When I entered my last academic yesterday, a student asked me if Karma was real. I smiled simply. I asked him what he believed. He said he didn't know, but he felt like there were more bad things happening in his life these days.
Flash forward to today. Upon entering the class, I met the same child at the door and asked how Karma was working out for him and whether or not he was okay. He said his brother had fallen out of a dining room chair and that he'd laughed. Understandable, I thought. Maybe not the best reaction, but I've certainly had similar reactions myself. In Heinlein's Stranger In A Strange Land, Valentine Michael Smith comments on humanity when he notices the way we laugh when we witness someone's pain. Not the pain of suffering or death per se, but more 'injury at slipping on a banana' pain. Now, it's been awhile since I read Stranger, and it's one of my favs of Heinlein's, so I can't remember the commentary in its entirety, but what I do notice is that humans tend to laugh when we suffer as this student laughed. It becomes a teachable moment. Maybe I should lighten up a little, but it's in my best interest to teach students appropriate ways to interact with others---brothers, sisters, mom, dads, teachers, neighbors, etc... Oh yeah...and Karma. Evidently, he fell off his stool in science class--thus Karma biting him on the butt.
---
Hmmm...Brien
Wednesday, August 18, 2010
Tuesday, August 17, 2010
Bonus: Teaching Tip #1
Several years ago I began compiling a list of helpful hints for teachers. Now, presumptuous as it might be of me to think that teachers could possibly benefit from anything I might have to say about teaching, I boldly began my list. (At the very least, I could refer to it from time-to-time as a reminder of the teacher I was hoping to be!)
Recently, my laptop containing this list was stolen. Yeppers! Someone thought my poor Macbook would be better served in their possession. Contained in the documents folder of said Macbook was my list. (Hopefully, it was backed up along with everything else, but I didn't think of it until just this moment. I'll check it when I get home.)
This list contains things, stuff, and random goodness for assisting teachers promote not only student success, but also research-based and data-driven proof of how to be a better educator! (presses tongue into side of cheek)
Tip #1: Take the 2-3 seconds required and greet every single individual in each class you teach every day! (That's 130 students x 5(rounded up)=650 seconds/60 seconds=10.8 minutes---Heck! Call it no more than 11 minutes out of your entire day.) The time spent greeting students while on duty counts as well! You can subtract these students from the required 2-3 second greeting, but why not just greet them again? Make it fun. "Didn't I just see you?" Come on...You know you like when fellow adults make these connections, right? Remember: You are cultivating relationships with students in order for them to grow as human beings while in your care. You are a steward of these children. A shepherd watching over a flock. Call it what you will. As teachers, we have a profound and lasting impact on our students. Your kindness may be the only kindness these students receive all day. Make it count!
--Brien
Recently, my laptop containing this list was stolen. Yeppers! Someone thought my poor Macbook would be better served in their possession. Contained in the documents folder of said Macbook was my list. (Hopefully, it was backed up along with everything else, but I didn't think of it until just this moment. I'll check it when I get home.)
This list contains things, stuff, and random goodness for assisting teachers promote not only student success, but also research-based and data-driven proof of how to be a better educator! (presses tongue into side of cheek)
Tip #1: Take the 2-3 seconds required and greet every single individual in each class you teach every day! (That's 130 students x 5(rounded up)=650 seconds/60 seconds=10.8 minutes---Heck! Call it no more than 11 minutes out of your entire day.) The time spent greeting students while on duty counts as well! You can subtract these students from the required 2-3 second greeting, but why not just greet them again? Make it fun. "Didn't I just see you?" Come on...You know you like when fellow adults make these connections, right? Remember: You are cultivating relationships with students in order for them to grow as human beings while in your care. You are a steward of these children. A shepherd watching over a flock. Call it what you will. As teachers, we have a profound and lasting impact on our students. Your kindness may be the only kindness these students receive all day. Make it count!
--Brien
Days 6 and 7---Do the Herky-Jerky!
I apologize for missing Day 6 of the school year. It took a while to decompress the day. So much so that it's rolled into Day 7.
I used an excerpt from Jon Krakauer's Into Thin Air in class today. The section details the author's experiences on Everest while crossing the Khumbu Icefall. Specifically, he writes of his discomfort crossing the ladders that are used to bridge the spaces between crevasses in the ice field. My students struggled with the vocabulary in the excerpt--specifically, herky-jerky. Of course, they were amused by the phrase, but they really didn't understand its meaning. Well...one of my students did--a shy young man whose questions are almost always good. I asked for volunteers to attempt to demonstrate the meaning of herky-jerky. He was the only volunteer--which takes a lot of courage. This wasn't just a raise you hand and answer a question. This was a full-blown-get-up-and-act-it-out volunteer effort. It was perfect! His steps were full of adrenaline shake and wobbliness as well as perfectly timed angular jerks of the arms. It's moments like this that I love to teach. ...the shy kid stands up and shows the class what it's all about! The class applauded! He smiled and returned to his seat.
I prepped my students in the first week of school with the fact that I'm a huge proponent of arts integration--specifically, theatre and movement activities to aid comprehension. For me, practicing integration strategies with arts techniques brings more authenticity to the activity--especially vocabulary, where most can got to the online resource and simply copy and paste the definition into any document and submit it. Students have to live it! We certainly can't trek to Nepal and the Himalaya to practice our herky-jerky dance (there's oxygen to consider-and I don't think it's in the school budget even if we can get sponsors), but we can act it out and get it into our muscles and bones! Activities in class where the teacher encourages students to get up and act out...Hmmm...scary! Actually, acting is part of the fun for me! It's great to see what the kids bring with them to the class in terms of background experiences. With our reading not-a-program-program, we encourage the influence of schema. It's one of the biggest contributors to a student's understanding of text. As educators, we can either embrace our students' schema, or ignore it. Ignoring a child's background is a mistake! Own it! Embrace it! Encourage it's use. (Appropriate use...hehehe)
Cheers and brilliant week to you---Brien
Jon Krakauer Bio (Just in case you're interested)
I used an excerpt from Jon Krakauer's Into Thin Air in class today. The section details the author's experiences on Everest while crossing the Khumbu Icefall. Specifically, he writes of his discomfort crossing the ladders that are used to bridge the spaces between crevasses in the ice field. My students struggled with the vocabulary in the excerpt--specifically, herky-jerky. Of course, they were amused by the phrase, but they really didn't understand its meaning. Well...one of my students did--a shy young man whose questions are almost always good. I asked for volunteers to attempt to demonstrate the meaning of herky-jerky. He was the only volunteer--which takes a lot of courage. This wasn't just a raise you hand and answer a question. This was a full-blown-get-up-and-act-it-out volunteer effort. It was perfect! His steps were full of adrenaline shake and wobbliness as well as perfectly timed angular jerks of the arms. It's moments like this that I love to teach. ...the shy kid stands up and shows the class what it's all about! The class applauded! He smiled and returned to his seat.
I prepped my students in the first week of school with the fact that I'm a huge proponent of arts integration--specifically, theatre and movement activities to aid comprehension. For me, practicing integration strategies with arts techniques brings more authenticity to the activity--especially vocabulary, where most can got to the online resource and simply copy and paste the definition into any document and submit it. Students have to live it! We certainly can't trek to Nepal and the Himalaya to practice our herky-jerky dance (there's oxygen to consider-and I don't think it's in the school budget even if we can get sponsors), but we can act it out and get it into our muscles and bones! Activities in class where the teacher encourages students to get up and act out...Hmmm...scary! Actually, acting is part of the fun for me! It's great to see what the kids bring with them to the class in terms of background experiences. With our reading not-a-program-program, we encourage the influence of schema. It's one of the biggest contributors to a student's understanding of text. As educators, we can either embrace our students' schema, or ignore it. Ignoring a child's background is a mistake! Own it! Embrace it! Encourage it's use. (Appropriate use...hehehe)
Cheers and brilliant week to you---Brien
Jon Krakauer Bio (Just in case you're interested)
Friday, August 13, 2010
Day #5--Friday!!!
Yeppers! One week down and 25 (Oops! Not quite enough!--Let's try a heap more than that!) to go.
Today was a very good day. I began rolling out a new reading practice with my classes today. I had some wonderful help from my friend, the instructional coach, this morning. I think it was a good start at implementation. I was able to modify a few things for the next class and it went even more smoothly. (Poor Academic 1 guinea pigs) My honors class picked it up and ran with it! Essentially, the approach/instructional method I'm implementing help students go deeper with their thinking/ The hope is to help foster lifelong learners who can read with a higher degree of proficiency.
Had a few chuckles with the admin team in our team meeting today. It's good to interact with admin. They have much to offer and it's nice to know we're all in this together.
Now...it's late and I'm tired. Maybe a little more tomorrow.
Take care and enjoy the weekend---Brien
Today was a very good day. I began rolling out a new reading practice with my classes today. I had some wonderful help from my friend, the instructional coach, this morning. I think it was a good start at implementation. I was able to modify a few things for the next class and it went even more smoothly. (Poor Academic 1 guinea pigs) My honors class picked it up and ran with it! Essentially, the approach/instructional method I'm implementing help students go deeper with their thinking/ The hope is to help foster lifelong learners who can read with a higher degree of proficiency.
Had a few chuckles with the admin team in our team meeting today. It's good to interact with admin. They have much to offer and it's nice to know we're all in this together.
Now...it's late and I'm tired. Maybe a little more tomorrow.
Take care and enjoy the weekend---Brien
Thursday, August 12, 2010
Day #4--The brilliance of children
Each day this week, I've been on duty in the library. For one such as myself, it's a great place to start the day---surrounded by books and good-natured children. Yep! A good way to begin. I love that I get to meet and greet students. Some teachers aren't fans of morning or afternoon duties (and I have my moments), but there are a couple of places on campus where I love to be. The library is one such place. Kids come in and look for friends to chat with, books to read and check out, and a table to finish homework. I approached a student this morning when I noticed he was working on math. I commented with some surprise and he asked, "Why are teachers so surprised that we're working on our math homework?" I stated that it wasn't something I was used to seeing so early in the school, but truthfully, it's rare to see a student doing homework unless they didn't finish it the night before. Not that I'm complaining or anything. I like it! Really! Others are milling around chatting and I'm even approached by some of my new students for a recommendation. Excellent!
Anyway---On to the brilliance of children...
I have a new student in class this year. Normally, she wouldn't be in the regular education classroom due to the severity of her disability. She has cerebral palsy. Not kinda, but really, really severe. Her communication is almost wholly non-verbal. She is able to communicate with the use of a communication device and a pointer that is positioned on her forehead. She's able to direct a mouse using this pointer. She's been in class the past couple of days and she's wonderful. The other students in class are noticeably better behaved and helpful. She has an aide, but also a few students who offer to carry her supplies or open doors or whatever they believe she may need. That being said, what makes her brilliant is her ability to smile a truly warm and tender smile that ignites the hearts of everyone she comes into contact with. Given her circumstances, I'm not sure many of us would be able to smile as brightly.
You know...I believe our diversity makes us stronger. By providing a safe environment where students of all backgrounds can interact meaningfully, we grow as human beings. (Yep! Me and the whole what does it mean to be human-thing...)
This blog's not too brilliant, but my interactions with brilliance in and out of my classroom make me a better teacher.
Thanks to all my brilliant students to helping me grow.
Brien
Anyway---On to the brilliance of children...
I have a new student in class this year. Normally, she wouldn't be in the regular education classroom due to the severity of her disability. She has cerebral palsy. Not kinda, but really, really severe. Her communication is almost wholly non-verbal. She is able to communicate with the use of a communication device and a pointer that is positioned on her forehead. She's able to direct a mouse using this pointer. She's been in class the past couple of days and she's wonderful. The other students in class are noticeably better behaved and helpful. She has an aide, but also a few students who offer to carry her supplies or open doors or whatever they believe she may need. That being said, what makes her brilliant is her ability to smile a truly warm and tender smile that ignites the hearts of everyone she comes into contact with. Given her circumstances, I'm not sure many of us would be able to smile as brightly.
You know...I believe our diversity makes us stronger. By providing a safe environment where students of all backgrounds can interact meaningfully, we grow as human beings. (Yep! Me and the whole what does it mean to be human-thing...)
This blog's not too brilliant, but my interactions with brilliance in and out of my classroom make me a better teacher.
Thanks to all my brilliant students to helping me grow.
Brien
Wednesday, August 11, 2010
Day #3---Beep Beep Beep goes the copy machine!
Enters code. Load originals.
Back-to-back--Check!
Sort--Check!
Staple--Check! Beep Beep Beep! Wait. Load staples? Hmmm...okay. Let's see...where are the staples? Oh!
Open door A. Next. Kneel down to staple compartment P. Press green button-thingy. Pull.
(Examines plastic staple holder with great interest--see below. Presses label that says Press. Looks for staples. Looks for someone who knows where there are staples. Asks for help finding the staples. Ummmm....)
Changes copiers...(Now he's thinking!)
Enter code. Load Originals.
Back-to-back--Check!
Sort--Check!
Staple--Check! Beep Beep Beep! What do you mean there aren't any staples in this machine either?!
Forgets staples. Reload.
Back-to-back...this is getting old...Go!
Runs copies without stapling.
---
---
---
---
---
---
--Crap!-
---
---
-Clear/Stop!---------Yes! I want to stop this job!---Yes---Really---
SORT! Doh!
_____________
This first copy machine actually beeped about a dozen times before I switched to the 2nd copier. You'd think I'd learn after it beeped at me for the same thing twice. Nope. Not me!
Other than my copy debacle in the afternoon, I had a relatively nice day. My students completed their reading surveys and I have a nice load of data about their reading habits to sort through. Fortunately, the online form I used does a rather brilliant job organizing the data for me. So, I get to sit back and read it tonight.
Incidentally, Will Rogers once said, "We have a lot of monkey in us. Throw anything into our cage and we'll give it serious consideration." He was a fellow Okie and distant relative of mine on my mother's side of the family. When I was a youth, a friend of mine and I joined 4-H. Our club competed in a state competition and Will Rogers' quotes were part of our presentation. My quote was the one above. What do you suppose I had to wear while quoting the illustrious Mr. Rogers? Yep! I was dressed as a monkey--Head-to-toe---tail, ears, fake fur...the whole thing,
Oh! We won, by the way.
Have a great evening!
Brien
Back-to-back--Check!
Sort--Check!
Staple--Check! Beep Beep Beep! Wait. Load staples? Hmmm...okay. Let's see...where are the staples? Oh!
Open door A. Next. Kneel down to staple compartment P. Press green button-thingy. Pull.
(Examines plastic staple holder with great interest--see below. Presses label that says Press. Looks for staples. Looks for someone who knows where there are staples. Asks for help finding the staples. Ummmm....)
Changes copiers...(Now he's thinking!)
Enter code. Load Originals.
Back-to-back--Check!
Sort--Check!
Staple--Check! Beep Beep Beep! What do you mean there aren't any staples in this machine either?!
Forgets staples. Reload.
Back-to-back...this is getting old...Go!
Runs copies without stapling.
---
---
---
---
---
---
--Crap!-
---
---
-Clear/Stop!---------Yes! I want to stop this job!---Yes---Really---
SORT! Doh!
_____________
This first copy machine actually beeped about a dozen times before I switched to the 2nd copier. You'd think I'd learn after it beeped at me for the same thing twice. Nope. Not me!
Other than my copy debacle in the afternoon, I had a relatively nice day. My students completed their reading surveys and I have a nice load of data about their reading habits to sort through. Fortunately, the online form I used does a rather brilliant job organizing the data for me. So, I get to sit back and read it tonight.
Incidentally, Will Rogers once said, "We have a lot of monkey in us. Throw anything into our cage and we'll give it serious consideration." He was a fellow Okie and distant relative of mine on my mother's side of the family. When I was a youth, a friend of mine and I joined 4-H. Our club competed in a state competition and Will Rogers' quotes were part of our presentation. My quote was the one above. What do you suppose I had to wear while quoting the illustrious Mr. Rogers? Yep! I was dressed as a monkey--Head-to-toe---tail, ears, fake fur...the whole thing,
Oh! We won, by the way.
Have a great evening!
Brien
Tuesday, August 10, 2010
Day #2---Mr. Thompson's strict! (Or What makes us human?)
After school this afternoon, I bumped into one of the 6th grade teachers. She mentioned that her former 6th graders had termed me strict. This is probably the first time in my teaching career that I've been labeled as such. At first, I was slightly dismayed, but then realized that my ploy is working! Hammer'em hard at first so they get it and later, you can ease back a little. WoooWhoooo!
Actually, I find it interesting that having expectations for respect and kindness being means being dubbed strict. Now, I won't go into the way it used to be when I was in school--which seems further and further away each time I think it, but when did expecting students to be nice to one another become strict?
Example: When calling roll, one of the names got several snickers and a few outright guffaws. I immediately stopped and brought to the class just how inappropriate their laughter was. Thankfully, this student wasn't in class. Thankfully, the child didn't show up to be laughed out of the class by disrespectful children who aren't mature enough to understand how hurtful this could be to someone.
When did this become okay? I've heard it argued that when corporal punishment went away, behavior went as well. I'm not sure. I don't relish the thought of spanking any of my students. For many, I'm not sure it would even work----at least not at my level. Regardless, there are standards of behavior that must still be taught to pre-adolescents and adolescents that we, as teachers, can't assume they should know just because they made it to middle school. As much as I'd like to say it's not my responsibility to teach these expectations, I know that if I don't, it may not get done. I also know that if I don't supply the right amount of scaffolding for my students they won't be successful. Behavioral expectations are part of this necessary framework and I'm happy to provide it--even if I'm labeled as strict.
I chuckled at that. Me? Strict? Nope--I just demand that we treat each other as human---with courtesy and respect. I don't think this makes me strict, but I'll accept the label if it helps my students understand the value of another human being.
~~~
Speaking of humanity...A favorite novel of mine is Metaplanetary by Tony Daniel. It's hard science fiction set in the far future. It's a novel of interplanetary war (per the book cover), but speaks to the notion of what defines us as human. It's got lots about nanotech and whatnot like that, but it's the relationships between the characters that I really like. Particularly, I'm interested in the relationship between Danis and Kelly Graytor. He's human--biological, and she's a free convert--a complex program. They have two children. The antagonist in the story is determined to coop every free convert in the inner system, the Met, while the outer system has no trouble accepting free converts into every aspect of daily life. I first read Metaplanetary while teaching World War II to my students several years ago. I was reminded of man's inhumanity to man seen not only during the Holocaust, but the "little" things leading up to Hitler's Final Solution. Remember the Pyramid of Hate? Hate begins with something most would consider insignificant. Acts of subtle bias I believe it's called. Below is a link to the pyramid from the Anti-defamation League. Have a look and see if it changes your view of certain things kids and many adults say without a second thought. (Soapbox...)
http://www.sdb.k12.wi.us/mcneel/holocaust/pyramid_of_hate.htm
Anyway---It's a good book. I liked it and so should you!
I also just finished Do Androids Dream of Electric Sheep by Philip K. Dick. It's the novel that the movie Blade Runner was based on. Definitions of humanity are considered here as well. A good read. If you've only seen the movie, I recommend the novel. It's different to be sure, but much of the gist remains.
Anywho...I like novels where questions of humanity are considered. Call me a geek or a nerd. Doesn't matter. Good stories are good stories.
--Brien
Actually, I find it interesting that having expectations for respect and kindness being means being dubbed strict. Now, I won't go into the way it used to be when I was in school--which seems further and further away each time I think it, but when did expecting students to be nice to one another become strict?
Example: When calling roll, one of the names got several snickers and a few outright guffaws. I immediately stopped and brought to the class just how inappropriate their laughter was. Thankfully, this student wasn't in class. Thankfully, the child didn't show up to be laughed out of the class by disrespectful children who aren't mature enough to understand how hurtful this could be to someone.
When did this become okay? I've heard it argued that when corporal punishment went away, behavior went as well. I'm not sure. I don't relish the thought of spanking any of my students. For many, I'm not sure it would even work----at least not at my level. Regardless, there are standards of behavior that must still be taught to pre-adolescents and adolescents that we, as teachers, can't assume they should know just because they made it to middle school. As much as I'd like to say it's not my responsibility to teach these expectations, I know that if I don't, it may not get done. I also know that if I don't supply the right amount of scaffolding for my students they won't be successful. Behavioral expectations are part of this necessary framework and I'm happy to provide it--even if I'm labeled as strict.
I chuckled at that. Me? Strict? Nope--I just demand that we treat each other as human---with courtesy and respect. I don't think this makes me strict, but I'll accept the label if it helps my students understand the value of another human being.
~~~
Speaking of humanity...A favorite novel of mine is Metaplanetary by Tony Daniel. It's hard science fiction set in the far future. It's a novel of interplanetary war (per the book cover), but speaks to the notion of what defines us as human. It's got lots about nanotech and whatnot like that, but it's the relationships between the characters that I really like. Particularly, I'm interested in the relationship between Danis and Kelly Graytor. He's human--biological, and she's a free convert--a complex program. They have two children. The antagonist in the story is determined to coop every free convert in the inner system, the Met, while the outer system has no trouble accepting free converts into every aspect of daily life. I first read Metaplanetary while teaching World War II to my students several years ago. I was reminded of man's inhumanity to man seen not only during the Holocaust, but the "little" things leading up to Hitler's Final Solution. Remember the Pyramid of Hate? Hate begins with something most would consider insignificant. Acts of subtle bias I believe it's called. Below is a link to the pyramid from the Anti-defamation League. Have a look and see if it changes your view of certain things kids and many adults say without a second thought. (Soapbox...)
http://www.sdb.k12.wi.us/mcneel/holocaust/pyramid_of_hate.htm
Anyway---It's a good book. I liked it and so should you!
I also just finished Do Androids Dream of Electric Sheep by Philip K. Dick. It's the novel that the movie Blade Runner was based on. Definitions of humanity are considered here as well. A good read. If you've only seen the movie, I recommend the novel. It's different to be sure, but much of the gist remains.
Anywho...I like novels where questions of humanity are considered. Call me a geek or a nerd. Doesn't matter. Good stories are good stories.
--Brien
Subscribe to:
Posts (Atom)