Most people are not going to see this, but I hope that one kind soul will see this blog in order to appreciate the grammar-policing advice given so graciously.
http://hyperboleandahalf.blogspot.com/2010/04/alot-is-better-than-you-at-everything.html
Thursday, May 9, 2013
Thursday, April 18, 2013
KNOWLEDGE IN GENERAL
In my education class earlier today, my professor said something incredibly meaningful. "The more I learn, the more I recognize how little I know." I feel like this is an essential understanding for all teachers and all students everywhere. We must maintain humility, recognizing that we are often too proud, thinking we have it all together, when, in reality, we know just a drop of water from an ocean of information.
For example, when I talk to my friends about trying to understand God, I always use the metaphor that, "We are like ants trying to understand the digestive system of a human." It's not gonna happen, because we are too small and insignificant.
In the same way, we must understand that all knowledge will be, in many ways, beyond our understanding. But that shouldn't stop us from seeking it.
For our classroom, this influences the way we hold ourselves when teaching and the way we respond to students. Pride is never going to help a teacher gain respect from their students. In fact, it's the awe of the sublime universe and reality that envelops us that allows students to also be drawn to the beauty of knowledge. I want to be aware of my personal smallness and the world's innate hugeness, so that I can be a humble teacher (but always a student), drawing my students (but always teachers) to understand the world with me.
In this way, the classroom is a tranquil environment in which the class seeks truth together, understanding that the "more I see, the less I know."
A Note on Graphic Novels
There is a girl in one of my education classes who explained that she has dyslexia, a learning disability in regards to reading. She told the class that because of this learning problem, she has hated reading since being a child. However, when I came to class the other day, I saw her reading a graphic novel of The Walking Dead. I had to do a double-take.
Hold on! So, this girl has expressed that she adamently hates reading, but here she is, skimming through a graphic novel, with a smile on her face. She clearly does not hate reading, but only lacks the understanding that graphic novels, too, are usefully works of literature.
It also made me realize that not only would graphic novels be helpful for visual learners and those that are not interested in traditional books, but also those for with learning disabilities or ESL students, simply because graphic novels are less intimidating.
It's also kind of inspiring, because I realize that students that really think that they can't read or don't like to read can be convinced that reading isn't really so bad, and, if they find the right kind of book with the right kind of content, they might enjoy it after all!
Wednesday, April 10, 2013
IDEAS: GAMES AND MANAGEMENT
Wow, look at how much fun these students are having with their mathematical formulas! Believable, right?
Maybe not, but what IS believable is the idea that students will probably have more fun playing games in the classroom than they will sitting around and listening to lecture...
There are so many great ideas out there for teaching English as a Second or Foreign Language. I believe that competitive and fun acitivities lower the affective filter so that students can better acquire language skills. Instructions, discussion, and explanation should all be done in the second or foreign language, but always allow the students extra time to figure things out and explain it to one another before beginning the activity. Below is a link to an awesome website of various game ideas, and my favorite one from this particular site is listed below!! Note: It could also be used in the AVERAGE ENGLISH CLASSROOM with vocabulary words.
GAMES AND ACTIVITIES FOR ESL/EFL CLASSROOM
Example: Sentence Race
Level: Any LevelA good game for large classes and for reviewing vocabulary lessons.
- Prepare a list of review vocabulary words.
- Write each word on two small pieces of paper. That means writing the word twice, once on each paper.
- Organize the pieces like bundles, 2 bundles, 2 sets of identical words.
- Divide the class into 2 teams. get them to make creative team names.
- Distribute each list of words to both teams. every student on each team should have a paper. Both teams have the same words.
- When you call a word, 2 students should stand up, one from each team. The students must then run to the blackboard and race to write a sentence using their word.
This is always a hit with kids. For more advanced students, use tougher words.
ALSO, IF YOU WANT SOME OTHER GREAT IDEAS FOR THE ESL CLASSROOM, CLICK ON THE IMAGE ABOVE AND YOU WILL STEP INTO A VORTEX OF IMMEASURABLE KNOWLEDGE AND IDEAS ON THE SUBJECT. IT'S "DAVE'S ESL CAFE IDEA COOKBOOK." THANKS BE TO DAVE.
FOR THOSE OF YOU WHO ARE NOT INTERESTED IN ESL/EFL (PROBABLY MOST OF YOU), CHECK OUT THE LINK BELOW !!! IT IS A SITE FOUND ON THE ESL CAFE PAGE, BUT IT IS SPECIFICALLY FOR...
CLASSROOM MANAGEMENT!!!
WHO THE HECK DOESN'T DESIRE MORE ENLIGHTENMENT CONCERNING DISCIPLINE?
Summative and Formative
Summative Testing. Ewwwww, just thinking about it makes me cringe.
Formative Assessment. Alright, we can work with that!
What's the big difference between these two? Well, whether it's objective or performance, testing is going to be both stressful and invaluable (concerning its affective value for future learning) to the student. Summative testing is simply a gauge of what the student has gained, what they are capable of in that precise moment of time. Really, it's meaningless. Testing is useful for statistics and placement but has absolutely no intrinsic value concerning the process of education itself. It has no feedback, no helpfulness, no teaching.
So, why do we stress summative testing so much? Simply for the utilitarian idea that permits students to be accepted into a different program or compared before being hired? What about educational purposes? Why do we frivolously waste positive classroom time to this worthless effort?
Formative assessment. Ahh, these words are such comfort in comparison! Testing isn't even bad in and of itself. However, it must be used well, in order to teach the student for her or his future, so that they can learn from their mistakes and better themselves throughout the education process. Doesn't this make a lot more sense for the teacher to use? In this form of assessment, the student will always be showing what they are learning, but they will also always receive constructive criticism and useful feedback. It will direct their learning, study skills, and focus, while also helping the teacher to adapt his or her teaching methods.
Formative Assessment. Alright, we can work with that!
What's the big difference between these two? Well, whether it's objective or performance, testing is going to be both stressful and invaluable (concerning its affective value for future learning) to the student. Summative testing is simply a gauge of what the student has gained, what they are capable of in that precise moment of time. Really, it's meaningless. Testing is useful for statistics and placement but has absolutely no intrinsic value concerning the process of education itself. It has no feedback, no helpfulness, no teaching.
So, why do we stress summative testing so much? Simply for the utilitarian idea that permits students to be accepted into a different program or compared before being hired? What about educational purposes? Why do we frivolously waste positive classroom time to this worthless effort?
Formative assessment. Ahh, these words are such comfort in comparison! Testing isn't even bad in and of itself. However, it must be used well, in order to teach the student for her or his future, so that they can learn from their mistakes and better themselves throughout the education process. Doesn't this make a lot more sense for the teacher to use? In this form of assessment, the student will always be showing what they are learning, but they will also always receive constructive criticism and useful feedback. It will direct their learning, study skills, and focus, while also helping the teacher to adapt his or her teaching methods.
In summation, summative assessment sucks, and I'd like to inform you that formative assessment is much more meaningful to both the student and the teacher, so let's think about our actions before we just blindly follow the system and its superficial expectations, eh?
Wednesday, April 3, 2013
Second Language Acquisition
So, I'm actually writing a BLOG!! Hopefully, my personal narrative prose will not bore you as much as my short fiction and poetry.
I'd like to take this opportunity to write a little bit about my experience in my Linguistics class yesterday. We were discussing the problems with the Second Language classroom in America (which are many, I might add). It was sorely depressing to hear countless stories of students who had been "studying" Spanish for years with absolutely no skills in the language use itself.
And I have my own theory as to why students are enrolled in Spanish classes but not learning a thing...
Now, Second Language Acquisition (SLA) is the theory that language acquisition is more important than language learning. Acquisition is the natural obtainment of language skills by immersion; it could be compared to first language acquisition, which comes about naturally, through the child hearing the language all around her or him from a young age. SLA can occur, then, when a foreigner lives in a country and learns the language almost by diffusion. It's not a conscious effort, but instead, a natural process.
Lanugage learning, on the other hand, is the systematic studying of a lanuage. Arguably, it is the sole manner of language learning in our country's school system, simply because teachers refuse to speak the language constantly, but, instead, attempt to make the class "easier" or "more comfortable" for the students by speaking their native language (English) to teach the foreign language (Spanish). How does that help?
How the heck are students going to master a language and obtain fluency by studying the language's rules and structures in their own language? This is an absolutely TERRIBLE way of teaching a language.
One of my favorite Spanish tools is the website linked to the image below. However, this webiste (studyspanish.com) is useful in obtaining a language monitor, not to acquire communication skills.
I'd like to take this opportunity to write a little bit about my experience in my Linguistics class yesterday. We were discussing the problems with the Second Language classroom in America (which are many, I might add). It was sorely depressing to hear countless stories of students who had been "studying" Spanish for years with absolutely no skills in the language use itself.
And I have my own theory as to why students are enrolled in Spanish classes but not learning a thing...
Now, Second Language Acquisition (SLA) is the theory that language acquisition is more important than language learning. Acquisition is the natural obtainment of language skills by immersion; it could be compared to first language acquisition, which comes about naturally, through the child hearing the language all around her or him from a young age. SLA can occur, then, when a foreigner lives in a country and learns the language almost by diffusion. It's not a conscious effort, but instead, a natural process.
Lanugage learning, on the other hand, is the systematic studying of a lanuage. Arguably, it is the sole manner of language learning in our country's school system, simply because teachers refuse to speak the language constantly, but, instead, attempt to make the class "easier" or "more comfortable" for the students by speaking their native language (English) to teach the foreign language (Spanish). How does that help?
How the heck are students going to master a language and obtain fluency by studying the language's rules and structures in their own language? This is an absolutely TERRIBLE way of teaching a language.
One of my favorite Spanish tools is the website linked to the image below. However, this webiste (studyspanish.com) is useful in obtaining a language monitor, not to acquire communication skills.
To truly learn Spanish, one must be immersed in the language itself. This means that TEACHERS MUST SPEAK IN SPANISH !!! This often makes the students uncomfortable, because it's incredibly challenging at first. However, if the teacher adequately uses hints, images, motions, engagement, and games in the classroom, the students will actually acquire language skills and be able to communicate.
Therefore, the classroom should be more engaging and Spanish-filled, resembling less like the systematic teaching of studyspanish.com and appearing more like the news video below.
ODE TO STUDENT TEACHING
My palms are sweaty
My lips are chapped
I don't know what I'm doing
But there's no looking back
I'm a mixture, a mut
Melded peer-ness and superiority
I'm the center of attention,
But I don't have authority
Because I gotta follow the rules
Of the real teacher and the game:
The government expectations
And equalization that it claims
So, I carry my lesson plans
With its standardized ideals
In my backpack... no briefcase!
This false security reveals
That as I remember my textbooks,
Wondering what I actually gained
From four years of classes
Theories, papers, dates, and names
I know nothing! nothing!
My mind draws a blank
I feel like this "education"
Was an April fool's prank
So I look to my future
There's no looking back
My palms are still sweaty
My lips are still chapped
My lips are chapped
I don't know what I'm doing
But there's no looking back
I'm a mixture, a mut
Melded peer-ness and superiority
I'm the center of attention,
But I don't have authority
Because I gotta follow the rules
Of the real teacher and the game:
The government expectations
And equalization that it claims
So, I carry my lesson plans
With its standardized ideals
In my backpack... no briefcase!
This false security reveals
That as I remember my textbooks,
Wondering what I actually gained
From four years of classes
Theories, papers, dates, and names
I know nothing! nothing!
My mind draws a blank
I feel like this "education"
Was an April fool's prank
So I look to my future
There's no looking back
My palms are still sweaty
My lips are still chapped
OBITUARY
Sara Wilkenson
On Wednesday, April 3, 2013, of Slimey Stone. Daughter of Joe and Mary; sister of James Wilkenson, Jean Harby, and Dolores Devin. Friends received at the JOHN JONES FUNERAL HOME,123 Main Street, Slimey Stone on Friday from 2-4 and 6-8 p.m.
Unfortunately, Sara dropped dead as Heather Rabold stopped formulating her thoughts at 12:34pm, Wednesday. Heather, frustrated with the suddenness of her static character's sudden dynamic development and bored with her predictable path, decided to give Sara an unexpected end.
Saturday, March 16, 2013
SPANISH CLASS NOTES (Found on the floor of Sara's English classroom)
Michael Harvey
Chapter 5: Poetry Unit
Create a poem in Spanish, addressing one of the themes from the last four units:
1. Family/Emotions
2. Activities/School
3. Food/Clothing
4. Seasons/Weather
The poem can be anything that you want but should include at least 10 vocabulary words that we have learned this nine week period. It can be made into a poem or a rap and will be performed next Friday. The poem should not only make sense but have the English translation next to it.
Michael Harvey
Chapter 5: Poetry Unit
Create a poem in Spanish, addressing one of the themes from the last four units:
1. Family/Emotions
2. Activities/School
3. Food/Clothing
4. Seasons/Weather
The poem can be anything that you want but should include at least 10 vocabulary words that we have learned this nine week period. It can be made into a poem or a rap and will be performed next Friday. The poem should not only make sense but have the English translation next to it.
Dear Saul,
I'm glad that you like the video ideas! Thanks for your thoughts. Now, I want to know if you could advise me on something a little different.
I have a student with disabilities in one of my classes. She has autism and refuses to sit down in the middle of class. She is constantly out of her seat and singing to herself. When I try to address her, she is rarely engaged, barely able to comprehend my words.
Her IEP doesn't address these issues explicitly and I'm not sure how to manage her behavior. I know that the IEPs are updated each year, but parents can actually wave the process if they so desire. I sure hope that we are able to adapt it soon, so that the rest of her teachers and I can be on the same page concerning behavioral issues.
Do you have any ideas of how I could help her focus, so that I don't have to waste good teaching time trying to focus this student?
Much love,
Sara
I'm glad that you like the video ideas! Thanks for your thoughts. Now, I want to know if you could advise me on something a little different.
I have a student with disabilities in one of my classes. She has autism and refuses to sit down in the middle of class. She is constantly out of her seat and singing to herself. When I try to address her, she is rarely engaged, barely able to comprehend my words.
Her IEP doesn't address these issues explicitly and I'm not sure how to manage her behavior. I know that the IEPs are updated each year, but parents can actually wave the process if they so desire. I sure hope that we are able to adapt it soon, so that the rest of her teachers and I can be on the same page concerning behavioral issues.
Do you have any ideas of how I could help her focus, so that I don't have to waste good teaching time trying to focus this student?
Much love,
Sara
Thursday, March 7, 2013
Dear Saul,
I'm so glad I went to the teacher conference! I didn't think it would be worth the time and money, but it was! I went to sessions on ESL, video literacy, and even digital video production seminars.
First, I learned about "video grammar," which consists of establishing shots, reaction shots, and perspective shots, respectively. Just as grammar manipulates language to convey specific meaning, different video shots can communicate to the viewer. But that's not all! Music, sound effects, and lighting can all effect the conveyed meaning!
How does this apply to teaching? Why, my students can create and "deconstruct" film, developing their own ideas of our literature would look on screen! Deconstruction allows the students to understand the relationship between reading and writing. Finally, as the keynote speaker explained, the students can "construct personal stance on literature." I cannot wait to use film in the classroom!
Perhaps you were right after all! Maybe I do need to be more open to multimodality in the classroom!
Much love,
Sara
I'm so glad I went to the teacher conference! I didn't think it would be worth the time and money, but it was! I went to sessions on ESL, video literacy, and even digital video production seminars.
First, I learned about "video grammar," which consists of establishing shots, reaction shots, and perspective shots, respectively. Just as grammar manipulates language to convey specific meaning, different video shots can communicate to the viewer. But that's not all! Music, sound effects, and lighting can all effect the conveyed meaning!
How does this apply to teaching? Why, my students can create and "deconstruct" film, developing their own ideas of our literature would look on screen! Deconstruction allows the students to understand the relationship between reading and writing. Finally, as the keynote speaker explained, the students can "construct personal stance on literature." I cannot wait to use film in the classroom!
Perhaps you were right after all! Maybe I do need to be more open to multimodality in the classroom!
Much love,
Sara
ESL TEACHER MAGAZINE ARTICLE (found in the teacher lounge)
Teaching English as a Second Language (ESL) is an incredible job opportunity for English-speaking Americans throughout all of Korea. Korean schools truly emphasize education to an extreme degree--running classes all day and night, with both lunch and dinner as the only break to students and leaving them little time to relax at home before getting a good night's rest. English is also an important aspect of this education, in a world where English is used especially in business and trade.
Among the English teachers in Korea, there are certain characteristics that tend to be prevalent. For example, for teachers with bachelor degrees in education, 15.9% of the teachers had no experience, but for TESOL certified teachers, only 12.3% of teachers had no experience. Therefore, for non-experienced teachers, it is better to have a university degree, rather than a certification.
In addition, 44% of the nonasian population is male, while only 9% is female. Only 5% of the asian population is male, while 42% is female. Therefore, it tends to be that more nonasian teachers are male and more asian teachers are female. It's unclear whether these are the preferred demographics or if they are simply what is made available to the schools.
To find more about demographics, visit this website: http://www.korean-school.blogspot.com/.
Despite the differences in demographics, the teaching experience is very much the same. Teaching ESL should be creative and active, perhaps with dice games, fake money, and flash cards. Memory, hangman, and sparkle are all games that can be matched with songs and poems to help the students learn.
Another interesting approach to student literacy is "Teaching with Picture Books." Picture books create more engagement for the students, surrounding them with tangible stories and visual aids while they attempt to comprehend the texts. The teacher can read aloud, assign pair readings, have groups or stations around the room, or allow for independent choice.
To read more about this interesting teaching tool, visit this website: http://teachwithpicturebooks.blogspot.com/.
Teaching ESL in Korea may not be easy, but the opportunities are endless! Consider teaching abroad in Korea today!
Saturday, March 2, 2013
ANONYMOUS NOTE (misplaced in Sara's school mailbox)
Mr. McGonnigal,
Thank you so much for being such an incredible teacher! It's been years since I have been in your classroom, but I will always remember the genuine compassion you showed to your students, always aware of the personal attention they needed and the help that they required. You were always active and engaging, challenging the students but also appreciating their own input and unique knowledge. You always encouraged students be the absolute best that they could be, and you showed me what real teaching is.
Now, it's been years since I've even seen you, but your memory has inspired me to pursue a career in teaching, as well. I hope that I can be as helpful of a guide, counselor, and coach as you were in the time that I spent in your class! Thank you for the wisdom you imparted to me, just for being you, and thank you for the humble attitude you had, teaching us that we would always be active learners ourselves!
I hope you continue to love teaching in the way that you always have, and I hope you never lose sight of your goals. Thanks for your inspiration, and thanks for your teaching.
Yours truly,
Past student, future teacher, forever learner
Mr. McGonnigal,
Thank you so much for being such an incredible teacher! It's been years since I have been in your classroom, but I will always remember the genuine compassion you showed to your students, always aware of the personal attention they needed and the help that they required. You were always active and engaging, challenging the students but also appreciating their own input and unique knowledge. You always encouraged students be the absolute best that they could be, and you showed me what real teaching is.
Now, it's been years since I've even seen you, but your memory has inspired me to pursue a career in teaching, as well. I hope that I can be as helpful of a guide, counselor, and coach as you were in the time that I spent in your class! Thank you for the wisdom you imparted to me, just for being you, and thank you for the humble attitude you had, teaching us that we would always be active learners ourselves!
I hope you continue to love teaching in the way that you always have, and I hope you never lose sight of your goals. Thanks for your inspiration, and thanks for your teaching.
Yours truly,
Past student, future teacher, forever learner
Dear Saul,
I can't believe that I'm saying this, but I actually LOVED your blogging idea! Now, you know me. I am not one to enjoy the utilization of technology in the classroom very much. However, I cannot deny the possible strengths of using blogs as an assessment. Students often hate to journal or write essays. Even creative fiction or creative nonfiction are too difficult for them to get started with. Perhaps they would actually be engaged in blogging, though! A few students have talked about blogging between classes, and I didn't even know what they were talking about... I had never heard of these "web logs" before... but it turns out some of the students actually enjoy writing after all! I just need to point their passions in the right direction. Also, I feel that it's less intimidating for students that ARE uncomfortable with the idea of writing, because they can sit at the computer and write more informally.
Thanks for the advice. I know that I haven't been very open to your ideas in the past, but maybe you've got something with this technology business, after all.
Much love,
Sara
I can't believe that I'm saying this, but I actually LOVED your blogging idea! Now, you know me. I am not one to enjoy the utilization of technology in the classroom very much. However, I cannot deny the possible strengths of using blogs as an assessment. Students often hate to journal or write essays. Even creative fiction or creative nonfiction are too difficult for them to get started with. Perhaps they would actually be engaged in blogging, though! A few students have talked about blogging between classes, and I didn't even know what they were talking about... I had never heard of these "web logs" before... but it turns out some of the students actually enjoy writing after all! I just need to point their passions in the right direction. Also, I feel that it's less intimidating for students that ARE uncomfortable with the idea of writing, because they can sit at the computer and write more informally.
Thanks for the advice. I know that I haven't been very open to your ideas in the past, but maybe you've got something with this technology business, after all.
Much love,
Sara
Saturday, February 23, 2013
SPANISH CLASS NOTES (Found on the floor of Sara's English classroom)
Michael Harvey
Chapter 4: Winter Theme
*Sung to the song "Head and Shoulders, Knees and Toes" and WITH MOTIONS !!!
"Bufunda, botas, guantes, y gorro... y gorro
Bufunda, botas, guantes, y gorro... y gorro
Ojos, orejas, boca, y nariz.... que frio!
Bufunda, botas, guantes, y gorro... y gorro"
Translation
"Scarf, boots, gloves, and hat... and hat
Scarf, boots, gloves, and hat... and hat
Eyes, ears, mouth, and nose.... how cold!
Scarf, boots, gloves, and hat... and hat"
(Senora Fernandez says that singing helps the learning process, especially with body movement.)
HOMEWORK:
Study vocabulary, page 34
Sing song for extra practice
Quiz on clothing and body parts on Friday!
Michael Harvey
Chapter 4: Winter Theme
*Sung to the song "Head and Shoulders, Knees and Toes" and WITH MOTIONS !!!
"Bufunda, botas, guantes, y gorro... y gorro
Bufunda, botas, guantes, y gorro... y gorro
Ojos, orejas, boca, y nariz.... que frio!
Bufunda, botas, guantes, y gorro... y gorro"
Translation
"Scarf, boots, gloves, and hat... and hat
Scarf, boots, gloves, and hat... and hat
Eyes, ears, mouth, and nose.... how cold!
Scarf, boots, gloves, and hat... and hat"
(Senora Fernandez says that singing helps the learning process, especially with body movement.)
HOMEWORK:
Study vocabulary, page 34
Sing song for extra practice
Quiz on clothing and body parts on Friday!
Dear Saul,
You wouldn't believe what John Smith did in his English class today! He's teaching Orwell's 1984, but is having his students perform podcasts (personal on demand broadcasts) to develop their understanding of the text. Often, these are in "serialized episodes," but in this case, the students are creating their own audio performances of creative writing projects. They are presenting how Winston and Julia could have ended up in an alternative ending, what Julia was experiencing at the end of the novel, or the conversations of the higher authorities of Big Brother during various parts of the novel. Really, the students can use whatever creative liberty they want to create a new script which they present in audio format.
I know what you're thinking, Saul. You probably think it's a great idea! You don't have to tell me! You'd probably tell me that it creates a great opportunity for a "community of learners" and that it "makes the story real." And John always tells me that it helps the ELLs in their fluency and reading abilities.
BUT, are they really learning the importance of grammar and sentence structure and good writing format? I mean, they are using creativity, but they are not learning to write! How are they ever going to pass the writing passages of the standardized tests if they haven't adequately learned to write well?
Oh, I know what you'd say, Saul. You'd say that I should have them turn in a written and spoken portion for this assignment.
BUT, do I want to waste all that precious time allowing for them to plan for a creative assignment, when I should be pushing for grammatical accuracy? How will they ever learn to write, when they are too busy getting distracted by their own imaginations?
Much love,
Sara
You wouldn't believe what John Smith did in his English class today! He's teaching Orwell's 1984, but is having his students perform podcasts (personal on demand broadcasts) to develop their understanding of the text. Often, these are in "serialized episodes," but in this case, the students are creating their own audio performances of creative writing projects. They are presenting how Winston and Julia could have ended up in an alternative ending, what Julia was experiencing at the end of the novel, or the conversations of the higher authorities of Big Brother during various parts of the novel. Really, the students can use whatever creative liberty they want to create a new script which they present in audio format.
I know what you're thinking, Saul. You probably think it's a great idea! You don't have to tell me! You'd probably tell me that it creates a great opportunity for a "community of learners" and that it "makes the story real." And John always tells me that it helps the ELLs in their fluency and reading abilities.
BUT, are they really learning the importance of grammar and sentence structure and good writing format? I mean, they are using creativity, but they are not learning to write! How are they ever going to pass the writing passages of the standardized tests if they haven't adequately learned to write well?
Oh, I know what you'd say, Saul. You'd say that I should have them turn in a written and spoken portion for this assignment.
BUT, do I want to waste all that precious time allowing for them to plan for a creative assignment, when I should be pushing for grammatical accuracy? How will they ever learn to write, when they are too busy getting distracted by their own imaginations?
Much love,
Sara
Saturday, February 16, 2013
TEACHER'S LOUNGE BULLETIN
Did you know that Spanish is the second most spoken language in the world? Second only to Chinese, and even more popular than English, Spanish is a growing language with a growing population, especially in the United States. As the United States' population is changing and becoming increasingly Hispanic, the nation must adapt; teachers must be empathetic towards the increase of Hispanic families and ELLs in the school system.
If you are interested in attending some basic Spanish lessons, the school will be hosting a Spanish seminar on the weekends of March 4-5, and March 11-12. Please join us to learn some Introductory Spanish made convenient to you. The classes will emphasize basic phrases that will help make ELLs feel more welcome and at home, even in an English-speaking school environment. Chips and salsa will be provided.
Hope to see you there!
Laura Ortiz & Spanish Department
Did you know that Spanish is the second most spoken language in the world? Second only to Chinese, and even more popular than English, Spanish is a growing language with a growing population, especially in the United States. As the United States' population is changing and becoming increasingly Hispanic, the nation must adapt; teachers must be empathetic towards the increase of Hispanic families and ELLs in the school system.
If you are interested in attending some basic Spanish lessons, the school will be hosting a Spanish seminar on the weekends of March 4-5, and March 11-12. Please join us to learn some Introductory Spanish made convenient to you. The classes will emphasize basic phrases that will help make ELLs feel more welcome and at home, even in an English-speaking school environment. Chips and salsa will be provided.
Hope to see you there!
Laura Ortiz & Spanish Department
 | |
Dear Saul,
You claim that students should actually think deeply about what is going on in the book so that they can take away life lessons and applicable concepts, but the literary standards emphasize fluency and speech, literary elements and vocabulary knowledge. (In fact, maybe you should brush up on your knowledge of educational reforms!) I believe that concerning the education field, these elements are far more important than what some people claim as "applicable" concepts. What will life lessons do to help students on a test? And if the students "enjoy" the learning, but cannot pass a state test, what good does it do us?
Concerning your newfangled idea of technological use in a multimodal classroom, I can't help but notice that 53% of teachers do not routinely use technology, and it seems to be working fine. I have certain objectives that I need to meet. The students must master grammar usage and basic reading comprehension, rather than learning new technologies in this Transactional Process, you speak of; I simply don't understand how you see literacy and technology as one unified entity.
Much love,
Sara
You claim that students should actually think deeply about what is going on in the book so that they can take away life lessons and applicable concepts, but the literary standards emphasize fluency and speech, literary elements and vocabulary knowledge. (In fact, maybe you should brush up on your knowledge of educational reforms!) I believe that concerning the education field, these elements are far more important than what some people claim as "applicable" concepts. What will life lessons do to help students on a test? And if the students "enjoy" the learning, but cannot pass a state test, what good does it do us?
Concerning your newfangled idea of technological use in a multimodal classroom, I can't help but notice that 53% of teachers do not routinely use technology, and it seems to be working fine. I have certain objectives that I need to meet. The students must master grammar usage and basic reading comprehension, rather than learning new technologies in this Transactional Process, you speak of; I simply don't understand how you see literacy and technology as one unified entity.
Much love,
Sara
Thursday, February 7, 2013
NOTE FROM PREVIOUS TEACHER
Dear Sara,
As a teacher for 45 years, I have experienced so much in the classroom! I hope that you care for my class as I have for the past decades. This English class can have some difficult material, but if you make it applicable to all students and make them feel that the information is worth the effort to learn, you will have a much easier time teaching, and they will truly absorb the messages from the texts. The goal is that, through your passion and your efforts to apply the information to their lives, they will change to love literature and writing!
My most important advice is this: remember that education is all about the kids. Don't get caught up in the bureaucracy of the school tasks, but instead, always focus on the children and their learning needs. Remember to keep an open mind and be flexible! This is essential in teaching.
Finally, I wanted to leave this note so that you would be encouraged to continue learning yourself. There are many students with disabilities in the classroom, and you should not only become aware of their needs, but you should provide accomodations where necessary. From an old-timer to a beginning teacher, don't forget where your passion for education comes from--it's all for the students' sake!
Much luck,
Mrs. O
Dear Sara,
As a teacher for 45 years, I have experienced so much in the classroom! I hope that you care for my class as I have for the past decades. This English class can have some difficult material, but if you make it applicable to all students and make them feel that the information is worth the effort to learn, you will have a much easier time teaching, and they will truly absorb the messages from the texts. The goal is that, through your passion and your efforts to apply the information to their lives, they will change to love literature and writing!
My most important advice is this: remember that education is all about the kids. Don't get caught up in the bureaucracy of the school tasks, but instead, always focus on the children and their learning needs. Remember to keep an open mind and be flexible! This is essential in teaching.
Finally, I wanted to leave this note so that you would be encouraged to continue learning yourself. There are many students with disabilities in the classroom, and you should not only become aware of their needs, but you should provide accomodations where necessary. From an old-timer to a beginning teacher, don't forget where your passion for education comes from--it's all for the students' sake!
Much luck,
Mrs. O
My dear Saul,
Thank you for your ideas for creative assessment. However, are you sure that they would truly be beneficial for the students? I mean, the traditional classroom environment was good enough for you and me; I'm sure it would be sufficient for them. I think that the single-lined columns and lecture-style classroom creates structure in the students' lives. Then, the assessment only makes sense to be structured multiple choice tests and written papers.
Why push the students to create dramas and films when powerpoint presentations are good enough? I mean, I'm already adapting to their technological knowledge by allowing them to use computer visual aids. We would have never used that technology when we were in school!
I mean, I understand your opinion that "Study Island" and things of that nature would accomodate the iGeneration, but is it really necessary to change all of my plans?
Concerning your ideas on literature logs, graffiti, sketch to stretch, and intertexualization, I understand that you see value in them, but I see wasted time, when I could be bestowing my knowledge upon them. You said, "It's about how others interact with it that matters," and you alluded to blogging, film texts, and even wikis! I just don't see how this applies to the educational process, however.
Much love,
Sara
Thank you for your ideas for creative assessment. However, are you sure that they would truly be beneficial for the students? I mean, the traditional classroom environment was good enough for you and me; I'm sure it would be sufficient for them. I think that the single-lined columns and lecture-style classroom creates structure in the students' lives. Then, the assessment only makes sense to be structured multiple choice tests and written papers.
Why push the students to create dramas and films when powerpoint presentations are good enough? I mean, I'm already adapting to their technological knowledge by allowing them to use computer visual aids. We would have never used that technology when we were in school!
I mean, I understand your opinion that "Study Island" and things of that nature would accomodate the iGeneration, but is it really necessary to change all of my plans?
Concerning your ideas on literature logs, graffiti, sketch to stretch, and intertexualization, I understand that you see value in them, but I see wasted time, when I could be bestowing my knowledge upon them. You said, "It's about how others interact with it that matters," and you alluded to blogging, film texts, and even wikis! I just don't see how this applies to the educational process, however.
Much love,
Sara
Monday, February 4, 2013
A NOTE FROM THE AUTHOR
Dear Reader,
My name is Heather, and I study both Secondary English Education and Spanish. Without a doubt, one of the most important values in life is education, although perhaps not in the way that most people perceive it. Education is not about knowledge.
In fact, education is about learning.
Education is about the process of gaining knowledge, which implies that we lack an incredible amount of knowledge. In order to understand literature and writing, one must move from a position of ignorance to understanding.
Imagine a young woman standing alone, her arms hanging limply at her sides. A woman with empty, open hands. Only open hands can be filled. She moves to a position of comprehension, hands filling gradually. She's learning.
Thus, in education, there is change. There is filling. There is movement involved. Nobody that is educating his or her self will remain stationary in the way they view the world; instead, they will change as their empty hands grasp new concepts and they cling to the hope of continuing in learning.
Through the following blogs, you will follow the letters of Sara, a fictional character, as she begins teaching. Please keep in mind that her views may or may not represent my personal opinions. As she begins to explore teaching strategies and her own understanding of the educational process, she constantly communicates with her elder brother, who tends to give useful advice.
Enjoy, avid reader. I hope you come with open hands.
Sincerely,
Heather Lynn
Dear Reader,
My name is Heather, and I study both Secondary English Education and Spanish. Without a doubt, one of the most important values in life is education, although perhaps not in the way that most people perceive it. Education is not about knowledge.
In fact, education is about learning.
Education is about the process of gaining knowledge, which implies that we lack an incredible amount of knowledge. In order to understand literature and writing, one must move from a position of ignorance to understanding.
Imagine a young woman standing alone, her arms hanging limply at her sides. A woman with empty, open hands. Only open hands can be filled. She moves to a position of comprehension, hands filling gradually. She's learning.
Thus, in education, there is change. There is filling. There is movement involved. Nobody that is educating his or her self will remain stationary in the way they view the world; instead, they will change as their empty hands grasp new concepts and they cling to the hope of continuing in learning.
Through the following blogs, you will follow the letters of Sara, a fictional character, as she begins teaching. Please keep in mind that her views may or may not represent my personal opinions. As she begins to explore teaching strategies and her own understanding of the educational process, she constantly communicates with her elder brother, who tends to give useful advice.
Enjoy, avid reader. I hope you come with open hands.
Sincerely,
Heather Lynn
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