I haven't blogged at all this week. I have no idea what to write about.
That's not to say I don't have plenty going on in my life. Truthfully, I'm so overwhelmed that I had a nightmare about my to-do list becoming human and eating me (true story). And yet, none of it seems to be "blog" material.
There are a number of school issues I could go on about...but at the end of the day, I mostly want to escape them. I could entertain with stories about my adorable daughter...but the stories aren't that interesting unless she's your daughter. I guess I'm in a rut. Maybe it's time to embrace creative writing...
Friday, September 30, 2011
Monday, September 19, 2011
Weekend Possibilities
There's something about a cool, sunny, fall-ish weekend that brings a sense of peace. I've felt relaxed, loved and rested all weekend.
Yet now, it's time to go back to school. What is it about Monday mornings that twist my gut and set my nerves on edge? After 7 years, you'd think I wouldn't feel this way every Monday (particularly after such a lovely weekend). I'm planned for the week, I know what I'm doing, and yet...still with the nerves. I have a meeting that I'm worried about this morning, but I can't tell if my nerves can be attributed only to that or to the week as a whole.
I guess I haven't felt as "on top of things" this year as I have in years past. Again, after 7 years one would think I would have a pretty solid feeling of control.
Yet now, it's time to go back to school. What is it about Monday mornings that twist my gut and set my nerves on edge? After 7 years, you'd think I wouldn't feel this way every Monday (particularly after such a lovely weekend). I'm planned for the week, I know what I'm doing, and yet...still with the nerves. I have a meeting that I'm worried about this morning, but I can't tell if my nerves can be attributed only to that or to the week as a whole.
I guess I haven't felt as "on top of things" this year as I have in years past. Again, after 7 years one would think I would have a pretty solid feeling of control.
Tuesday, September 13, 2011
Blogs I follow
Reading Apprenticeship: http://blog.readingapprenticeship.org/
Jim Burke's English blog: http://jimburke.typepad.com/
And a friend/colleague: http://onemominmaine.com
Kate Crabtree photography: http://www.katecrabtreephotography.com
Jim Burke's English blog: http://jimburke.typepad.com/
And a friend/colleague: http://onemominmaine.com
Kate Crabtree photography: http://www.katecrabtreephotography.com
Saturday, September 10, 2011
Narrowing my ideas...
Well, I think I've narrowed my possibilities down a bit. My main problem isn't a lack of ideas--it could be a lack of time to collect data. By the beginning of December, what topic can I implement in the classroom that will allow me to observe, analyze, interview, collect data, perform case studies and document achievement (or lack thereof)?
What I'm thinking about right now is developing a portfolio of evidence to show that Reading Apprenticeship is working at the high school level. Unofficially, my colleagues and I have nigh a ton of anecdotal evidence to show the philosophy and our implementation is a success. Out of all my students last year, only 1 did not show improvement in close reading and reflective skills by the end of the year (via pre and post tests--CERA). However, the kiddos scores stayed relatively flat on their yearly standardized tests.
So...I don't know if this would be a good thing to research or not. I have all the tools in place, I'm engaged in the topic and I'm excited to show how RA benefits students. But this is certainly a topic I have preconceived notions about, and I'm wondering if I should select something a bit more neutral (like vocabulary). Thoughts?
What I'm thinking about right now is developing a portfolio of evidence to show that Reading Apprenticeship is working at the high school level. Unofficially, my colleagues and I have nigh a ton of anecdotal evidence to show the philosophy and our implementation is a success. Out of all my students last year, only 1 did not show improvement in close reading and reflective skills by the end of the year (via pre and post tests--CERA). However, the kiddos scores stayed relatively flat on their yearly standardized tests.
So...I don't know if this would be a good thing to research or not. I have all the tools in place, I'm engaged in the topic and I'm excited to show how RA benefits students. But this is certainly a topic I have preconceived notions about, and I'm wondering if I should select something a bit more neutral (like vocabulary). Thoughts?
Friday, September 9, 2011
Looking for ideas...
For my other grad class, ERL 552, I need a topic to research. My mind is swimming with ideas, but I can't seem to come up with a concrete direction for my energies. Teaching 9th and 10th grade English offers a wide berth of possibilities, yet my brain is working against me. My last inquiry project explored SSR (silent sustained, self-selected reading) for improving reading, and I feel I have spent a lot of time reflecting on other RA (Reading Apprenticeship) topics. I need something new...
One part of literacy and writing that I feel I have never gotten right is vocabulary instruction. While my college prep kiddos do well with vocabulary lessons, quizzes, and incorporating words into their writing, my lower level students have never had a modicum of success. Researching and testing different vocabulary strategies could help me solve this, and it's a topic of discussion in our department right now.
Unfortunately, I find it a bit of a boring topic. Not because I view it as unimportant; simply because I do not find it an interesting research topic. I'm hoping I'll get more into it within the next week.
My classmates and I did a visual map of our day to day lives in school to brainstorm ideas. Vocabulary did not pop up on my visual map. Collaborative learning, organization, interventions (of various types), metacognition, team/relationship building, reading, writing, portfolios, technology and me voraciously running around the school seemed to be my central themes. The first benefit of this? It showed me why I'm so tired at the end of a week! : ) The second benefit was that it showed what was really important in my teaching life (see above list).
But now what do I do with that? What could I research about collaborative learning? Organization for teachers? Interventions for struggling readers? I would need to be able to narrow the focus quite a lot with any of these topics, and I only have 1 semester to implement research in my classroom and document the data. I feel as though vocabulary instruction would be easier to do than anything on my second list (and I do want to improve it in my classroom).
So...I need advice. Anyone have some ideas and/or perspectives on this?
One part of literacy and writing that I feel I have never gotten right is vocabulary instruction. While my college prep kiddos do well with vocabulary lessons, quizzes, and incorporating words into their writing, my lower level students have never had a modicum of success. Researching and testing different vocabulary strategies could help me solve this, and it's a topic of discussion in our department right now.
Unfortunately, I find it a bit of a boring topic. Not because I view it as unimportant; simply because I do not find it an interesting research topic. I'm hoping I'll get more into it within the next week.
My classmates and I did a visual map of our day to day lives in school to brainstorm ideas. Vocabulary did not pop up on my visual map. Collaborative learning, organization, interventions (of various types), metacognition, team/relationship building, reading, writing, portfolios, technology and me voraciously running around the school seemed to be my central themes. The first benefit of this? It showed me why I'm so tired at the end of a week! : ) The second benefit was that it showed what was really important in my teaching life (see above list).
But now what do I do with that? What could I research about collaborative learning? Organization for teachers? Interventions for struggling readers? I would need to be able to narrow the focus quite a lot with any of these topics, and I only have 1 semester to implement research in my classroom and document the data. I feel as though vocabulary instruction would be easier to do than anything on my second list (and I do want to improve it in my classroom).
So...I need advice. Anyone have some ideas and/or perspectives on this?
Tuesday, September 6, 2011
Hey, where's Perry?
Yes, Phineas and Ferb are baby-sitting my daughter while I write a blog post. Although I'm mindful of the guilt involvd with this practice, sometimes TV baby-sitting is unavoidable for me.
However, Phineas and Ferb can become an interesting analogy for technology in the classroom. Phineas and Ferb create amazing inventions everyday, while their secret-undercover pet Platypus (Perry) disappears to fight the (semi-)evil Dr. Doofenshmirtz. While these always seem like separate events (building train to Mars vs. destroying The Illuminator), they also collide in some fashion by the end of the show. This collision resolves the plot of each show and wraps it up in a tidy bow (hmmm, this could also be an analogy to my organizational style...).
Technology and classroom instruction can seem like two opposing forces of nature, particularly when (as I am) teachers are first beginning to seriously integrate the two. Students view technology as Facebook and hanging out with latent friends; teachers view instruction as building critical thinking and knowledge. However, my hope is that technology and instruction will collide in ways I don't expect and bring positive results to student learning (that being said, of course I am working very hard to match the objectives, etc.). I've observed the best "teaching moments" are rarely orchestrated or follow a schedule, and I'm optimistic that technology in the classroom will benefit students and their critical thinking skills in ways I haven't anticipated.
However, Phineas and Ferb can become an interesting analogy for technology in the classroom. Phineas and Ferb create amazing inventions everyday, while their secret-undercover pet Platypus (Perry) disappears to fight the (semi-)evil Dr. Doofenshmirtz. While these always seem like separate events (building train to Mars vs. destroying The Illuminator), they also collide in some fashion by the end of the show. This collision resolves the plot of each show and wraps it up in a tidy bow (hmmm, this could also be an analogy to my organizational style...).
Technology and classroom instruction can seem like two opposing forces of nature, particularly when (as I am) teachers are first beginning to seriously integrate the two. Students view technology as Facebook and hanging out with latent friends; teachers view instruction as building critical thinking and knowledge. However, my hope is that technology and instruction will collide in ways I don't expect and bring positive results to student learning (that being said, of course I am working very hard to match the objectives, etc.). I've observed the best "teaching moments" are rarely orchestrated or follow a schedule, and I'm optimistic that technology in the classroom will benefit students and their critical thinking skills in ways I haven't anticipated.
Thursday, September 1, 2011
Ah, a new beginning
"I dwell in possibility" is the perfect (Dickinson) quotation for the beginning of the school year. The possibilities with a new group of students are endless. I always have a mix of fear-excitement and excitement-fear on the first day of school. I keep hoping that one year I won't feel this way on Sept. 1st, but the beginning-of-school emotions never seem to go away.
For the first time, I'm going to incorporate Moodle into each of my classes. This also brings emotions of fear-excitement! Sadly, I don't think I'm off to the most auspicious start. When I told my first period class about Moodle, it's resources and the discussion forums we'd do, one boy raised his hand and asked, "So...what's the point?"
Indeed. What is the point in my technology push? Primarily, I think it's easier for many students (particularly students who struggling with social skills) to participate via discussion forums, journals and wikis. I also love all the resources I can store in one place, and the resources an online class supplement can offer. Or...perhaps I just want to shake things up.
In the spirit of back-to-school humor, here are some video linkds about our teaching careers! ; ) Most of these are "oldies but goodies."
http://www.youtube.com/watch?v=lulUvYfRl_c&feature=related
(though I disagree with the last line of the 2nd video...it's still funny).
http://www.youtube.com/watch?v=pGyPGmIPrDg
And...a bit of a morale boost from Taylor Mali.
http://www.youtube.com/watch?v=tpog1_NFd2Q&feature=related
For the first time, I'm going to incorporate Moodle into each of my classes. This also brings emotions of fear-excitement! Sadly, I don't think I'm off to the most auspicious start. When I told my first period class about Moodle, it's resources and the discussion forums we'd do, one boy raised his hand and asked, "So...what's the point?"
Indeed. What is the point in my technology push? Primarily, I think it's easier for many students (particularly students who struggling with social skills) to participate via discussion forums, journals and wikis. I also love all the resources I can store in one place, and the resources an online class supplement can offer. Or...perhaps I just want to shake things up.
In the spirit of back-to-school humor, here are some video linkds about our teaching careers! ; ) Most of these are "oldies but goodies."
http://www.youtube.com/watch?v=lulUvYfRl_c&feature=related
(though I disagree with the last line of the 2nd video...it's still funny).
http://www.youtube.com/watch?v=pGyPGmIPrDg
And...a bit of a morale boost from Taylor Mali.
http://www.youtube.com/watch?v=tpog1_NFd2Q&feature=related
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