Digested

Ok, so I had time to take in everything that Amy had to say and at first I was optimistic and very ready to try this out. Now, it works in a sense with my students that I have for Am Hist 2 and Language Arts, but with the other History (Soc Studies) teacher it doesn't. I approached her with some very similar ideas that I picked up from the discussion on Wed. And, as I find often with "seasoned teachers" is the aversion to anything and anyone new. There was a lot of responses from my fellow teachers which sound very positive, but I am finding meet with little action. I know this is a case by case type of issue, so I will keep from throwing the stereotypes and the misgivings around about our veteran co-workers.

SO focusing on all the positives of the visitors and the interaction with the social studies teachers is paramount. I enjoyed the chaotically quick tempo of the class and the vibe you get from listening to determined people who have a lot of confidence in what they are doing (or at least sound confident) I also really took a bit of what was discussed and thought about how it would be beneficial if team teachers cross-trained and took on the professional development principle of getting highly qualified in the roles they share with their co-worker. So, I personally have planned to go get another Praxis 2 test knocked out this winter and will see if I need to do anything else to prepare for the potential of putting this style of teaching to practice. There is a new, young science teacher in my high school who is very open to the idea of team teaching, so maybe I can look at coming up with a few ideas to connect more with the sciences and language arts. I know it's a stretch, but then I figure maybe that's how Sci-Fi was once created!!??!! Any thoughts?

Spelling myths

This is an interesting article I found in the American Educator quarterly about the myths and realities of teaching spelling. If you click on the heading, it will download as a pdf. Check it out.

Interdisciplinary Teaching

Like Cat, I left last night's class completely energized! Outside of one university class, I have never had the opportunity to experience an interdisciplinary class first-hand, and I'm looking forward to getting over to West Valley!
For a long time, I've thought wondered why more classes aren't taught with an interdisciplinary focus. It's difficult to find anything in the "real world" that isn't multidisciplinary, so I've always been boggled by the isolated way we teach. The combination of English and Social Studies seems like a natural fit—writing is so much richer when you know something about the context—the author's background, the time period the piece is set in, political struggles, etc. Similarly, history can really come alive with a good piece of writing. How lucky for Amy and Beth to have discovered each other ... and how lucky for their students, as well!
I appreciated Amy's discussion on the fact that this works because she and Beth have such a great relationship and really work well off of one another. I do think it would be difficult to have this kind of class "forced" on a teacher from the administration. Still, even if teachers aren't team teaching in the way that Amy and Beth are, it would make sense to align the curriculum such that the literature and writing happening in an English class matches the time period of the Social Studies course.
I'm really curious to see how this works in real life, to see and hear student's reactions, and to witness the energy first hand!

Everything Old is New Again (on Amy Galloway's visit and PLC)

Even from my "newbie" standpoint at the edge of Alaska's educational system, there are some current initiatives that make me want to jump up-and-down while hollering both "Hurray!" and "Well. . .DUH!!" Listening to Amy Galloway's talk about integrating English and social studies inspired that feeling. Galloway (and Sprankle) absolutely deserve accolades for everything about their program, especially their chutzpah in seizing the opportunity to build on a powerful, pre-existing professional synergy. We all should aspire to ask for the chance to go to the next level. It's professional self-advocacy. Don't wait to get tapped, just go for it.

What creates my hands-in-the-air hubris that THIS kind of integration has been the answer the whole time goes back to my private school experiences and my biology content area sensitivities. I had an integrated English and social studies class through the ninth grade. We wrote essays. And we wrote more essays. And we wrote essays until we were so good that by the time we matriculated to 11th and 12th grade some of us got in trouble for suspected plagiarism. Beyond that, however, I have to say that this last century's belief in compartmentalized specialization has done nothing to change how the human brain is, essentially, an integrationalist organ. Humans are social creatures; young humans are motivated by the community in which they exist. Drowning young minds and spirits in schools > 1000 people while introducing them to the "cubicle nature" of modern life--where subjects are discretely walled off--just isn't working. I find the nature of the PLC initiative a very hopeful prospect for staunching the loss of all that teenage energy and brilliance that we need as a society. We live in an imperfect world. Our attempts, by nature, are imperfect. But a more "wholistic" view of public education can be a nice, bright puncture-hole in a darkened curtain.

On the visit...

Sorry that this post seems to be so late - i've been up to my eyes in school it seems. Anyway, I'd rather post this late than never.

I thoroughly enjoyed their visit for the simple fact that I love listening to other teachers talk about teaching. My roommate works at NPHS as a science teacher and we'll compare horror/happy/indifferent stories. It comes down to our kids surprising us. Constantly.

Event though this is my first year it's progressing seamlessly. I don't know why and I'm not going to get overly analytical about it. I do know that everyday I get home I'm not exhausted, exasperated, tired etc. The only thing tha tflusters me thusfar is writing/creating lesson plans. I know that they're not in-depth enough and I'm working to fix that.

Seeing the confidence that they had only encouraged me that all 'kinks' will eventually ironed out and I'll love every facet of the job. I know there will be problems along the way but they're not going to slow me down.

The visitors

Hi everyone,

Rather than try and make comparisons or even begin to discuss many of my thoughts on the visitors this week I am just going to recap what I gathered of importance from their conversations. I think because I have had a completely different experience both here in the rural school and throughout my life, I just don't see things the same way they did and I really need to focus on the facts they presented as opposed to the feelings they seem to share.

First, it was nice to see that two young teachers have the optimism and the conviction coming out of this program and entering in to the job field. I absolutely respect that and hope that more people with that drive step up to the role of teachers. I think that should be one of the chief deciding factors in renewing licenses and showing progress in classrooms. I think the work they discussed accomplishing is the reflection of that trait. When we were hearing about movies being made and tech infused in to lessons, that's awesome. Using some of the strategies out of Burkes book and applying it in the classroom and then sharing the positive outcomes in a positive way like these two teachers discussed is motivating. This is the positive reinforcement that we need. Especially when you get to the schools and find that there are a couple of these teachers in place. It's great to know they are out there.

A great deal of their discussion did seem to focus on the amount of work involved and the dedication factors of teaching which I know I possess and the ethics involved in the devotion to that duty. Rather then go in to this and make comparisons or contrasts between my experiences and theirs I think it's best summed up by acknowledging the diversity in this vocation. Many teachers come from many different experiences, both limited and vast, but their will ends up writing their story and validating their professionalism. It sounds like they have benefited from their preparation prior to going out in to the field and I like hearing about these positives.

I apologize for this post being short and not as full of substance. I actually have redone this about three times trying to come up with the right focus and positive way to respond to my thoughts on the guest speakers. Like I mentioned initially, I just had an alternate take on what was being discussed by the guest speakers, but I respect their insight and their willingness to come and share with us their experiences. It's nice to have this venue and forum for this to occur. None of my previous education has allowed for that. It gives me a few more ideas to apply in my classroom through this example.

Sarah Dimmick's presentation

It was very informative to have Sarah and (was it John? I'm sorry, I've forgotten his name) visit and share with us about their time as both student teachers, first year teachers, and now experienced teachers.

It was good to hear about struggling as a mentor to both develop personal teaching style, but also have to fit in to the mentor teacher's classroom management / teaching style. This is something I have been struggling with already (even though I really haven't done that much teaching yet!)—not so much with my English mentor teacher, but with my French mentor teacher. So, it was useful for me to hear that the feeling is not something that I alone experience! :)

It was likewise nice of her to share that she wishes she could take back her first year of teaching—because she felt like she floundered a bit and because she felt like she wasn't as effective as she would be today. I think that is an important lesson for all of us to learn and keep in mind—we're in this business because we are life long learners, and teaching, like so many things, is a learning experience.

On a final note, I'm looking forward to seeing some of the videos that John (?) created with his students ... It'll be fun to implement some new techniques in the English classroom!

On Sarah Dimmick's & Paul Meritt's visit

One of Sarah's comments that stands out to me most just now is the idea of having a teaching "persona" (this came up during the discussion of classroom management).  I, too, feel that there is a stronger, more theatrical 'me' when working with groups of teenagers, a version with a different resonance to her voice and an ability to make a fool of herself.  I wonder if that isn't one of the bigger accomplishments of those with longevity in education: to integrate the persona with the 'the real', to relax and inhabit themselves, to feel the division blur and then disappear.

Another topic that stands out is that idea that, during your first year, in terms of planning it can feel like it's just you and the district curriculum staring down a blank syllabus.  I immediately found that idea thrilling, then wondered if it was only the concept I found exciting.  I do realize now that, despite enjoying my mentor teachers as people and as educators, I am longing for a bit more autonomy at this exact, present moment.  I've never been very patient.  Sometimes that's good.  But I am very often reminded these days that I need to slow down and fully notice some things, enjoy where I'm at.  There's always more stress on the horizon, and nostalgia for the past.

And, as regards the comments on teaching poetry, I feel that the image that best encapsulates what I'd hope to do with students and poetry texts goes back to Billy Collins' image of "dropping the mouse into the poem" and seeing how it finds its way out. What words does it bump against?  What tickles the whiskers?  Where is he stopping out of confusion?

poet's blog

While prepping for class, I stumbled upon this site while chasing down a quote by Heraclitus, roughly--"You can't step over the same river twice." The activities on the web page are worth perusing.

Research topics

Here is one link to educational research topics quickly found through Google. Also--the following were topics of previous students: Montessori principles in high school, Pros and cons of tracking, Performance teaching incentives, Place based education, Gender differences and reading, Motivation and reading, Grade inflation, Homework: is it necessary, Improving high school literacy, Teaching the Bible as literature, The not so expanding canon, Teaching the Fetal Alcohol Syndrome Student, Experiential Education, Cooperative Learning, Teaching kids with ADD, Teaching practices the the Alaska Native classroom, Reader response theory, Writing Skills needed for college

09 Methods

We will be using this blog as a forum for various posts, starting with thoughts and comments based upon Sarah Dimmick's presentation or issues related to starting out the year as a new teacher.