a definition essay. They will have to choose a word of phrase to define, create a formal outline, type a first draft, revise and edit, and make a final draft all in one week. The AP class will analyze a passage and write an essay about it. Now, the passage I chose is about Tess from Tom Hardy's novel Tell of the d'Urbervilles. The passage is not from the interesting parts of the book, so I am curious on how my AP students will respond to it. They will have to go through the writing process, discuss their ideas, and go back and revise this week. On Friday, both classes will have to work on the senior project.
Added on January 27th
Okay, the AP class really liked the passage. I like being sarcastic sometimes. They hated it because they never read the book. After we discussed what the book was about, then they could relate to the prompt better than when we first read it. They were amazed that her life was not as boring as what they thought. Next time, I think I'll have them get up and act out the prompt. Why not? They acted out poetry when they were sophomores.
Days 209 & 210 as an Oklahoma Teacher
This weekend, I worked on writing four reference letters, grading papers, reading Hacking Assessments and planning for next week. Here's the plan for this week. Students in my English IV classes will plan and write a definition essay. They will have to choose a word of phrase to define, create a formal outline, type a first draft, revise and edit, and make a final draft all in one week. The AP class will analyze a passage and write an essay about it. Now, the passage I chose is about Tess from Tom Hardy's novel Tell of the d'Urbervilles. The passage is not from the interesting parts of the book, so I am curious on how my AP students will respond to it. They will have to go through the writing process, discuss their ideas, and go back and revise this week. On Friday, both classes will have to work on the senior project.
Added on January 27th
Okay, the AP class really liked the passage. I like being sarcastic sometimes. They hated it because they never read the book. After we discussed what the book was about, then they could relate to the prompt better than when we first read it. They were amazed that her life was not as boring as what they thought. Next time, I think I'll have them get up and act out the prompt. Why not? They acted out poetry when they were sophomores.
Teenisms
January 22, 2016
Day 208 as an Oklahoma Teacher
What are teenisms? This is a word that my husband and I coined when we started to hear our teenagers at home say crazy ideas. It hasn't occurred as much with the two that we have in the house right now, but when there were four other teens in the house, the teenisms were flying. One child told us that "I've seen it all, done it all, and know it all." This was coming from a child who didn't have a full-time job, who was living in our house, and who hadn't paid any bills. Another child thought that anyone could write a check even though there was no money in the bank. I know that some people write hot checks, but my husband and I never did.
Well, this week I have heard some comments that I would like to call seniorisms. Senioritis causes seniorisms to happen to students when they are almost at the end of their public school education. My students are only half way through the year, but some of them think that they are finished with the class. A couple of the comments that I have heard over the past two weeks include "Since we have been admitted to college, it doesn't matter what kind of grade we receive this semester or we only needed to pass the first semester and not the second semester." My students are coming up with some wild conjecture, and the only medicine that can be given to them is a dose of reality. I won't be surprised if a few end up on the failing list. The school counselor visited the class and told them they need this class to graduate, and that colleges look at all the grades to determine if a student should receive a scholarship. I hope this dose of reality cures them of their illness.
Day 208 as an Oklahoma Teacher
What are teenisms? This is a word that my husband and I coined when we started to hear our teenagers at home say crazy ideas. It hasn't occurred as much with the two that we have in the house right now, but when there were four other teens in the house, the teenisms were flying. One child told us that "I've seen it all, done it all, and know it all." This was coming from a child who didn't have a full-time job, who was living in our house, and who hadn't paid any bills. Another child thought that anyone could write a check even though there was no money in the bank. I know that some people write hot checks, but my husband and I never did.
Well, this week I have heard some comments that I would like to call seniorisms. Senioritis causes seniorisms to happen to students when they are almost at the end of their public school education. My students are only half way through the year, but some of them think that they are finished with the class. A couple of the comments that I have heard over the past two weeks include "Since we have been admitted to college, it doesn't matter what kind of grade we receive this semester or we only needed to pass the first semester and not the second semester." My students are coming up with some wild conjecture, and the only medicine that can be given to them is a dose of reality. I won't be surprised if a few end up on the failing list. The school counselor visited the class and told them they need this class to graduate, and that colleges look at all the grades to determine if a student should receive a scholarship. I hope this dose of reality cures them of their illness.
Saturday, January 23, 2016
Rethinking Senior English
January 21, 2016
Day 206 as an Oklahoma Teacher
There has been one question that I have pondered this year. Why aren't Comp I and Comp II classes offered at the high school level? I have at least twenty-five students who should have been in a college English class this year, but their schedules did not work out for them. I do have several students who take college classes at Cameron University, and ten students have taken both Comp I and Comp II. It's time to start rethinking the purpose of senior English. What are the reading and writing skills senior students should be able to do? What about the students who do not take the college path? What curriculum works best for them?
I took a risk today; I sent an email to a couple of Cameron professors. I told them about my students who are missing out of the opportunities to take the Comp courses. I suggested that these courses should be offered at the high school. I even offered to teach these courses. I did receive a positive response from one of the professors. This idea has been discussed at Cameron. Offering these courses at the high school level is the direction we need to go for some of the students. If these courses are offered, this will open the door for other college classes to be offered.
As I was thinking about this possibility, I came up with some issues that will have to be addressed, and plans will have to be made to make it work. How will these courses be offered? What are the problems with scheduling? Will there be block scheduling? Who will actually teach the course? What are the problems that could arise offering it at the high school? I hope this idea works out; I'll post updates when I know more information.
What about the students who are not college bound? I think a lot of repetition of reading and writing skills connected to career choices would be the best options. Vo-Tech students could write about what they are learning in their classes. Therefore, reading choices have to be connected to their career/work choices. Well, can you guess what I'll be working on this summer?
Day 206 as an Oklahoma Teacher
There has been one question that I have pondered this year. Why aren't Comp I and Comp II classes offered at the high school level? I have at least twenty-five students who should have been in a college English class this year, but their schedules did not work out for them. I do have several students who take college classes at Cameron University, and ten students have taken both Comp I and Comp II. It's time to start rethinking the purpose of senior English. What are the reading and writing skills senior students should be able to do? What about the students who do not take the college path? What curriculum works best for them?
I took a risk today; I sent an email to a couple of Cameron professors. I told them about my students who are missing out of the opportunities to take the Comp courses. I suggested that these courses should be offered at the high school. I even offered to teach these courses. I did receive a positive response from one of the professors. This idea has been discussed at Cameron. Offering these courses at the high school level is the direction we need to go for some of the students. If these courses are offered, this will open the door for other college classes to be offered.
As I was thinking about this possibility, I came up with some issues that will have to be addressed, and plans will have to be made to make it work. How will these courses be offered? What are the problems with scheduling? Will there be block scheduling? Who will actually teach the course? What are the problems that could arise offering it at the high school? I hope this idea works out; I'll post updates when I know more information.
What about the students who are not college bound? I think a lot of repetition of reading and writing skills connected to career choices would be the best options. Vo-Tech students could write about what they are learning in their classes. Therefore, reading choices have to be connected to their career/work choices. Well, can you guess what I'll be working on this summer?
Teachers: Episode Two Review
January 20, 2016
Day 205 as an Oklahoma Teacher
Let me introduce the teachers working at this school. There is the Gothic teacher who always wears black clothes, day eye liner, and dark eye shadow, the narcissistic teacher who is always worried about her looks, the teacher who feels that she never wins anything, the average looking teacher, the lonely, single teacher, and the insecure teacher. Yes, I know it's wrong to label these teachers, but that is how they are portrayed in the show.
It was picture day at the school, and the teachers all try to look their best. The narcissistic teacher applies tanning lotion all over her body which makes her look orange and splotchy. The average teacher has a unibrow, so the narcissistic teacher decides to wax her eyebrows in front of the class. She waxes off all of the eyebrows and leaves nothing on her face. The lonely, single teacher does everything she can do to get this single dad to come up to school; she even uses the dad's son as part of her plan. The insecure teacher has to deal with sexual harassment by the photographer while another teacher has to help her students deal with the deaths of the class lizard and the grief counselor. Their drama just goes on and on and never has any resolution. There were some parts where I laughed because of the ridiculous way the events were presented in the show.
This show makes teachers look unprofessional, narcissistic, insecure, and helpless. I have not seen in the first two episodes any math, reading, English, or history lessons given in the classes. There is no curriculum, there are no strategies presented in the class, and there is no structure. The focus is on the teachers and their personal lives. The only planning that is facilitated during the day occurs in the teacher's workroom. The principal is portrayed as inept, and no one is collaborating, innovating, and creating in a serious way. No teachers is concerned about the safety of the children. For example, the photographer who made the sexual remarks to one of the teachers stayed at the school all day; he took pictures of all the children. What would have kept him from making inappropriate comments to the children. The teacher should have told the principal about the situation, but she just told the other teachers. One teacher did confront him about it, but it was all about how she was treated during her teenage years. He should have been arrested and removed from school property. That's what would have happened in my school. This show makes me want to make a video showing the daily lives of real teachers and how much work is put into learning new ideas.
Day 205 as an Oklahoma Teacher
Let me introduce the teachers working at this school. There is the Gothic teacher who always wears black clothes, day eye liner, and dark eye shadow, the narcissistic teacher who is always worried about her looks, the teacher who feels that she never wins anything, the average looking teacher, the lonely, single teacher, and the insecure teacher. Yes, I know it's wrong to label these teachers, but that is how they are portrayed in the show.
It was picture day at the school, and the teachers all try to look their best. The narcissistic teacher applies tanning lotion all over her body which makes her look orange and splotchy. The average teacher has a unibrow, so the narcissistic teacher decides to wax her eyebrows in front of the class. She waxes off all of the eyebrows and leaves nothing on her face. The lonely, single teacher does everything she can do to get this single dad to come up to school; she even uses the dad's son as part of her plan. The insecure teacher has to deal with sexual harassment by the photographer while another teacher has to help her students deal with the deaths of the class lizard and the grief counselor. Their drama just goes on and on and never has any resolution. There were some parts where I laughed because of the ridiculous way the events were presented in the show.
This show makes teachers look unprofessional, narcissistic, insecure, and helpless. I have not seen in the first two episodes any math, reading, English, or history lessons given in the classes. There is no curriculum, there are no strategies presented in the class, and there is no structure. The focus is on the teachers and their personal lives. The only planning that is facilitated during the day occurs in the teacher's workroom. The principal is portrayed as inept, and no one is collaborating, innovating, and creating in a serious way. No teachers is concerned about the safety of the children. For example, the photographer who made the sexual remarks to one of the teachers stayed at the school all day; he took pictures of all the children. What would have kept him from making inappropriate comments to the children. The teacher should have told the principal about the situation, but she just told the other teachers. One teacher did confront him about it, but it was all about how she was treated during her teenage years. He should have been arrested and removed from school property. That's what would have happened in my school. This show makes me want to make a video showing the daily lives of real teachers and how much work is put into learning new ideas.
Thursday, January 21, 2016
A Weekly Lesson Plan
January 19, 2016
Day 204 as an Oklahoma Teacher
Here is my weekly lesson plan for my wonderful seniors. We are getting ready to write a definition essay next week, so this week is our preparation week. Students will either read "The Black Cat" by Edgar Allen Poe or "The Murderer" by Ray Bradbury. With their group members, they will write questions with answers using the ACE strategy. I will give them questions about the vocabulary words from last week and have them relate the words to the short stories. Why am I going to have my students relate the vocabulary words in so many ways? It all relates to that definition essay they will have to write. The questions will be about using connotation of the word and relating it to the story, personal anecdote, and something in the news. After they finish, there will be a Socratic discussion between two groups at a time. On Friday, they will work on revising their senior paper.
Well, sometimes the best plans for week seem to get off schedule. On Wednesday, some groups were able to participate in a Socratic discussion. In my third hour AP class, I only have six students, so I decided to have them pair up for the discussion. It was amazing to hear these two girls discuss their questions and keep the conversation going for almost 10 minutes. In my fifth hour English IV class, I have a few AP students, and I decided to have them discuss their questions first in front of the other students. Again, I was amazed at the level of their discussions, the references back to the story, and how they used the academic vocabulary. When the other students participated in the discussions, that in-depth, higher level discussion was missing. I think that's the difference between how regular students and AP students have been taught, and since I have been their teacher for three years, I now see that the other students should have been pushed harder to reach that level.
Day 204 as an Oklahoma Teacher
Here is my weekly lesson plan for my wonderful seniors. We are getting ready to write a definition essay next week, so this week is our preparation week. Students will either read "The Black Cat" by Edgar Allen Poe or "The Murderer" by Ray Bradbury. With their group members, they will write questions with answers using the ACE strategy. I will give them questions about the vocabulary words from last week and have them relate the words to the short stories. Why am I going to have my students relate the vocabulary words in so many ways? It all relates to that definition essay they will have to write. The questions will be about using connotation of the word and relating it to the story, personal anecdote, and something in the news. After they finish, there will be a Socratic discussion between two groups at a time. On Friday, they will work on revising their senior paper.
Well, sometimes the best plans for week seem to get off schedule. On Wednesday, some groups were able to participate in a Socratic discussion. In my third hour AP class, I only have six students, so I decided to have them pair up for the discussion. It was amazing to hear these two girls discuss their questions and keep the conversation going for almost 10 minutes. In my fifth hour English IV class, I have a few AP students, and I decided to have them discuss their questions first in front of the other students. Again, I was amazed at the level of their discussions, the references back to the story, and how they used the academic vocabulary. When the other students participated in the discussions, that in-depth, higher level discussion was missing. I think that's the difference between how regular students and AP students have been taught, and since I have been their teacher for three years, I now see that the other students should have been pushed harder to reach that level.
A Teacher's Weekend
January 16th-18th, 2016
Days 201-203 as an Oklahoma Teacher
I feel like singing "Celebration" by Kool & the Gang because I have a three day weekend. Most of my time will be spent cleaning my house and working on school stuff. Creating ideas to use in my classroom has overtaken my life. I am constantly thinking about ways to improve education. I have been in this educational realm for almost 25 years, and nothing changes. There has always been the same standards, the same curriculum, the same 45 minutes of a class, the same structure of a school, and the same isolation of the subjects. What school is ready to be the first one to try something new? Why is it we just wait around for changes to be made when we should be the ones recommending the changes? Traditional public schools are archaic, and it's time for a make-over.
On Monday, I read about Chickasha High School trying a new program. Students will be working at their own pace, teachers will be the guides on the side, and eventually, students could earn college credit. Yes! Finally, administrators are being proactive and not reactive. As Mr. Holland told me, "Try something new, and if it doesn't work, try something else." If we don't take risks, then we will always get the same results. It's time to either choose a different path to take in education or improve the one that we have been traveling all the years. This plan actually sounds like an assignment I had to complete when I was working on my Master's Degree in Secondary Education. Yvonne Allen, Lisa O'Kelley, and I had to create our own school. In our school, students learned at their own pace. They only went to a class if they needed help. It wasn't about a test score; it was learning the content and applying it to the real-world.
Now, back to my to-do list for this weekend. I need to grade papers, write lesson plans, read a couple of books, participate in the #oklaed chat, write several recommendation letters, and shop for books at Goodwill.
Days 201-203 as an Oklahoma Teacher
I feel like singing "Celebration" by Kool & the Gang because I have a three day weekend. Most of my time will be spent cleaning my house and working on school stuff. Creating ideas to use in my classroom has overtaken my life. I am constantly thinking about ways to improve education. I have been in this educational realm for almost 25 years, and nothing changes. There has always been the same standards, the same curriculum, the same 45 minutes of a class, the same structure of a school, and the same isolation of the subjects. What school is ready to be the first one to try something new? Why is it we just wait around for changes to be made when we should be the ones recommending the changes? Traditional public schools are archaic, and it's time for a make-over.
On Monday, I read about Chickasha High School trying a new program. Students will be working at their own pace, teachers will be the guides on the side, and eventually, students could earn college credit. Yes! Finally, administrators are being proactive and not reactive. As Mr. Holland told me, "Try something new, and if it doesn't work, try something else." If we don't take risks, then we will always get the same results. It's time to either choose a different path to take in education or improve the one that we have been traveling all the years. This plan actually sounds like an assignment I had to complete when I was working on my Master's Degree in Secondary Education. Yvonne Allen, Lisa O'Kelley, and I had to create our own school. In our school, students learned at their own pace. They only went to a class if they needed help. It wasn't about a test score; it was learning the content and applying it to the real-world.
Now, back to my to-do list for this weekend. I need to grade papers, write lesson plans, read a couple of books, participate in the #oklaed chat, write several recommendation letters, and shop for books at Goodwill.
Wednesday, January 20, 2016
The Student Learning Plan
January 15, 2016
Day 200 as an Oklahoma Teacher
I think each student should have a student learning plan designed by a teacher, the students, and the parents. I know some of you are saying that we can't track students, and this plan would track students. Students will not be placed in ability groups; they will be placed in classes that relate to their interests or career choices. For example, if a student has a talent for art, then in an English class, the student can read, write, listen, speak, and learn vocabulary that relate to art. It means designing the curriculum to meet the needs of the students. If students have choices and complete work that matches their interests or career choices, then the curriculum would have relevancy.
Now, what are some important pieces that should be added to this plan? Include an interest/career inventory, a schedule of available classes, yearly transcripts, yearly schedules, graduation requirements, vo-tech and concurrent enrollment information, scholarship information, graduation checklist, a resume', how to fill out a job application, test scores, and any other piece of information that will show where the student is and where the student needs to go. The educational plan should begin in the middle school to show students the big picture. If we have 11th grade students who take college classes, then it is important to discuss the opportunities available at each level. The portfolio would also contain artifacts, work samples from each class to show again what the student can do and what needs to be worked on in other classes. The traditional high school idea has become archaic, so innovative ideas should be considered to help every student.
Day 200 as an Oklahoma Teacher
I think each student should have a student learning plan designed by a teacher, the students, and the parents. I know some of you are saying that we can't track students, and this plan would track students. Students will not be placed in ability groups; they will be placed in classes that relate to their interests or career choices. For example, if a student has a talent for art, then in an English class, the student can read, write, listen, speak, and learn vocabulary that relate to art. It means designing the curriculum to meet the needs of the students. If students have choices and complete work that matches their interests or career choices, then the curriculum would have relevancy.
Now, what are some important pieces that should be added to this plan? Include an interest/career inventory, a schedule of available classes, yearly transcripts, yearly schedules, graduation requirements, vo-tech and concurrent enrollment information, scholarship information, graduation checklist, a resume', how to fill out a job application, test scores, and any other piece of information that will show where the student is and where the student needs to go. The educational plan should begin in the middle school to show students the big picture. If we have 11th grade students who take college classes, then it is important to discuss the opportunities available at each level. The portfolio would also contain artifacts, work samples from each class to show again what the student can do and what needs to be worked on in other classes. The traditional high school idea has become archaic, so innovative ideas should be considered to help every student.
Monday, January 18, 2016
The Harry Potter Results
January 12, 2016
Day 199 as an Oklahoma Teacher
Today, the students gave their presentations. Some groups just discussed the rules and the vocabulary words. I want to say that it is difficult for some of them to speak in front of a group, so they need lots of practice. However, some of the groups came up with unique ideas because they want to win the prize at the end. In second hour, one group created a story using Canvas; their story contained the vocabulary words and the grammar/punctuation rules. In third hour, students created a matching game for the vocabulary words and puzzle pieces for the grammar rules. In fifth hour, a group wrote a mystery story that did not have a definite ending. The other students wanted to know what happened next. For the last two hours, one group created a Family Feud game that everyone in class enjoyed playing, and another group came up with a matching game with questions.
However, the best effort came from three students who created a play about a student at a spelling bee. The characters were the announcer, the student, and the person in charge of the spelling bee. In their skit, the person in charge with the spelling bee would give the vocabulary word, the part of speech, the definition, and a sentence. The student would spell the word, and the announcer would interrupt when there was a major grammar/punctuation mistake and make the correction. They wore costumes to help them act out their parts. Now, I didn't give any groups major guidelines; I just told them to be creative and demonstrate the words and rules for their classmates. These students are in my AP class, and when they were in 9th and 10th grades, I required them to act out poetry and to create stories. I wasn't surprised by their creativity and willingness to do something different. Next time, I will require a digital component for the lesson. All the vocabulary words and grammar/punctuation rules will be discussed in class for the next three weeks.
Choosing the road not taken!
Day 199 as an Oklahoma Teacher
Today, the students gave their presentations. Some groups just discussed the rules and the vocabulary words. I want to say that it is difficult for some of them to speak in front of a group, so they need lots of practice. However, some of the groups came up with unique ideas because they want to win the prize at the end. In second hour, one group created a story using Canvas; their story contained the vocabulary words and the grammar/punctuation rules. In third hour, students created a matching game for the vocabulary words and puzzle pieces for the grammar rules. In fifth hour, a group wrote a mystery story that did not have a definite ending. The other students wanted to know what happened next. For the last two hours, one group created a Family Feud game that everyone in class enjoyed playing, and another group came up with a matching game with questions.
However, the best effort came from three students who created a play about a student at a spelling bee. The characters were the announcer, the student, and the person in charge of the spelling bee. In their skit, the person in charge with the spelling bee would give the vocabulary word, the part of speech, the definition, and a sentence. The student would spell the word, and the announcer would interrupt when there was a major grammar/punctuation mistake and make the correction. They wore costumes to help them act out their parts. Now, I didn't give any groups major guidelines; I just told them to be creative and demonstrate the words and rules for their classmates. These students are in my AP class, and when they were in 9th and 10th grades, I required them to act out poetry and to create stories. I wasn't surprised by their creativity and willingness to do something different. Next time, I will require a digital component for the lesson. All the vocabulary words and grammar/punctuation rules will be discussed in class for the next three weeks.
Choosing the road not taken!
TV Land's Teachers
January 13, 2016
Day 198 as an Oklahoma Teacher
For a couple of weeks, I saw this promotional video for this show called Teachers which would air on Wednesday nights on the TVLand channel. It's a comedy about teachers who work at an elementary school. Even though I don't mind watching comedies, I have decided to provide a weekly analysis of this show. In a time when the teaching profession has been ridiculed, shamed, and demeaned, a show like this one should not be considered for television. This show is a cesspool that makes teachers look dimwitted. So here's the critique of the pilot episode.
The show begins with two teachers on playground duty. They are just standing there yelling at the kids and also discussing about a date with a drug dealer. After yelling at the kids, they make the remark that these kids are bad, which is ironic in the situation. As the show progresses, the principal tells the teachers that even though the school has no problems with bullying, they are mandated to create a program to stop it. That same day, the teachers talk to students about bullying, and that sometimes bullying can be a good thing or that some statements sound like bullying but are really factual. They discuss examples of verbal bullying making comments about students in the classroom. They make a compliments board where the students are to leave kinds words that other students, but they left insults. They finally come up with STAB, the Stop Teasing and Bullying program. Whenever the students bully someone, they begin chanting STAB! STAB! STAB! I'm not even going to discuss the gender-neutral bathrooms. Okay, I will. One teacher takes off the signs to the bathrooms because it is a form of bullying. At the end of the show, the principal asks about what's going on with the bathrooms, and then the camera shows the bathroom with the girl and boy using it.
I cannot find any redeeming qualities for the characters or the show, but the show does relate to a couple of issues that we have dealt with in education. Forced mandates are a problem. Instead of a bullying program, why not have a program that promotes random acts of kindness or collaboration in the classroom. Why is it that we try to focus on solving the problem using negativity? Even the title of some bullying programs have negative connotations. If we want positive results, we must use positive solutions. It's all about creating a positive, kind, respectful atmosphere and understanding that everyone comes from different families and has different paths to take. The other issue is implementing ideas without think about what's going to happen. We just jump into it without any plan of implementation to deal with the problems later. We are not proactive but reactive in most educational issues.
United we stand; divided we fall.
Day 198 as an Oklahoma Teacher
For a couple of weeks, I saw this promotional video for this show called Teachers which would air on Wednesday nights on the TVLand channel. It's a comedy about teachers who work at an elementary school. Even though I don't mind watching comedies, I have decided to provide a weekly analysis of this show. In a time when the teaching profession has been ridiculed, shamed, and demeaned, a show like this one should not be considered for television. This show is a cesspool that makes teachers look dimwitted. So here's the critique of the pilot episode.
The show begins with two teachers on playground duty. They are just standing there yelling at the kids and also discussing about a date with a drug dealer. After yelling at the kids, they make the remark that these kids are bad, which is ironic in the situation. As the show progresses, the principal tells the teachers that even though the school has no problems with bullying, they are mandated to create a program to stop it. That same day, the teachers talk to students about bullying, and that sometimes bullying can be a good thing or that some statements sound like bullying but are really factual. They discuss examples of verbal bullying making comments about students in the classroom. They make a compliments board where the students are to leave kinds words that other students, but they left insults. They finally come up with STAB, the Stop Teasing and Bullying program. Whenever the students bully someone, they begin chanting STAB! STAB! STAB! I'm not even going to discuss the gender-neutral bathrooms. Okay, I will. One teacher takes off the signs to the bathrooms because it is a form of bullying. At the end of the show, the principal asks about what's going on with the bathrooms, and then the camera shows the bathroom with the girl and boy using it.
I cannot find any redeeming qualities for the characters or the show, but the show does relate to a couple of issues that we have dealt with in education. Forced mandates are a problem. Instead of a bullying program, why not have a program that promotes random acts of kindness or collaboration in the classroom. Why is it that we try to focus on solving the problem using negativity? Even the title of some bullying programs have negative connotations. If we want positive results, we must use positive solutions. It's all about creating a positive, kind, respectful atmosphere and understanding that everyone comes from different families and has different paths to take. The other issue is implementing ideas without think about what's going to happen. We just jump into it without any plan of implementation to deal with the problems later. We are not proactive but reactive in most educational issues.
United we stand; divided we fall.
What's in an assessment?
January 12, 2016
Day 197 as an Oklahoma Teacher
What's in an assessment? A test by any other name would still be a test. Students have to deal with all sorts of assessments: EOI, ACT, unit test, semester tests, reading tests, weekly tests, writing tests, AP tests, and other tests throughout school. Students are tested so much that they don't value the curriculum. It's just about the test and the test score that will get them scholarships in college. This week, I had a student say that this semester does not matter as much because students have already been admitted to college. The counselor is going to come in and talk with my classes because they don't understand that the colleges don't have the official transcripts, senior English has to be passed to graduate, and if the GPA is affected, then potential scholarships could be lost. It also relates to what Jennifer Williams has noticed with her students. Students don't value the learning; they value the grade they earn. I have some ideas about assessments and how we can show students the value of learning the material.
The first one is called the Take Ten Assessments. These assessments are not graded but are warm-up exercises used for reviewing or introducing new material. Some of these assessments include commit & toss, four-corners, elevator speeches, tweet-pair-share, or editing islands. Use it for the first ten minutes of class. The second one is the Take Charge Assessments. In my opinion, students should have choices about what kind of assessments they will do to show what was learned in the lesson. If students have the power of choice, they have the power to learn. Some of these assessments include Socratic discussions, Create questions and use the ACE strategy (answer, cite, & explain), source cards & note cards, fish bowl, and "Act It Out!" All of these ideas cover reading, writing, speaking, listening, and vocabulary skills. The last one is called Takedown Assessments which are used at the end of the unit. These ideas include presentations using technology, creating board games, writing essays, or project-based learning. Repetition and consistency is essential when learning and remembering skills, and tests should have a purpose and not just for a reason.
Adieu!
Day 197 as an Oklahoma Teacher
What's in an assessment? A test by any other name would still be a test. Students have to deal with all sorts of assessments: EOI, ACT, unit test, semester tests, reading tests, weekly tests, writing tests, AP tests, and other tests throughout school. Students are tested so much that they don't value the curriculum. It's just about the test and the test score that will get them scholarships in college. This week, I had a student say that this semester does not matter as much because students have already been admitted to college. The counselor is going to come in and talk with my classes because they don't understand that the colleges don't have the official transcripts, senior English has to be passed to graduate, and if the GPA is affected, then potential scholarships could be lost. It also relates to what Jennifer Williams has noticed with her students. Students don't value the learning; they value the grade they earn. I have some ideas about assessments and how we can show students the value of learning the material.
The first one is called the Take Ten Assessments. These assessments are not graded but are warm-up exercises used for reviewing or introducing new material. Some of these assessments include commit & toss, four-corners, elevator speeches, tweet-pair-share, or editing islands. Use it for the first ten minutes of class. The second one is the Take Charge Assessments. In my opinion, students should have choices about what kind of assessments they will do to show what was learned in the lesson. If students have the power of choice, they have the power to learn. Some of these assessments include Socratic discussions, Create questions and use the ACE strategy (answer, cite, & explain), source cards & note cards, fish bowl, and "Act It Out!" All of these ideas cover reading, writing, speaking, listening, and vocabulary skills. The last one is called Takedown Assessments which are used at the end of the unit. These ideas include presentations using technology, creating board games, writing essays, or project-based learning. Repetition and consistency is essential when learning and remembering skills, and tests should have a purpose and not just for a reason.
Adieu!
Just Another Manic Monday!
January 11, 2016
Day 196 as an Oklahoma Teacher
Day 196 as an Oklahoma Teacher
I hate Monday; I rather start
school on a Tuesday. It seems like every year, the weekends get shorter and
shorter. I guess I have too much to do and too little time to get it done!
Well, it's time to get ready for my students, so I have to come up with my plan
to use Harry Potter as a way to review grammar and vocabulary. Since students
sit in groups of four, they were either from Slytherin, Gryffindor, Hufflepuff,
or Raven Claw. Each group has two grammar rules, two punctuation rules, and
five vocabulary words. Students have to read about the grammar and punctuation
rules, write examples, define the vocabulary words, and give examples for the
words. They have to come up with a way to teach these ideas to the whole class.
The presentations are scheduled for Thursday.
Each week, the groups will be given a
challenge to complete, while reviewing what was learned the week before in
class. Next week, they will be given a reading assignment, create questions and
answers, and then conduct a Socratic discussion on Thursday. The winning house
(group of students) will receive a day to play games. One student request that
I make cookies or brownies for the winning group. I think my other units will
include the districts from Hunger Games, something from Twilight, something
from Divergent, and something using knights. If I relate vocabulary and
grammar to ideas that students already know, then a connection can be built.
Also, reading, writing, speaking, listening, vocabulary, and grammar should not
be taught as separate entities. All of these concepts should be integrated
within the curriculum units so that students can see the connections between
what they learn, what they read, what they write, and what they say.
Results of the Harry Potter idea will be posted on
Thursday!
Audios, goodbye, and adieu!
Sunday, January 10, 2016
The Hogwarts' Challenge
January 9th & 10th, 2016
Days 194 & 195 as an Oklahoma Teacher
I decided to combine my weekend days into one blog. One of my projects included making a Platform 93/4 for Hogwarts to go by my classroom door. My classroom is not finished yet; it's still a work in progress. I want to make items from literature to go in my room. I also want a Shakespeare on the shelf holding a quote from one of his plays or sonnets. I've been thinking that I should open a store just for teachers. This store would contain decorations for every subject area, classes on how to make the decorations, and a book club. Just a thought as a move closer to retirement. Another idea that I have been working on involves making the keys that were seen in Harry Potter & the Sorcerer's Stone. I have the keys; I just have to make the wings.
Thinking-that's what I have been doing all weekend. What are the best strategies to help senior students remember grammar and punctuation rules. I even want to throw in some vocabulary words. Since my students sit at tables, each group will draw for one of the houses at Hogwarts: Slytherin, Hufflepuff, Gryffindor, and Ravenclaw. Each group will be responsible for creating a way to remember the grammar and punctuation rules and some vocabulary words. They could write a story, a poem, a song, make a poster, something digital, like an IMovie. They will discuss tomorrow, work on it Tuesday, present it on Wednesday, and take a test over all the rules and words on Thursday or Tuesday, the 19th. I am going to relate all my challenges to literature. This is the Hogwarts' Challenge. I'll tell you how it goes this week.
Keep blogging on!
Days 194 & 195 as an Oklahoma Teacher
I decided to combine my weekend days into one blog. One of my projects included making a Platform 93/4 for Hogwarts to go by my classroom door. My classroom is not finished yet; it's still a work in progress. I want to make items from literature to go in my room. I also want a Shakespeare on the shelf holding a quote from one of his plays or sonnets. I've been thinking that I should open a store just for teachers. This store would contain decorations for every subject area, classes on how to make the decorations, and a book club. Just a thought as a move closer to retirement. Another idea that I have been working on involves making the keys that were seen in Harry Potter & the Sorcerer's Stone. I have the keys; I just have to make the wings.
Thinking-that's what I have been doing all weekend. What are the best strategies to help senior students remember grammar and punctuation rules. I even want to throw in some vocabulary words. Since my students sit at tables, each group will draw for one of the houses at Hogwarts: Slytherin, Hufflepuff, Gryffindor, and Ravenclaw. Each group will be responsible for creating a way to remember the grammar and punctuation rules and some vocabulary words. They could write a story, a poem, a song, make a poster, something digital, like an IMovie. They will discuss tomorrow, work on it Tuesday, present it on Wednesday, and take a test over all the rules and words on Thursday or Tuesday, the 19th. I am going to relate all my challenges to literature. This is the Hogwarts' Challenge. I'll tell you how it goes this week.
Keep blogging on!
Genius Hour Friday
January 8th, 2016
Day 193 as an Oklahoma Teacher
Every Friday, I give my students a Genius Hour where they work on any idea related to their senior projects. I graded the content and format for the senior paper. I just hoped that they put it into some kind of logical order and correctly cited the sources. I did not have a printed copy; I graded their papers on the computer which took me through Christmas break to finish. I went over with them how to revise for content and edit for mistakes. Today, they are correcting their papers using a checklist. I think that revising and editing are two important steps in the writing process that sometimes get overlooked. Students need to get out of the habit that the first copy of a paper is also the finished copy. I require at least two revised copies, and if students don't complete any revisions, they earn a zero.
I made two important observations during Genius Hour Time. I have some students who work for at least 30 minutes and then need a break while a few students just sit there and refuse to do independent work. They try to sneak a look at their phone, talk, or play a game on a laptop. They receive points for setting goals and working in class; however, some of them don't want to get anything accomplished. I also have noticed how dependent students are on technology. Some of them can't put the phone down even for five minutes without looking to see if they received a text. They have to realize that in some job situations, their phones will be locked up until after they work. Even in some college classes, professors don't allow students to use their phones. It's like they need to learn some cell phone etiquette, or they need to receive treatment for their cell phone addiction.
As I change the senior project for next year's class, I want add more ideas that Don Wettrick wrote about in his book, Pure Genius. I listened to his TEdx Talk and learned some valuable information about his innovation class. I've to take the senior project one step further and promote more collaboration between students and professional people. I've taught 24 years and never taught the same way. I always change the way I teach to match the needs and interests of my students. I guess that's one of the reasons I never have the summers off; I'm still working on ideas for my classes.
...and so it's now the weekend! Remember to never give up! United we stand; together we fall.
Day 193 as an Oklahoma Teacher
Every Friday, I give my students a Genius Hour where they work on any idea related to their senior projects. I graded the content and format for the senior paper. I just hoped that they put it into some kind of logical order and correctly cited the sources. I did not have a printed copy; I graded their papers on the computer which took me through Christmas break to finish. I went over with them how to revise for content and edit for mistakes. Today, they are correcting their papers using a checklist. I think that revising and editing are two important steps in the writing process that sometimes get overlooked. Students need to get out of the habit that the first copy of a paper is also the finished copy. I require at least two revised copies, and if students don't complete any revisions, they earn a zero.
I made two important observations during Genius Hour Time. I have some students who work for at least 30 minutes and then need a break while a few students just sit there and refuse to do independent work. They try to sneak a look at their phone, talk, or play a game on a laptop. They receive points for setting goals and working in class; however, some of them don't want to get anything accomplished. I also have noticed how dependent students are on technology. Some of them can't put the phone down even for five minutes without looking to see if they received a text. They have to realize that in some job situations, their phones will be locked up until after they work. Even in some college classes, professors don't allow students to use their phones. It's like they need to learn some cell phone etiquette, or they need to receive treatment for their cell phone addiction.
As I change the senior project for next year's class, I want add more ideas that Don Wettrick wrote about in his book, Pure Genius. I listened to his TEdx Talk and learned some valuable information about his innovation class. I've to take the senior project one step further and promote more collaboration between students and professional people. I've taught 24 years and never taught the same way. I always change the way I teach to match the needs and interests of my students. I guess that's one of the reasons I never have the summers off; I'm still working on ideas for my classes.
...and so it's now the weekend! Remember to never give up! United we stand; together we fall.
Friday, January 8, 2016
Who are you working for?
January 7, 2016
Day 192 as an Oklahoma Teacher
To Whom It May Concern:
My husband and I have six children, four boys and two girls; we have two of kids left in the house. When we had all six in the house, it could be total chaos. We had to buy three gallons of milk each week and go to separate school functions because the kids went to different schools. When shopping for groceries at Walmart, we would load up two carts with groceries. A Walmart trip for groceries usually cost about two-hundred dollars. Today, a trip to Walmart costs the same amount of money using one cart. My husband budgets the money down to the last penny. He knows the average amount of money spent each month for all the bills and subs out the money. He is proactive and not reactive with our money. We know what we have and what we can spend each month.
As an Oklahoma citizen, I am ashamed of the budget crisis. This problem has been building the last few years, and nothing was done about it. I graduated from Big Pasture Public School, a small, rural school in Southern Oklahoma. At that school, I received quality education, I received individual help because the classes were small, and I was part of a community that rallied around the school. The school is the heart of a small town, and when the school is eliminated, then the town usually falls apart. For as long as I can remember, there has always been talk about consolidating the small schools, but the idea has always been ignored. However, I always felt that if people at the Capitol wanted to make it happen, they would find a way to manipulate something to get their way. This budget crisis is a catastrophe with no end in sight. As an Oklahoma parent, I am ashamed that, again, schools will feel the brunt of this mismanagement of money. If my husband had mismanaged our money, we would both be in trouble. Where is the accountability? Why is it other people get blamed by the ones who works for us? What about my tax money? Finally, as an Oklahoma teacher, I am tired of schools and teachers receiving the blame for not is working. In my opinion, if teachers, administrators, and community leaders came together to solve some of the problems, then something would get done. Eliminate some of the mandates that are not necessary, quit demeaning the teaching profession so that an agenda can be put into place, and don't treat us like we are the problem. We do have college degrees, and some of us have multiple degrees. Aren't we pushing students to be career and college ready? It's time to work together, not just mandate what should be required at the high school level. What we are doing is not helping every student. Students have different paths and different ways to get there. The education of our students should come first.
Sincerely,
Shanna Mellott
An Oklahoma citizen, parent, and teacher
Day 192 as an Oklahoma Teacher
To Whom It May Concern:
My husband and I have six children, four boys and two girls; we have two of kids left in the house. When we had all six in the house, it could be total chaos. We had to buy three gallons of milk each week and go to separate school functions because the kids went to different schools. When shopping for groceries at Walmart, we would load up two carts with groceries. A Walmart trip for groceries usually cost about two-hundred dollars. Today, a trip to Walmart costs the same amount of money using one cart. My husband budgets the money down to the last penny. He knows the average amount of money spent each month for all the bills and subs out the money. He is proactive and not reactive with our money. We know what we have and what we can spend each month.
As an Oklahoma citizen, I am ashamed of the budget crisis. This problem has been building the last few years, and nothing was done about it. I graduated from Big Pasture Public School, a small, rural school in Southern Oklahoma. At that school, I received quality education, I received individual help because the classes were small, and I was part of a community that rallied around the school. The school is the heart of a small town, and when the school is eliminated, then the town usually falls apart. For as long as I can remember, there has always been talk about consolidating the small schools, but the idea has always been ignored. However, I always felt that if people at the Capitol wanted to make it happen, they would find a way to manipulate something to get their way. This budget crisis is a catastrophe with no end in sight. As an Oklahoma parent, I am ashamed that, again, schools will feel the brunt of this mismanagement of money. If my husband had mismanaged our money, we would both be in trouble. Where is the accountability? Why is it other people get blamed by the ones who works for us? What about my tax money? Finally, as an Oklahoma teacher, I am tired of schools and teachers receiving the blame for not is working. In my opinion, if teachers, administrators, and community leaders came together to solve some of the problems, then something would get done. Eliminate some of the mandates that are not necessary, quit demeaning the teaching profession so that an agenda can be put into place, and don't treat us like we are the problem. We do have college degrees, and some of us have multiple degrees. Aren't we pushing students to be career and college ready? It's time to work together, not just mandate what should be required at the high school level. What we are doing is not helping every student. Students have different paths and different ways to get there. The education of our students should come first.
Sincerely,
Shanna Mellott
An Oklahoma citizen, parent, and teacher
Wednesday, January 6, 2016
Choices
January 6th, 2016
Day 191 as an Oklahoma Teacher
How do you go over grammar and punctuation mistakes with seniors? I have been pondering the answer to this question this week. They have gone over and over these rules since fourth grade. It's all about repetition, application, and practice. At some point, students have to take responsibility for their learning. Instead of saying to them that they have to learn the material, we need to make them think how they are going use it and apply it to other classes or jobs. Since my students sit at tables, I decided to give each group a grammar rule. They had to come up with a way to show the class what they rule was, the mistake, and how to correct it. It worked well, and I will do this idea again. For the rest of the hour, the students revised their senior papers. They checked for transitional phrases, topic sentences, made sure that citations did not begin or end paragraphs, and matched the sources on the works cited page to the ones used in the paper.
Also, my students are creating some awesome ideas for their senior projects. One student ordered t-shirts that highlight the problem with human trafficking. She wants to sell the t-shirts with 44% of what she earns going to the organization that helps with this issue. She also has made a video to go along with her speech. Another student wrote her paper about the Wichita Mountains. She has an interest in photography, so she took pictures of the mountains for her project. I can't wait to see all of the projects and hear the speeches. These ideas relate to what Josh Flores talked about in his daily video. It's all about giving students individual choices, having them understand that they have to know the materials, and also equipping them with the strategies to learn it on their own. This goes to my idea that all students should be on a plan of study, especially in 10th, 11th, and 12th grades. The plan of study would have the students take the required courses for graduation, but these courses would also relate to their interests or career choices. Just a thought!
The last thoughts for the night relate to two words, reform and Renaissance. I have said that a Renaissance should happen in education. In my opinion, a Renaissance means that teachers take charge, innovate, create, and design curriculum. Reform, on the other hand, has a negative connotation because outsiders from other organizations influence our schools. They see nothing right with education and complain about teachers.
We have choices; we just have to go down the right path.
Goodnight!
Day 191 as an Oklahoma Teacher
How do you go over grammar and punctuation mistakes with seniors? I have been pondering the answer to this question this week. They have gone over and over these rules since fourth grade. It's all about repetition, application, and practice. At some point, students have to take responsibility for their learning. Instead of saying to them that they have to learn the material, we need to make them think how they are going use it and apply it to other classes or jobs. Since my students sit at tables, I decided to give each group a grammar rule. They had to come up with a way to show the class what they rule was, the mistake, and how to correct it. It worked well, and I will do this idea again. For the rest of the hour, the students revised their senior papers. They checked for transitional phrases, topic sentences, made sure that citations did not begin or end paragraphs, and matched the sources on the works cited page to the ones used in the paper.
Also, my students are creating some awesome ideas for their senior projects. One student ordered t-shirts that highlight the problem with human trafficking. She wants to sell the t-shirts with 44% of what she earns going to the organization that helps with this issue. She also has made a video to go along with her speech. Another student wrote her paper about the Wichita Mountains. She has an interest in photography, so she took pictures of the mountains for her project. I can't wait to see all of the projects and hear the speeches. These ideas relate to what Josh Flores talked about in his daily video. It's all about giving students individual choices, having them understand that they have to know the materials, and also equipping them with the strategies to learn it on their own. This goes to my idea that all students should be on a plan of study, especially in 10th, 11th, and 12th grades. The plan of study would have the students take the required courses for graduation, but these courses would also relate to their interests or career choices. Just a thought!
The last thoughts for the night relate to two words, reform and Renaissance. I have said that a Renaissance should happen in education. In my opinion, a Renaissance means that teachers take charge, innovate, create, and design curriculum. Reform, on the other hand, has a negative connotation because outsiders from other organizations influence our schools. They see nothing right with education and complain about teachers.
We have choices; we just have to go down the right path.
Goodnight!
Tuesday, January 5, 2016
Twas a Day at School
January 5, 2016
Day 190 as an Oklahoma Teacher
In my last blog, I added in a couple of mistakes to see if my students would notice when I showed them the blog. Finally, after lunch, a girl in my 5th hour class told me that I had used the wrong there. I'm showing ownership, so I should use their. Then, in my AP students were appalled that I began a paragraph with so. It's going to be fun in my class tomorrow when they have to revise/edit my own paper. Oh, I made a lot of mistakes; I used the ones I saw while grading their research papers. These common college mistakes include fragments, run-ons sentences, shift in verb tense, punctuation, and comma rules. Why is it that some students can identify mistakes in other papers, but have a difficult time with their own paper? This week, I will show my students some quick strategies to use when editing and revising essays. I believe that revising and editing essays are important skills for students to have. It just takes consistent practice and repetition. Also, another student saw me at Dillards on New Year's Day. I could not walk around in the store without running into someone. I went into the store, zig zagged my way through the lines of people, and grabbed the only item that a I wanted to buy, a Santa that was a Circus Ring Master. The student wanted to know why I would go into the store and just buy a Santa. Tomorrow, I am going to show the class a picture of the Santa. I have a Santa collection, and I like to buy one each year to add to it.
Today, Josh Flores suggested that teachers should become curriculum designers rather than curriculum followers. Over 15 years ago, I decided to ditch the textbook. The textbook for students and teachers had become too cumbersome and heavy. If I used the books as weights, I could easily have muscles like Arnold Schwarzenegger in his younger days. The textbooks also contained too much information for both teachers and students. My decision to ditch the textbook helped me change from a curriculum follower to a curriculum designer. Before this decision, I followed the ideas in the textbook and what I learned from other teachers. I was the perfect imitator. Now, I design my curriculum using novels, short stories, poetry, and nonfiction. I feel empowered when I create a new idea, and I believe the curriculum better fits the needs of my students. Therefore, I recommend teachers to become curriculum designers rather than curriculum followers to benefit themselves and their students.
Until next time!
Day 190 as an Oklahoma Teacher
In my last blog, I added in a couple of mistakes to see if my students would notice when I showed them the blog. Finally, after lunch, a girl in my 5th hour class told me that I had used the wrong there. I'm showing ownership, so I should use their. Then, in my AP students were appalled that I began a paragraph with so. It's going to be fun in my class tomorrow when they have to revise/edit my own paper. Oh, I made a lot of mistakes; I used the ones I saw while grading their research papers. These common college mistakes include fragments, run-ons sentences, shift in verb tense, punctuation, and comma rules. Why is it that some students can identify mistakes in other papers, but have a difficult time with their own paper? This week, I will show my students some quick strategies to use when editing and revising essays. I believe that revising and editing essays are important skills for students to have. It just takes consistent practice and repetition. Also, another student saw me at Dillards on New Year's Day. I could not walk around in the store without running into someone. I went into the store, zig zagged my way through the lines of people, and grabbed the only item that a I wanted to buy, a Santa that was a Circus Ring Master. The student wanted to know why I would go into the store and just buy a Santa. Tomorrow, I am going to show the class a picture of the Santa. I have a Santa collection, and I like to buy one each year to add to it.
Today, Josh Flores suggested that teachers should become curriculum designers rather than curriculum followers. Over 15 years ago, I decided to ditch the textbook. The textbook for students and teachers had become too cumbersome and heavy. If I used the books as weights, I could easily have muscles like Arnold Schwarzenegger in his younger days. The textbooks also contained too much information for both teachers and students. My decision to ditch the textbook helped me change from a curriculum follower to a curriculum designer. Before this decision, I followed the ideas in the textbook and what I learned from other teachers. I was the perfect imitator. Now, I design my curriculum using novels, short stories, poetry, and nonfiction. I feel empowered when I create a new idea, and I believe the curriculum better fits the needs of my students. Therefore, I recommend teachers to become curriculum designers rather than curriculum followers to benefit themselves and their students.
Until next time!
Monday, January 4, 2016
80% of My Time
January 4, 2016
Day 189 as an Oklahoma Teacher
So I began this day with professional development. We watched a couple of Todd Whitaker videos. Whitaker discussed the qualities of a great teacher and a poor teacher. One idea was that great teachers determine what students will do next while students will determine what poor teachers will do next. The one idea that had a significant impact on me were the three questions to consider when implementing an idea. What is the purpose? Will this actually work? What will people think? He used homework as an example; he said that there should be a purpose for homework and not a reason. In my opinion, homework should relate to time management skills. Students need to make goals, plan out what should be completed, and meet the deadline. Don't college students have to do this with some of their college work? Don't people have to make deadlines at work? Homework that takes hours for students to complete at night or homework that only consists of worksheets should be ditched. Ditch the worksheet!
Tomorrow, my seniors and my son will begin their last semester in high school. They also have to complete the senior project. They did the dirty work last semester, researching, planning, and writing a research paper. Now, it's time to do something with the paper. Here's my plan: revise and edit the senior paper, outline, and proposal letter, create two digital advertisements about the project, design an artifact to use for the presentations in May, and complete the work at home and on Genius Hour Fridays. Some ideas include documenting the steps it took to make a piece of art, putting together a Harry Potter Quidditch game, and documenting the senior year and giving advice to underclassmen. I can't wait to see all the wonderful projects my seniors will create. Their speeches will follow a Ted Talk format, but I want to come up with a different name. Hopefully, I can come up with something by tomorrow. I have said that education is not about regurgitation but about collaboration and innovation. By the way, this blog is my project. I told my students that I would go through the steps of the research paper and project with them. School takes about 80% of my time with 20% left over for cleaning my house or watching T.V. Every idea that I have revolves around education. I often wonder what will happen when I retire, and I don't have to think about education. I better have a backup plan in a few years.
Adieu until next time!
Day 189 as an Oklahoma Teacher
So I began this day with professional development. We watched a couple of Todd Whitaker videos. Whitaker discussed the qualities of a great teacher and a poor teacher. One idea was that great teachers determine what students will do next while students will determine what poor teachers will do next. The one idea that had a significant impact on me were the three questions to consider when implementing an idea. What is the purpose? Will this actually work? What will people think? He used homework as an example; he said that there should be a purpose for homework and not a reason. In my opinion, homework should relate to time management skills. Students need to make goals, plan out what should be completed, and meet the deadline. Don't college students have to do this with some of their college work? Don't people have to make deadlines at work? Homework that takes hours for students to complete at night or homework that only consists of worksheets should be ditched. Ditch the worksheet!
Tomorrow, my seniors and my son will begin their last semester in high school. They also have to complete the senior project. They did the dirty work last semester, researching, planning, and writing a research paper. Now, it's time to do something with the paper. Here's my plan: revise and edit the senior paper, outline, and proposal letter, create two digital advertisements about the project, design an artifact to use for the presentations in May, and complete the work at home and on Genius Hour Fridays. Some ideas include documenting the steps it took to make a piece of art, putting together a Harry Potter Quidditch game, and documenting the senior year and giving advice to underclassmen. I can't wait to see all the wonderful projects my seniors will create. Their speeches will follow a Ted Talk format, but I want to come up with a different name. Hopefully, I can come up with something by tomorrow. I have said that education is not about regurgitation but about collaboration and innovation. By the way, this blog is my project. I told my students that I would go through the steps of the research paper and project with them. School takes about 80% of my time with 20% left over for cleaning my house or watching T.V. Every idea that I have revolves around education. I often wonder what will happen when I retire, and I don't have to think about education. I better have a backup plan in a few years.
Adieu until next time!
Sunday, January 3, 2016
Walking in Someone Else's Shoes
January 3, 2016
Day 188 as an Oklahoma Teacher
I read an article titled, "Teacher Spends Two Days as a Student and is Shocked at What She Learns," by Valerie Strauss. Strauss was a classroom teacher for many years, but became High School Learning Coach. The Principal told her to shadow a 10th grade and a 12th grade student for two days; she also had to do the work the students were given. Here are a few interesting tidbits that she noticed those two days: students sit a log only moving around when changing classes, students rarely had discussions in class, only if the teacher initiated it, the students copy notes that the teachers had already wrote for them, and teachers were always calling on students to be quiet and pay attention. If she could back and change her classes, she would use these ideas: mandatory stretch in the middle of class, put a Nerf basketball hoop in the class for the students to use, build in daily hands-on and move around activities for every class, include mini-lessons where the students listen to a brief lecture, work in small groups for research, and then act out a poem, use an egg timer to limit the time given for lecture, have students bring in essential questions to use them for class discussions, and ask students more questions. Surprise! This is the article that my students had to read for the semester test. I had one student suggested that our class needed a Nerf basketball hoop for the class. There were mixed responses that either their classes were all lecture or in some of their classes, they completed hands-on activities. Also, how do you become a high school learning coach? That sounds like something I would like to do.
Are you ready for some of my thoughtful wisdom? It doesn't matter; I'm still going to tell you. I have been those teachers that she described, a teacher-led classroom, with lots of notes and lecture, and students as passive learners. I guess I was just copying my teachers in high school or what I was taught in college. That probably describes the first half of my teaching career. Now, I want my class to be student-led where the students have the control of how they will learn the material. There has been many times this year when I just stand back and listen to the discussions my students are having about the literature. That gives me more insight into their understanding than just having them regurgitate the notes. When I'm the Sage on the Stage, I can show them the strategies. When I'm the Guide on the Side, I just watch and listen. There can be a mixture, but we have to get our students up moving, collaborating, and solving problems. Education is not about regurgitation; it's about collaboration and innovation.
I also think teachers need to visit other classrooms. We need to collaborate and learn from each other. Why is it that we have closed door teaching? You are welcome to visit my class. The only way that we can make positive impacts is that we learn from each other. WE CANNOT BE CLOSE-MINDED; WE MUST BE WILLING TO BE PART OF AN EDUCATIONAL RENAISSANCE. I've heard reform, which has a negative connotation, used by everyone who wants to destroy education. It needs to be a Renaissance of new, refreshing ideas that takes us down a road not taken. Every educational idea that I have dealt with over these 24 years is just a regurgitation of what has already been offered. It's time to think like there is no box and choose a road not taken.
Adieu!
Day 188 as an Oklahoma Teacher
I read an article titled, "Teacher Spends Two Days as a Student and is Shocked at What She Learns," by Valerie Strauss. Strauss was a classroom teacher for many years, but became High School Learning Coach. The Principal told her to shadow a 10th grade and a 12th grade student for two days; she also had to do the work the students were given. Here are a few interesting tidbits that she noticed those two days: students sit a log only moving around when changing classes, students rarely had discussions in class, only if the teacher initiated it, the students copy notes that the teachers had already wrote for them, and teachers were always calling on students to be quiet and pay attention. If she could back and change her classes, she would use these ideas: mandatory stretch in the middle of class, put a Nerf basketball hoop in the class for the students to use, build in daily hands-on and move around activities for every class, include mini-lessons where the students listen to a brief lecture, work in small groups for research, and then act out a poem, use an egg timer to limit the time given for lecture, have students bring in essential questions to use them for class discussions, and ask students more questions. Surprise! This is the article that my students had to read for the semester test. I had one student suggested that our class needed a Nerf basketball hoop for the class. There were mixed responses that either their classes were all lecture or in some of their classes, they completed hands-on activities. Also, how do you become a high school learning coach? That sounds like something I would like to do.
Are you ready for some of my thoughtful wisdom? It doesn't matter; I'm still going to tell you. I have been those teachers that she described, a teacher-led classroom, with lots of notes and lecture, and students as passive learners. I guess I was just copying my teachers in high school or what I was taught in college. That probably describes the first half of my teaching career. Now, I want my class to be student-led where the students have the control of how they will learn the material. There has been many times this year when I just stand back and listen to the discussions my students are having about the literature. That gives me more insight into their understanding than just having them regurgitate the notes. When I'm the Sage on the Stage, I can show them the strategies. When I'm the Guide on the Side, I just watch and listen. There can be a mixture, but we have to get our students up moving, collaborating, and solving problems. Education is not about regurgitation; it's about collaboration and innovation.
I also think teachers need to visit other classrooms. We need to collaborate and learn from each other. Why is it that we have closed door teaching? You are welcome to visit my class. The only way that we can make positive impacts is that we learn from each other. WE CANNOT BE CLOSE-MINDED; WE MUST BE WILLING TO BE PART OF AN EDUCATIONAL RENAISSANCE. I've heard reform, which has a negative connotation, used by everyone who wants to destroy education. It needs to be a Renaissance of new, refreshing ideas that takes us down a road not taken. Every educational idea that I have dealt with over these 24 years is just a regurgitation of what has already been offered. It's time to think like there is no box and choose a road not taken.
Adieu!
Saturday, January 2, 2016
Think like There is no Box!
January 2, 2016
Day 187 as an Oklahoma Teacher
This morning, I watched a Josh Flores video on twitter. In his 30-second video, he talked about having older students teach younger students a vocabulary concept or skill. He referenced Elmo and Sesame Street and how vocabulary is taught on the show. He suggested having students make sock puppets as a way to teach a lesson. I have used a couple of creative lessons over the years that required my students working with younger students. One of my lessons required students to create children's books; the book contained sentence patterns and academic vocabulary. They read the books to a 5th grade class. For another lesson, my students rewrote Romeo and Juliet and gave it an Oklahoma flavor. They rewrote the lines using Oklahoma diction, went through the stages of the writing process, and then acted out the play in front of an 8th grade creative reading class. The last example is one that I did with this class that I am teaching right now. When they were sophomores, I had them plan and create a Shakespearean Faire. The students who were the musicians played Elizabethan songs; there were also games, crafts, and food. Students from other classes came to the Faire.
So enough with my reminiscing, let me get back to Josh's idea. I tweeted that I would try it with my seniors and that I thought the puppets should be characters from literature or the authors. There is no limit from this lesson. Students could make puppets, write a script for vocabulary, grammar, or literature, and do a live version of a play or videotape it. I imagine puppets that are famous poets discussing their poetry and the poetic devices used in their poetry. There could be a rap, a cheer, a song, or a poem. Students could also dress in character if they don't mind being seen on camera. All of these ideas, if planned out, would fit every Oklahoma standard. It's not a sit down and take the test or write an essay assessment, but it would bring in creativity, innovation, and think like there is no box. Even though older students can do this for younger students, they also need to think about how they can learn vocabulary and grammar. I am going to give my students a set of grammar rules, and ask them what they would do to learn, apply, and not forget them. I'm going to work on my plan for this lesson and blog about it when it is finished.
Adieu! Adieu! Parting is such sweet sorrow, but I will be back with another blog tomorrow!
Day 187 as an Oklahoma Teacher
This morning, I watched a Josh Flores video on twitter. In his 30-second video, he talked about having older students teach younger students a vocabulary concept or skill. He referenced Elmo and Sesame Street and how vocabulary is taught on the show. He suggested having students make sock puppets as a way to teach a lesson. I have used a couple of creative lessons over the years that required my students working with younger students. One of my lessons required students to create children's books; the book contained sentence patterns and academic vocabulary. They read the books to a 5th grade class. For another lesson, my students rewrote Romeo and Juliet and gave it an Oklahoma flavor. They rewrote the lines using Oklahoma diction, went through the stages of the writing process, and then acted out the play in front of an 8th grade creative reading class. The last example is one that I did with this class that I am teaching right now. When they were sophomores, I had them plan and create a Shakespearean Faire. The students who were the musicians played Elizabethan songs; there were also games, crafts, and food. Students from other classes came to the Faire.
So enough with my reminiscing, let me get back to Josh's idea. I tweeted that I would try it with my seniors and that I thought the puppets should be characters from literature or the authors. There is no limit from this lesson. Students could make puppets, write a script for vocabulary, grammar, or literature, and do a live version of a play or videotape it. I imagine puppets that are famous poets discussing their poetry and the poetic devices used in their poetry. There could be a rap, a cheer, a song, or a poem. Students could also dress in character if they don't mind being seen on camera. All of these ideas, if planned out, would fit every Oklahoma standard. It's not a sit down and take the test or write an essay assessment, but it would bring in creativity, innovation, and think like there is no box. Even though older students can do this for younger students, they also need to think about how they can learn vocabulary and grammar. I am going to give my students a set of grammar rules, and ask them what they would do to learn, apply, and not forget them. I'm going to work on my plan for this lesson and blog about it when it is finished.
Adieu! Adieu! Parting is such sweet sorrow, but I will be back with another blog tomorrow!
Friday, January 1, 2016
365 Days as an Oklahoma Teacher
January 1, 2016
Day186 as an Oklahoma teacher
I spent the day writing lesson plans and grading the rest of the semester tests. Yes, I know that I should have been finished with grading those tests, but I don't get time at school to grade the tests. I always have to take them home. Semester tests are supposed to show a teacher what students remember, to remind the students what they learned in class, and to show the students what a college final looks like. Since I am a person who follows the rules, I created a test that took my students the full 90 minutes to work on it. This year, my students annotated an article, created five questions with answers using the Answer, Cite, and Explain strategy, created a formal outline for a compare/contrast essay, and was supposed to conduct a 10 minute discussion about the article, but we ran out of time. Are semester tests becoming obsolete because of high stakes testing? Are teachers really taking these tests seriously? Do I require my students to complete too many tasks on the test? If we are going to push students down the college path, they need to know what it takes to pass a college final. EOI testing doesn't follow a college final format, but a semester test would allow students to experience that idea. EOI testing is too limited and is not even looked at by colleges. It's time to make the semester test the most important test in high school, other than the ACT, and relate it to a college final. For the second semester, we are doing projects in some classes.
Day186 as an Oklahoma teacher
I spent the day writing lesson plans and grading the rest of the semester tests. Yes, I know that I should have been finished with grading those tests, but I don't get time at school to grade the tests. I always have to take them home. Semester tests are supposed to show a teacher what students remember, to remind the students what they learned in class, and to show the students what a college final looks like. Since I am a person who follows the rules, I created a test that took my students the full 90 minutes to work on it. This year, my students annotated an article, created five questions with answers using the Answer, Cite, and Explain strategy, created a formal outline for a compare/contrast essay, and was supposed to conduct a 10 minute discussion about the article, but we ran out of time. Are semester tests becoming obsolete because of high stakes testing? Are teachers really taking these tests seriously? Do I require my students to complete too many tasks on the test? If we are going to push students down the college path, they need to know what it takes to pass a college final. EOI testing doesn't follow a college final format, but a semester test would allow students to experience that idea. EOI testing is too limited and is not even looked at by colleges. It's time to make the semester test the most important test in high school, other than the ACT, and relate it to a college final. For the second semester, we are doing projects in some classes.
Despair
This week, a blogger challenge was issued to some Oklahoma bloggers. Even though I wasn't on that list, here are my thoughts about hope and despair in education. I'll start with despair. A tweet by Kent Bush caught my attention the other day. He said "You have to wonder how history will remember these states that cut education in the name of ALEC experiments." He was referencing what is going on in Kansas; a school district was going to a four day week while extending the school day. The problem has to do with budget cuts. Sound familiar? Until the teaching profession is respected by politicians, until authentic solutions are given to improve education, and until schools quit facing budget cuts, the problems caused by all this inaction will persist. All of what has happened has been a set up by other groups to destroy education, to manipulate the public, and to denigrate teachers. I didn't go to college and earn three degrees so that I could work for lower pay, but I don't see the light at the end of the tunnel. Toll roads, outside groups, and political mayhems are more important than the education of my children and my students. This problem is not caused by one political group, but by both Democrats and Republicans. They serve us; we don't serve them.
A New Hope
I saw the Star Wars movie for a second time. In the movie, Poe asked Finn why he was helping him escape the First Order. Finn responded, "Because it's the right thing to do." It's the right thing to stand up for education. How can we stand up for education? Get the message out: share blogs, make videos, send emails to legislatures, visit the Capitol, and collaborate with Oklaed. I've seen the influence that we have; we just can't give up. The Oklaed bloggers and the #oklaed chat that has kept teachers informed have made the biggest impact. However, it's time for the rest of us to pick up the gauntlet and do our part in this situation. I feel that teachers in the rural areas are too silent and need to voice their ideas and opinions. The bridge has been built; we just need to cross it. It's time for teachers to go to the upcoming Edcamps in Tulsa, OKC, and Lawton so that we can collaborate, plan, and get ready for the next battle. The force has awakened.
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