tag:blogger.com,1999:blog-43939880964487734442024-03-12T21:39:32.377-05:00Building Intelligence Plus CharacterTrue education addresses the social, emotional, and academic growth of the kids in its care. True educators lead the way. Thinking "outside the box" is the way to make it happen. We must strive to not only engage our students, but also to involve them in the direction of their lives and their educations. Anonymoushttp://www.blogger.com/profile/04656084938533838475noreply@blogger.comBlogger14125tag:blogger.com,1999:blog-4393988096448773444.post-33086044409376744232014-07-31T19:17:00.000-05:002014-07-31T19:17:01.467-05:00Yes, Good Grammar Is Important<div class="separator" style="clear: both; text-align: center;">
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We make lots of jokes about the importance of good grammar. Some of us are grammar Nazis who lurk on Facebook and other online forums ready to correct the "great unwashed masses" when they forget an apostrophe or misuse to, too, or two. Others are the type telling these seemingly obsessive protectors of the English language to "lighten up" because it's "just the internet after all" and "no one can expect everyone to be perfect all the time." Whether you fall into one of these groups or somewhere in between, the simple truth is good grammar is important.</div>
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<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt;">If you
ask the average person on the street whether or not using good grammar is
important, you may be surprised at the variety of responses you will receive.
It seems the debate over the significance of prescriptive English grammar is
alive, and sometimes slightly aggressive, in the court of public opinion. My
personal belief is that the study and mastery of proper English grammar is not
only necessary, but also imperative. Our students’ overall success beyond the
academic world is dependent upon their ability to write and speak clearly and
professionally – an impossible task without at least some degree of working
knowledge involving grammar. My ideology regarding English grammar has
developed not simply because I am a teacher of English, but also due to the
fact that I have spent so much of my life performing a variety of jobs in the
private sector including many years spent as a hiring manager for several
different businesses. <o:p></o:p></span></div>
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<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt;">In
this digital age of texts, tweets, instant messages, and emails, some will
argue the use of prescriptive grammar has become out-dated or even archaic;
however, when it comes to the professional world nothing could be farther from
the truth. Kyle Weins, CEO of iFixit and Dozuki, administers grammar tests to
every applicant for every position in his companies. Weins’ justification for
using this tool across the board is “grammar signifies more than just a
person’s ability to remember high school English. I’ve found that people who
make fewer mistakes on a grammar test also make fewer mistakes when they are
doing something completely unrelated to writing — like stocking shelves or
labeling parts” (<a href="http://blogs.hbr.org/2012/07/i-wont-hire-people-who-use-poo/" target="_blank">2012</a>). While Weins’ tactics may be slightly more militant than
those employed by other companies, the simple fact is more companies today are
including grammar and writing tasks in their application processes. These
businesses are also turning more potential employees away due to their
inability to successfully complete these activities.<o:p></o:p></span></div>
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<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt;">Ultimately,
it doesn't matter how intelligent, capable, or qualified applicants may be, if
they are incapable of presenting themselves competently through their speech
and writing. For better or worse, using poor grammar portrays a person as
careless, lazy, or at worst ignorant. None of these qualities are highly sought
after by any business owner. In this age of electronic applications, contact
with potential employers can be limited to written artifacts like cover
letters, resumes, and personal websites or social media profiles. Our written
words represent our first, and sometimes only, impression. The ability to use
proper grammar signifies not only credibility and professionalism, but also
commands a degree of immediate respect from those reading and reviewing the
materials presented. This in itself is more than enough reason to ensure our
students learn and master grammar.<o:p></o:p></span></div>
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<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt;"><o:p> Now that I've gotten that out of my system, I will leave you with a bit of fun. Weird Al's take on grammar is entertaining and timely - as we ready ourselves to return to school and decide exactly where grammar fits in our classrooms no matter what subjects or grade levels we teach.</o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/04656084938533838475noreply@blogger.com2tag:blogger.com,1999:blog-4393988096448773444.post-82703595168707041422014-07-31T15:45:00.001-05:002014-07-31T15:45:55.341-05:00Poetry and the Common Core: The Great Non-Debate<h2>
<a href="http://www.wordle.net/show/wrdl/8019022/Poetry_and_the_Common_Core" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" title="Wordle: Poetry and the Common Core"><img alt="Wordle: Poetry and the Common Core" src="http://www.wordle.net/thumb/wrdl/8019022/Poetry_and_the_Common_Core" style="border: 1px solid rgb(221, 221, 221); padding: 4px;" /></a><span style="font-family: 'Times New Roman', serif; text-align: center; text-indent: 0.5in;"><div style="text-align: left;">
<span style="font-size: small;"><span style="font-weight: normal;">It has been awhile. Teaching, grad school, working on my novel, and submitting my children's book for publication have made for one extremely busy year! I wanted to come back with a topic that is very near and dear to my heart - the teaching of poetry. </span></span></div>
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<span style="font-size: small;"><span style="font-weight: normal;">It seems poetry has become somewhat of an endangered species lately due to the adoption of the Common Core State Standards, but the fact is that nothing could be further from the truth. One thing I have learned about standards is this - they are most definitely in the eye of the interpreter.</span></span></div>
<span style="font-size: x-large;"><span style="line-height: 200%;">My Story</span></span></span></h2>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt;">The poet, John Ciardi, wrote,
“The concern [for poetry] is not to arrive at a definition and to close the
book, but to arrive at an experience” (2). When I consider all the units I
teach each year, poetry is the one experience<span style="color: #00b050;"> </span>I
look forward to the most. I first work to uncover my less enthusiastic
students’ reasons for their apparent aversion to poetry, stressing to them that<span style="color: #00b050;"> </span>poetry is not about the destination; it is about
the journey. Poetry explains, investigates, observes, and illustrates life with
its beautiful economy of language and though a poem<span style="color: #00b050;">
</span>may be sparse with its words, it is exponentially substantial in its
meaning and message. Poetry is about how it makes you feel, what it allows you
to see, and where it allows you to travel. Poetry is the art of language, and
as such, its study is crucial in developing a well-rounded education for our
students. It is quite unfortunate that this critical component for teaching
English Language Arts is in danger of being exiled from our curriculum simply
due to a blatant misinterpretation of the Common Core State Standards.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt;">The introduction of
National Poetry Month in 1996 provided<span style="color: #00b050;"> </span>teachers
a sanctioned<span style="color: #00b050;"> </span>time and place to celebrate all
that poetry has to offer. Each April, ELA classrooms everywhere immersed
themselves in the world of poetry – reading it, writing it, examining it, performing
it, <i>experiencing</i> it. However, as standardization
in public education reaches a new level with the introduction and incorporation
of the Common Core State Standards (CCSS), teachers everywhere are finding
themselves embroiled in a curricular conversation regarding the future of
poetry in our public school classrooms. The fact that poetry is not
specifically mentioned in the Common Core State Standards along with the
increased concentration on literary nonfiction and informational texts has led
some teachers and administrators to conclude that<span style="color: #00b050;"> </span>the
study and writing of poetry has an uncertain future in our ELA classrooms. Yet,
if we take a closer look at the “new and improved” standards we are working to
implement, poetry definitely has a place and a purpose in our classrooms.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt;">The goal of CCSS is to
increase the academic rigor of our curricula through increasing our text
complexity, focusing on critical thinking and analysis skills, diversifying
content through the addition of more literary nonfiction and informational
texts, and concentrating on building and refining academic vocabulary and
answering text-dependent questions (Common Core State Standards Initiative).
The Common Core doesn’t give educators a prescribed reading list, but it does
offer exemplar texts by grade level in the ELA Appendix B, along with sample
performance tasks related to the exemplars. These lists are meant as a guide to
assist educators in choosing complex texts for all students and crafting
appropriate performance tasks that meet the standards. Every grade level list
contains poetry and performance tasks associated with poetry. With the
inclusion of poetry in Appendix B, the discussion on whether or not to include
poetry in our classrooms should not be a matter for debate. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt;">Furthermore, if we take
the time to look at the Common Core’s ELA Appendix A, a cursory examination of
the definitions of the writing standard’s three text types offers this
addendum: “The narrative category does not include all of the possible forms of
creative writing, such as many types of poetry. The Standards leave the
inclusion and evaluation of such forms to teacher discretion” (23). Here is
where it seems the crux of the current dispute lies – “teacher discretion.” The
Common Core places more emphasis on literary nonfiction and informational text
in its literature standards, and the writing standards advocate for more
argumentative writing than narrative (particularly at the upper grade-levels).
This, coupled with the current trend of using students’ test scores to evaluate
teachers’ effectiveness, has created an atmosphere in which some educators are
concerned about making curriculum choices they fear may not align with the
standards or may fail to prepare their students for testing. Quite frankly, it
has many teachers questioning their own judgment when choosing materials for
their students; and for those who may not be comfortable or committed to
poetry,<span style="color: #00b050;"> </span>the lack of definitive support for
reading and writing poetry in the Common Core provides an easy route for
removing material they find personally problematic. The implementation of
poetry in the classroom is simply a matter of aligning student outcomes and
performance tasks to meet the current standards.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt;">In Michael Benton’s <i>The Importance of Poetry in Children’s
Learning</i>, he asserts, “good poems are places where writers and readers
exercise both an intelligence of thinking and an intelligence of feeling” (6).
Moreover, poetry is a prime source of stories that leaves readers spellbound,
allows them to reexamine the familiar through a fresh perspective, records and
transmits culture, and assists in the mastery of language (Benton, 4-5). If one
requires further justification for the inclusion of poetry in the classroom,
there are wonderful organizations dedicated to reading, writing, and performing
poetry that have worked with aligning poetry to the Common Core. Poetry Out
Loud, the Poetry Foundation, and Poets.org offer teachers resources for
aligning poetry to the standards, so do a great number of state education
boards and universities from around the country. The information is readily
available and free for the taking.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt;">While others may
continue to debate whether or not we can take the time to teach poetry to our
students and just how this unique genre of writing fits in with the standards,
it is a non-issue in my eyes. There is no question that I will continue to
teach poetry with all the passion and excitement I bring to the table every
year and using what I affectionately refer to as the “Billy Collins Approach,”
asking “them to take a poem / and hold it up to the light / like a color slide”
and refusing to “tie the poem to a chair with rope / and torture a confession
out of it.” I could continue on for pages and pages explaining the benefits of
poetry to our students and reasoning out how working with poetry can align with
each anchor standard present in the Common Core, but there are plenty of others
out there who have done just that. Instead, I would like to share my own
experiences gained while working with poetry and students.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt;">Each time I teach a
poetry unit, regardless of whether I am working with freshmen or seniors or the
classes in between, we create a capstone project at the end of the unit – an
audio/visual poetry interpretation. The project evolves each time I use it, and
I am sure it will continue to grow and change as I move forward with my
students. I ask my students to choose a poem that speaks to them on a personal
level and create a five to ten minute presentation using images and music to explain
their personal connection with the verse. Students used either PowerPoint or
Prezzi to create their presentations in the beginning but are now also using
programs such as Movie Maker or iMovie. The only parameters I enforce are
images and lyrics must be school-appropriate, other than that, anything goes. I
encourage my students to consider what makes the poem important to them, how do
they relate to the imagery, the tone, the message of the poem. I push them to
move beyond the simple task of telling me about the poem to embrace the
complexity of telling me about their relationship with the poem and sharing it
with both their peers and me.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt;">Every time I do this
project, I watch my kids attack the challenge full force, and I am consistently
impressed with the results of their efforts. Through this project, I have seen
some truly extraordinary work. P.J. fashioned an insightful commentary on the
human destruction of natural resources using e.e. cummings’ “Humanity I Love
You.” R.S. and M.T. utilized Gwendolyn Brooks’ “We Real Cool” as a springboard
for discussing the effects of gang activity on their neighborhood. A.N.
fostered a conversation about public versus private personae employing Emily
Bronte’s “She Dried Her Tears.” T.W. explored gay rights and the lives of LGBTQ
teens with her interpretation of Lyla Cicero’s “Love is for Everyone,” complete
with interactive activities aimed at increasing the knowledge and understanding
of her peers on these issues. Marge Piercy’s “Barbie Doll” is a classroom
favorite, inspiring projects addressing topics such as feminine stereotypes,
bullying, and our cultural obsession with plastic surgery and perfection.
Finally, another seminal student choice, Mary Elizabeth Frye’s moving epitaph “Do
Not Stand At My Grave And Weep” has inspired students to design poignant
tributes and memorials to loved ones lost. A.B. chose to write and compose an
original song to honor the memory of a friend lost to drug abuse. B.W. and K.C.
celebrated the lives of their fathers and mourned their passing. N.G. paid
tribute to a friend lost only months prior to our<span style="color: #00b050;"> </span>project
in a car accident; her emotions, still open and raw, were readily apparent in
her work. The passion, the intelligence, the bravery exhibited by my students
in completing these projects is why I love poetry and why I will continue to
teach it.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-size: 11.0pt;">As I stated in the
beginning, poetry is not about making it to the end with all the correct
answers but rather how we navigate and what we discover along the way. It would
be a travesty to deny our students the possibilities afforded them through the
study of poetry. They will miss the chance to understand the nuance of language
and to explore figurative language at its very best (CCSS Language Anchor 5).
They will lose the option of using poetry to discover technical, connotative,
and figurative meanings of language, all within the same lines of verse and to
determine the effect of word choice on tone and meaning using the most concise application
of language possible (CCSS Reading Anchor 4). They will be denied an important
technique for creating well-structured narratives filled with carefully
considered details (CCSS Writing Anchor 3). Most importantly, they will miss
the opportunities poetry offers not only for cultural and personal association,
but also for emotional connection and catharsis. I will always teach poetry to
my students because they deserve the chance to experience it.<o:p></o:p></span><br />
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<span style="font-family: "Times New Roman","serif"; font-size: large; line-height: 200%;"><b>Resources to Help You Meet Common Core Using Poetry</b></span></h2>
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<li><span style="font-family: 'Times New Roman', serif; line-height: 200%; text-align: left; text-indent: 0.5in;"><a href="http://www.poetryoutloud.org/teaching-resources/ncte-english-teaching-standards" target="_blank">Poetry Out Loud</a> - </span><span style="font-family: 'Times New Roman', serif; line-height: 200%; text-align: left; text-indent: 0.5in;">A personal favorite of mine. Poetry Out Loud now offers CCSS alignment complete with a downloadable Teacher's Guide, links to Teacher Resources and Preparation, Lesson Plans and Class Scheduling, and Accessibility. If you haven't checked out this program, I highly recommend you do so - IMMEDIATELY. If you have any doubt, take a look at these students competing in the Poetry Out Loud recitation competition: </span></li>
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<li><a href="https://www.teachingchannel.org/videos/poetry-pre-reading-strategies" target="_blank">Teaching Channel</a> is a great source of inspiration and ideas. The video I chose to link to not only meets CCSS, but also showcases a very innovative way to approach poetry in an unusual pre-reading exercise.</li>
<li><a href="http://poets.org/">Poets.org</a> presents educators with an interesting <a href="http://www.poets.org/poetsorg/lesson/and-winner-is%E2%80%A6-poetry-and-film" target="_blank">plan</a> submitted by Madeline Fuchs-Holzer for grades 9-12 that approaches the study of poetry through its use in film. Crossing media boundaries, these lesson plans address reading, writing, and listening and speaking CCSS. The site also has a plethora of Common Core aligned poetry lessons and workshops that are both engaging and original.</li>
<li>Feeling overwhelmed or uncomfortable with the prospect of teaching poetry? Ben Curran at <a href="http://www.edweek.org/tm/articles/2012/01/14/tln_curran_poetry.html?tkn=XYZDptGVW9NTVcmhuwTUnJBWnpmOk0mj553Y&intc=es" target="_blank">Education Week </a> offers a great article about aligning poetry to the Common Core that is easy to follow and understand for educators who may be hesitant about how poetry fits into the world of CCSS.</li>
<li>In much the same vein, <a href="http://edsitement.neh.gov/feature/national-poetry-month-exemplars-edsitement-poetry-common-core" target="_blank">EDSITEment! </a> uses poetry exemplars, CCSS, lesson plans, and multimedia resources to provide educators with both the means and the way to meet Common Core Standards through poetry with ideas for all grade levels K-12.</li>
<li>Looking for exemplars that meet the requirements for Common Core? The <a href="http://www.poetryfoundation.org/article/246782#article" target="_blank">Poetry Foundation</a> has assembled all the exemplars from the CCSS for ELA: Appendix B for all grade levels K-12 in one place.</li>
<li>Finally, while I am not a huge fan of text books, this offering from <a href="http://www.heinemann.com/shared/onlineresources/e02710/introduction.pdf" target="_blank">Heinneman</a> is pretty useful (and best of all, FREE). Written for teachers in the middle grades, it is a fine resource for breaking down the CCSS and seeing exactly how each one fits into the study of poetry. It also uses a decent selection of poetry to show the literary devices featured in each one, touches on poetry annotation, and provides activities for pre-, during, and post-reading that could easily be applied to any poem at any grade level.</li>
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Anonymoushttp://www.blogger.com/profile/04656084938533838475noreply@blogger.com0tag:blogger.com,1999:blog-4393988096448773444.post-58264428263112833782013-09-27T23:02:00.001-05:002013-09-27T23:02:55.652-05:00Activity: Using Bloom's to Explore Visual and Traditional News Sources<div class="separator" style="clear: both; text-align: center;">
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Recently, I was given the task of creating an activity using Bloom's Taxonomy to guide students through the critical examination of multi-platform news sources. In considering this production, I couldn't help thinking of the old adage from Poor Richard himself:: "<span style="background-color: white; color: #181818; font-family: georgia, serif; font-size: 14px; line-height: 18px;">Believe none of what you hear, and only half of what you see." I believe nothing, including the news, should be taken at face value. In my opinion, this is also key to the successful media education of students.</span></div>
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I designed this activity with the idea of cross-curricular integration in mind. While it can be used in the English <br />
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classroom, it can also be easily adapted for use with Social Studies/History, Science, FACS, Tech Ed, Media Literacy, Speech, Drama, ETC simply by choosing articles applicable to each particular class.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoN5syVZyIwMWbVsgn3qfVYyihTqdqbWU4iSFMSyMfMyjui7Gedv5NlkVTcb-aUiWGB3AiLM_Pq6HHhBKmVH2M7ue41jEYH4K07gXO-oeA8gRDKCAqDIxIHOja3MeqZZuqBJBD9737_rhD/s1600/bbc+world+news.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoN5syVZyIwMWbVsgn3qfVYyihTqdqbWU4iSFMSyMfMyjui7Gedv5NlkVTcb-aUiWGB3AiLM_Pq6HHhBKmVH2M7ue41jEYH4K07gXO-oeA8gRDKCAqDIxIHOja3MeqZZuqBJBD9737_rhD/s1600/bbc+world+news.jpg" height="148" width="200" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKmDYpCqRJSm4Z6DW0oC8rlCWeZ11dBD3FqB_6DxF_twJyotIUxSk1eNx0lFTG9992lp9HQ1MHhJAjI8cxESKUA1NhAGHVxm1s5TQoZ9S0OL6h1e_QkvOUnbO07w8VkqHPPH6Wf_un049-/s1600/news+channels.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKmDYpCqRJSm4Z6DW0oC8rlCWeZ11dBD3FqB_6DxF_twJyotIUxSk1eNx0lFTG9992lp9HQ1MHhJAjI8cxESKUA1NhAGHVxm1s5TQoZ9S0OL6h1e_QkvOUnbO07w8VkqHPPH6Wf_un049-/s1600/news+channels.jpg" height="174" width="320" /></a><br />
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I thought I would share the results in the hope that other would find this type of activity helpful.<br />
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><b>Remember –</b><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">1. What was the lead
story (or front page story)? <o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">OR<o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">2. What story
interested you the most?<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><b>Understand – </b><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">3. Summarize the
details of this story. Be sure to include the five W’s of reporting – who,
what, when, where, and why.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">4. Explain why this
news story interested you. (Be sure to consider the topic, the way the story
was presented, any personal connection you had to the story, and past interest
in other stories like this one.)<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><b>Apply – </b><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">5. Review the five W’s
summarized above. Are there any questions unanswered or not completely or clearly
answered? Why do you think this happened? Are there any questions you think
should be explained further? Why? (What difference would a better explanation
make to the story? Would it make a difference in your opinion of the story?)<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><b>Analyze – </b><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">6. Examine the story
for source information. Did the story give information about the source? Who
supplied the information or where was the information obtained? When were the
facts of the story revealed? Why was the story released at this time? Does anyone benefit from this story being told at this time? <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">7. Find another source
for the story (i.e. another station, another newspaper, a reliable online
source). Are there major differences between the two reports? Using the five
W’s, what differences can you identify between the two sources?<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><b>Evaluate – </b><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">8. Between the two
sources, which story do you find to be more believable? Why? (Remember to
consider where the story is coming from, who is telling the story, eyewitness
reports, and differences in the presentation of the information.)<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">9. Using the original
source, is there evidence of bias present? (Were you given all sides of the
story? Is any part of the story speculation? Does anyone benefit either because
this story is being told or because of the way this story is being told? Were
different viewpoints used in reporting this story?)<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><b>Create – </b><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">10. Using the
information from the previous questions create an alternate version of the
story from a different perspective/point of view.<o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/04656084938533838475noreply@blogger.com1tag:blogger.com,1999:blog-4393988096448773444.post-37913429977817575262012-09-04T10:45:00.003-05:002014-07-31T14:05:31.940-05:0010 Resources for Integrating Art Across the Curriculum<div class="separator" style="clear: both; text-align: left;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidsKo5USo90Nm_7hA9FqzkIykO7Kb3u-QU0y9wTgOsPDQCm4q9ERXh9r2gkhlWzLINsy6k7HMYTW-l9Sh5VfODnu60f3CU8UanqdxkLBn8WeudMR5j2XH-hTdyGQzjFfXm1Zbj3g6vILsz/s1600/pencil+hearts.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidsKo5USo90Nm_7hA9FqzkIykO7Kb3u-QU0y9wTgOsPDQCm4q9ERXh9r2gkhlWzLINsy6k7HMYTW-l9Sh5VfODnu60f3CU8UanqdxkLBn8WeudMR5j2XH-hTdyGQzjFfXm1Zbj3g6vILsz/s200/pencil+hearts.jpg" hea="true" height="144" width="200" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidsKo5USo90Nm_7hA9FqzkIykO7Kb3u-QU0y9wTgOsPDQCm4q9ERXh9r2gkhlWzLINsy6k7HMYTW-l9Sh5VfODnu60f3CU8UanqdxkLBn8WeudMR5j2XH-hTdyGQzjFfXm1Zbj3g6vILsz/s1600/pencil+hearts.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;">
</a>Sadly, fine arts classes are continually being cut in public education today. These classes are seen as a frivolous waste of time and resources in a system ruled by standardized testing. If it is not on the test, then it has no real educational value, right? WRONG! The use of fine arts across the core curriculum (in both example and creation) actually benefits students in a number of ways. Some of these include:
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<strong>1. Responding to art can be very stimulating and can lead onto a great variety of activities.</strong> </div>
<strong><br />2. Using of art provides a useful change of pace.</strong> <br />
<strong><br />3. Incorporating of art into the class or syllabus can take the students out of the classroom and encourage them to use their language skills in the real world.</strong><br />
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<strong>4. Creating of art or even thinking about art can be very motivating.</strong> Especially for students who may struggle with read and respond activities. It can help put more emphasis on the ability to clearly express thoughts and ideas with skills other than writing or speaking.<br />
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<strong>5. Responding to and creating art has the potential to develop students’ creative and critical thinking skills.</strong><br />
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<strong>6. Using of fine arts in the classroom offers students another level of connection to class materials (i.e. visual, auditory, kinesthetic).</strong><br />
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<h3>
Resources</h3>
Here are some of the many resources available to educators wishing to integrate art into their curriculum.<br />
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<a href="http://www.crayola.com/for-educators/lesson-plans.aspx">Crayola.com</a> - Lesson plans for PK-12<br />
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<a href="http://www.scholastic.com/teachers/collection/strategies-arts-integration">Scholastic.com</a> - Strategies for Arts Integration PK-12<br />
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<a href="http://thewalters.org/integrating-the-arts/">The Walters Art Museum</a> - resources using visual arts to teach concepts of social studies, science, language arts and math curricula. Designed for middle school students but adaptable for elementary and high school, all content including the printable lessons and flash interactives align with the Maryland State Curriculum. Ideal for visual arts teachers who want to integrate the arts into other disciplines or for non-arts teachers who want to venture into the world of art. Activities can be assigned as homework or in-class assignments.<br />
<strong>Note</strong>: These resources require both Adobe Flash and Reader. <br />
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<a href="http://www.artseveryday.org/Educators/detail.aspx?id=212">Arts Every Day</a> - Steps for creating an arts integration school. Extremely interesting site, if you are looking for ways to change curriculum.</div>
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<a href="http://www.dallasartspartners.org/Default.aspx?tabid=467">Arts Partners</a> - Based in Dallas, this organization offers not only resources, but professional development for arts integration as well.</div>
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<a href="http://educationcloset.com/arts-integration-links-and-resources/">Education Closet</a> - Arts Integration Links and Resources</div>
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<a href="http://artsedge.kennedy-center.org/educators.aspx">ARTSEDGE</a> - The National Arts and Education Network – supports the placement of the arts at the center of the curriculum and advocates creative use of technology to enhance the K-12 educational experience. ARTSEDGE empowers educators to teach in, through and about the arts by providing the tools to develop interdisciplinary curricula that fully integrate the arts with other academic subjects. ARTSEDGE offers free, standards-based teaching materials for use in and out of the classroom, as well as professional development resources, student materials, and guidelines for arts-based instruction and assessment. A program of the John F. Kennedy Center for the Performing Arts.</div>
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<a href="http://artswork.asu.edu/teachers/lesson_plans/integrated_arts/">Artswork at ASU</a> - Integrated Arts Lesson Plans for Elementary and Middle School Students</div>
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<a href="http://pinterest.com/edutopia/arts-integration/">Edutopia on Pinterest</a> - Edutopia's Arts Integration Board on Pinterest - excellent resources on arts integration and why it is so important.</div>
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<a href="http://www.nga.gov/education/">National Gallery of Art</a> - <span style="font-family: Calibri;"><span style="font-family: Times, "Times New Roman", serif;">Contains</span> <span style="font-family: Times, "Times New Roman", serif;">NGA</span> <span style="font-family: Times, "Times New Roman", serif;">Classroom</span>: </span><i><span style="font-family: Calibri-Italic;"><span style="font-family: Times, "Times New Roman", serif;">Online</span> Resources for Teachers and Students; </span></i></div>
<span style="font-family: Calibri;"><span style="font-family: Times, "Times New Roman", serif;">NGA</span> <span style="font-family: Times, "Times New Roman", serif;">Loan</span> <span style="font-family: Times, "Times New Roman", serif;">Programs</span>: </span><span style="font-family: Calibri-Italic;"><em>Teaching Packets, DVDS, Videos, and Other Media; </em>and<em> </em></span><span style="font-family: Calibri;"><span style="font-family: Times, "Times New Roman", serif;">NGA</span> </span><span style="font-family: Times, "Times New Roman", serif;">kids</span><br />
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<span style="font-family: Calibri;"><span style="font-family: Times, "Times New Roman", serif;">Hopefully, these resources will assist you on your own journey to integrate the arts into your own classroom. If you are still not convinced, I would like you to consider this quote from </span><span style="font-family: Times New Roman; font-size: x-small;"><span style="font-size: small;">Paul</span><em> </em><span style="font-size: small;">Ostergard</span><em> </em><span style="font-size: small;">the Vice</span><em> </em><span style="font-size: small;">President of</span><em> </em><span style="font-family: Times, "Times New Roman", serif; font-size: small;">Citicorp: "A broad education in the arts helps give children a better understanding of their world. . .We need students who are culturally literate as well as math and science literate." Well said sir, well said.</span></span></span></div>
Anonymoushttp://www.blogger.com/profile/04656084938533838475noreply@blogger.com0tag:blogger.com,1999:blog-4393988096448773444.post-69397882982062187702012-08-29T11:57:00.000-05:002012-08-29T11:58:47.374-05:00Practical Skills: What Should We Be Teaching Our Students Today?<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQO9_N-BusNQh8JDrdG_7O4E2Fg_-8u_Zb6_ls7SByf-GdFgMVIs9v6F_SwxVpSMn6e7iAJtgOsnApLmUaCYUFAY2KIXbxIobV4wRiG4X9r8-H0PmaZd8RCKTr_hmK-zmMlPRYFGWEXz6G/s1600/kids.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><br />
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<img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQO9_N-BusNQh8JDrdG_7O4E2Fg_-8u_Zb6_ls7SByf-GdFgMVIs9v6F_SwxVpSMn6e7iAJtgOsnApLmUaCYUFAY2KIXbxIobV4wRiG4X9r8-H0PmaZd8RCKTr_hmK-zmMlPRYFGWEXz6G/s1600/kids.jpg" /></div>
</a>Over the years, I have had many spirited discussions with a wide variety of professionals working in and around the field of education debating the purpose of the public education system. What are our ultimate goals of achievement for our students?<br />
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I believe the main objective of education is to help prepare students to survive and thrive in the world beyond academia. I support the integration of practical skills in secondary education over the continuation of solely academic pursuits.<br />
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Unfortunately, no matter how much we push, prod, and cajole, no matter how much we extol the virtues of seeking an education beyond high school, approximately <a href="http://www.all4ed.org/files/HighSchoolDropouts.pdf">7,000</a> students drop out of high school every day. Nationally, <a href="http://www.washingtonpost.com/local/education/high-school-graduation-rate-rises-in-us/2012/03/16/gIQAxZ9rLS_story.html">75.5%</a> do manage to graduate, but only about <a href="http://www.bls.gov/news.release/hsgec.nr0.htm">68.3%</a> of these students go on to enroll in college. <br />
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For those who see secondary education as a preparation period for students' continuing education, what exactly are we doing for the approximately 31.7% of our students who either do not graduate or do not go on to attend college, but enter the workforce instead? <br />
<br />
In 2011, there were <a href="http://www.bls.gov/news.release/hsgec.nr0.htm">15.9 million</a> people, ages 16 to 24, who were not enrolled in school. They were out in the world working or looking for work. Even those who attend college are going to have to seek employment. either during college (<a href="http://www.bls.gov/news.release/hsgec.nr0.htm">38.8%</a> of full-time college students also work) or after. <br />
<br />
The fact is that in our society today no one knows what the future is going
to look like. As educators, we are currently trying to prepare our students for
a world (and a job market) that does not yet exist. According to Meghan
Casserly's article at <a href="http://www.forbes.com/sites/meghancasserly/2012/05/11/10-jobs-that-didnt-exist-10-years-ago/"><span style="color: blue;">Forbes</span></a>,
here are 10 jobs that didn't exist 10 years ago:<br />
<br />
<ul type="disc">
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 10pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: Calibri;">App
Developer</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 10pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: Calibri;">Market
Research Data Miner</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 10pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: Calibri;">Educational/Admissions
Consultant</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 10pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: Calibri;">Millennial
Generational Expert</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 10pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: Calibri;">Social
Media Manager</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 10pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: Calibri;">Chief
Listening Officer</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 10pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: Calibri;">Elder Care</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 10pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: Calibri;">Sustainability
Expert</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 10pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: Calibri;">User
Experience Design</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 10pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: Calibri;">Cloud
Computing Services</span></li>
</ul>
<br />
According to the 2012 Job Outlook Report from the National Association of
Colleges and Employers, employers today are looking for:<br />
<br />
<ol style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Ability
to work in a team - 79.8%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Leadership
- 77.2%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Communication
skills (written) - 75.6%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Problem-solving
skill- 74.1%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Strong
work ethic - 73.1%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Analytical/quantitative
skills - 72.0%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Communication
skills (verbal) - 67.4%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Initiative
- 65.3%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Technical
skills - 61.1%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Detail-oriented
- 57.5%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Flexibility/adaptability-
56.0%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Computer
skills - 55.4%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Interpersonal
skills (relates well to others) - 54.9%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Organizational
ability- 50.8%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Strategic
planning skill- 29.0%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Friendly/outgoing
personality - 29.0%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Creativity
- 22.3%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Entrepreneurial
skills/risk-taker - 21.8%</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;"><span style="font-family: Futura; mso-bidi-font-family: Futura;">Tactfulness
- 21.2%</span></li>
</ol>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;">
<span style="font-family: Futura; mso-bidi-font-family: Futura;">This is a lot of information to consider, but it seems to me that a systematic and concentrated integration of practical skills education would be the place to begin educational reform.</span></div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;"></span> </h3>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;">Technology</span></h3>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in;">
<span style="font-family: Futura; mso-bidi-font-family: Futura;"></span> </div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;">First, when looking at both the list of new jobs and the skills employers are looking for, technology obviously plays a huge role. From what I've seen in the majority of high school technology programs, they need to be improved. Kids today know all about playing with technology, often better than the teacher - my students have taught me many tricks. However, if all we are allowing them to do is play with it in school, then they really aren't learning much. Students need to be given practical assignments to show off their skills, learn new ones, and realize that technology can be far more than play.</span></div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;"></span> </div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;">Not to say that there are not exceptional teachers in the field of technology or those that integrate technology in practical ways, but as a whole, technology applications need to be made more practical. Additionally, I strongly believe that all schools should require compulsory technology training as part of their Professional Development Plans every year for all teachers. </span></div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;"></span> </div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;">How can we possibly teach kids about technology, if we do not have the skills ourselves? Also, an added benefit would be teachers who actually use the technology available to them in their classrooms. I cannot count the number of classrooms I have been in that are equipped with SMART boards that are NEVER used - what a waste of money and resources!</span></div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;"></span> </div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;">Practical Work Opportunities</span></h3>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;"></span> </div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;">The majority of students who drop out do so because either they see no life value in what the are receiving from their educations or they believe they would be better off working or they have to work to help support themselves and/or their families. Why not take advantage of the government monies available for training (it is out there) and involve the larger community by partnering up and offering students the opportunity to apply for paid internships with local businesses? </span></div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;"></span> </div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;">Additionally, students in high school should all be required to take a personal finance/life skills class, and it should be as realistic as possible. Students should be taught to manage a budget and balance a checkbook using information from the real world such as average pay, rental prices, gas prices, etc. from they area in which they actually live. They should be taught how to write resumes and fill out job applications. They should be exposed to tax forms and learn how to read them. They should be exposed to paycheck stubs and learn how to interpret them. These are all practical skills that everyone is going to use eventually. When they are tailored to a specific area and to a particular student, they can be invaluable and, best of all, applicable to his/her life.</span></div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;"></span> </div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;">Team Building and Teamwork</span></h3>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;"></span> </div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;">Notice the top two attributes employers today are searching for: ability to work in a team and leadership. Team building and group work should be used on a regular basis across the curriculum. In real life situations, your students are not going to be working all by themselves exclusively. Dealing with group dynamics (both the good and the bad aspects) is a skill that must be learned. How to work effectively in groups is a skill that must be learned. Helping facilitate this learning is the responsibility of each and every educator.</span></div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;"></span> </div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;">Schools and teachers should also always be looking for opportunities to generate leadership roles and spread them out among the school population. Working in groups and teams can help provide these roles. I also support the use of community service projects and volunteerism to foster leadership skills, teamwork skills, and a number of other skills which I will discuss further at another time. Participation in sports, clubs, and organizations also offer the chance to work on leadership and teamwork. I believe teachers, sponsors, and coaches should use these opportunities to allow members to take on responsibility for and leadership of various tasks to help the greatest number of students.</span></div>
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</div>
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</div>
<div class="separator" style="clear: both; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list .5in; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh94LYUDfnCoLEocwV-vAU_6zGdc3DqvaiVUjwdnM4heZTc9Zars-OkCw_OJV59PmsH-6skmGTts4tEpFDcFSUVWrch9PF-RTnx5TDnYMrWgXKnTThjoPxD91aUoYkkGdBLpK-Ce1LTemva/s1600/kids+in+class.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh94LYUDfnCoLEocwV-vAU_6zGdc3DqvaiVUjwdnM4heZTc9Zars-OkCw_OJV59PmsH-6skmGTts4tEpFDcFSUVWrch9PF-RTnx5TDnYMrWgXKnTThjoPxD91aUoYkkGdBLpK-Ce1LTemva/s1600/kids+in+class.jpg" /></a></div>
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Overall, I strongly believe the integration of practical skills education has the potential to both encourage and retain disenfranchised students, while also offering all our students (college-bound or not) authentic abilities applicable to their worlds beyond academia. So, if we are going to discuss educational reform, this seems like the most logical place to begin.</div>
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<span style="font-family: Futura; mso-bidi-font-family: Futura;"></span> </h3>
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Anonymoushttp://www.blogger.com/profile/04656084938533838475noreply@blogger.com0tag:blogger.com,1999:blog-4393988096448773444.post-11175537783880765372012-08-24T15:04:00.000-05:002012-08-24T15:04:24.367-05:00Spotlight on Sir Ken Robinson<a href="http://www.blogger.com/goog_1852571252"></a><br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://www.blogger.com/goog_1852571252"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkG0Bl8fR-5qGSjlBhMO_0IPi2S5XqT4gN4zMPiWDZrDcc7LO798CgV1YZ7ML3mfMx9AOOXZMY_EJwHYhLrjdAfh6MGTM4cjxFwec5WwZmDIKe32FNYcHfoptjLZzc5qRJPTaB998QBecD/s1600/ken+robinson.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.ted.com/speakers/sir_ken_robinson.html">Photo from Robinson's TED Profile</a></td></tr>
</tbody></table>
<br />
While I think most people in the United States today believe the public
education system as it now stands is 'broken,' there is a great disparity in developing
a comprehensible definition of the problem and even more inconsistency and
confusion in cultivating a plan to ‘fix’ the problem.<br />
<br />
<o:p> </o:p><br />
<br />
Sir Ken Robinson is <span lang="EN" style="mso-ansi-language: EN;">is an English
author, speaker, and international advisor on education in the arts to
government, non-profits, education, and arts bodies. His theories on
educational reform revolve around placing more importance on the arts,
promoting student creativity, and solidly acknowledging and supporting multiple
intelligences in instruction and learning.<o:p></o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;"><o:p> </o:p></span><br />
<br />
<span lang="EN" style="mso-ansi-language: EN;">According to Robinson, the model
of the educational system today is utterly out-of-date. Our students are being
groomed to be compliant factory workers in a society that no longer supports
these types of occupations. As students’ creative minds are educated out of
them, we are turning out a stunted workforce of citizens who are unable to
think creatively or critically.</span><br />
<span lang="EN" style="mso-ansi-language: EN;"></span><br />
<span lang="EN" style="mso-ansi-language: EN;"></span><br />
<span lang="EN" style="mso-ansi-language: EN;">This video, from RSA Animate, details Robinson's thoughts on what is wrong with education today.
</span><br />
<span lang="EN" style="mso-ansi-language: EN;">Changing the paradigm of
education today is the first step in meaningful reform.<o:p></o:p></span><br />
<br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/zDZFcDGpL4U?feature=player_embedded' frameborder='0'></iframe></div>
<br />
Robinson is unquestionably a wonderful motivational speaker in the world of education. In this video, recorded at the TED conference in 2010, he discusses moving away from standardized education and developing a personalized curriculum that supports the creation of an environment where children's natural talents can grow and flourish. He advocates, not reform, not evolution, but rather revolution in the world of education.<br />
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<span style="font-family: Futura; line-height: 115%; mso-bidi-font-family: Futura;">Ultimately, I find Sir Ken Robinson to be highly motivational and inspirational. He has a way with words and tells some of the greatest anecdotes related to children's education and learning that I have ever heard.</span><br />
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<span style="font-family: Futura; line-height: 115%; mso-bidi-font-family: Futura;">After listening to his speeches and reading many articles he has authored, I am moved to be a part of the solution rather than a part of the problem. I really don't know how anyone in the world of education who considers themselves a progressive thinker could not be influenced by the message this man is sending out. </span><br />
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My only criticism is this - while Robinson is absolutely fantastic at the conveyance of 'big ideas' for educational reformation, or transformation, he doesn't really offer any feasible ideas for making these types of changes a reality. Listening to him provokes a response in those who listen to him, but now what do we do? The wheels of change turn slowly in education. What can we do now to make a difference? What little changes can we make in our classrooms to promote creativity and allow our students to develop their personal talents?<br />
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I would like to think I do my part for the cause. I believe stressing cross-curricular integration (especially music and the arts), regularly using kinesthetic activities, and stressing the equal importance of the creative and critical mind to academic success in the classroom are all immediate actions that can be taken to support Robinson's 'big ideas.'<br />
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Knowing change is needed and taking steps to facilitate change are two very separate things. Ideas without actions are not worth the air it takes to say them or the time it takes to write them. So, if you believe in the kind of change being called for by Robinson, how exactly do we make that happen?Anonymoushttp://www.blogger.com/profile/04656084938533838475noreply@blogger.com0tag:blogger.com,1999:blog-4393988096448773444.post-12059056193000699252012-08-21T19:54:00.001-05:002012-08-21T23:07:18.652-05:00Anatomy of a Unit Plan: William Golding's Lord of the Flies<br />
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">I love writing new unit
plans! Researching for hours. Pulling together resources from far and wide.
Figuring out ways to challenge and engage my students in new and interesting
ways. Thinking "outside the box," I regularly pull history, sociology, psychology, technology, current events, pop culture, art, and music into my literature lessons. </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">As an educator and a
lover of literature, I want my students to engage with the text. I want them to
not just read the words on the page, but think about them as well. I want them
to not just know what happened in the story, but also to consider why it
happened. What motivated the author to craft the story? What are the characters' motivations? Why is the conflict occurring?
What if the character/setting/actions were different? What would happen then? How can we relate our own story to the one we are reading?</span></div>
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When our students write, we are constantly telling them to show us, not tell us. I think when we teach literature we should take our own advice. I believe too many English teachers spend too much time telling students about literature, explaining the symbols and themes and motifs, and molding the way students think about the stories they are reading by imposing too many of the teacher's own beliefs about and interpretations of the text. We should be figuring out ways to engage our students in the texts, to allow them to experience the stories themselves rather than vicariously through our own knowledge and experience. </div>
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The wonderful thing about literature is a story you read at 13 is probably not going to have the same meaning to you if you read it again in your 20s, and it most definitely is not going to be the same if you read it in your 30s. Our students deserve the opportunity to experience literature in a way that allows for interpretations coloured by their own backgrounds, beliefs, and life experiences.</div>
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The Choice is Made</h2>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxCcGC4_l0GXkOHGaOqLRDdaoaGUM8MGReC4TreoYMCyRxp9lWMHb-7n1lak8yRjx371boqv38_fZx0UqV__ZpXtK1aWtR_6TF5Yls0hQlBcorqQS3bwLTFAUWI20ZfcL3UZgkrZy8EtIe/s1600/lord_of_the_flies1-177x300.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxCcGC4_l0GXkOHGaOqLRDdaoaGUM8MGReC4TreoYMCyRxp9lWMHb-7n1lak8yRjx371boqv38_fZx0UqV__ZpXtK1aWtR_6TF5Yls0hQlBcorqQS3bwLTFAUWI20ZfcL3UZgkrZy8EtIe/s400/lord_of_the_flies1-177x300.jpg" width="233" /></a>As I browsed through the approved list of novels for my courses' teacher-choice units, I was ecstatic to see Golding's <em>Lord of the Flies</em>. Now, this book was part of the classes' summer reading lists; however, after quick survey of my students, only about half of them had even attempted to read it. Approximately one quarter actually made it to the end (or almost to the end), and only a handful of those students liked the story. Most of those who read it were quite vocal about their dislike (or more often hatred) of the story. </div>
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When I pushed them for reasons why they didn't like it, the majority said the story didn't make any sense to them. People wouldn't really behave that way. And as one of my most outspoken students so succinctly put it - "it's just a bunch of boys runnin' around half naked and killing each other for no reason."</div>
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After about 10 minutes of discussion, I decided to accept the challenge!</div>
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With the accompaniment of many moans and groans, I announced that we would in fact be taking on <em>Lord of the Flies</em> for our next unit beginning the following week with the promise that I would <strong>show</strong> them the story was far more than a bunch of half-naked boys killing each other in the jungle for no reason. </div>
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Now What?</h2>
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Obviously, we did vocabulary and comprehension exercises combined with questions involving inference and interpretation because my students have to understand the story being told. We did discuss characters and symbols. (You can find a comprehensive study guide with vocabulary and reflections <a href="http://buildingintelligencepluscharacter.blogspot.com/p/resources.html" target="_blank">here</a>.) But I wanted to give my kids more. I wanted them to have an experience with this book. We concentrated on the themes - how they apply to us and then how we can apply them to the boys in the story.</div>
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The Beginning</h2>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJGOaK6frpOBhA0GOec5ZNXBoai_lleMjxY4MjBo_blCK9MveGda79_nl877gMmSzJhwmWBvWqYFG2SGHkUS6gsr-8I-eu2tNvpsQHkg-EhXFsqKNo_oso-V7a7I1iLn2BgBGqWva6mbX_/s1600/flies1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="243" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJGOaK6frpOBhA0GOec5ZNXBoai_lleMjxY4MjBo_blCK9MveGda79_nl877gMmSzJhwmWBvWqYFG2SGHkUS6gsr-8I-eu2tNvpsQHkg-EhXFsqKNo_oso-V7a7I1iLn2BgBGqWva6mbX_/s320/flies1.jpg" width="320" /></a>I like to begin at the beginning, so we started with Golding himself. After giving my students a brief biography of Golding's role in world War II, we discussed the war. (As a happy accident, my classes were studying WWII at the same time.) We talked as a group about the events of the war and the changes in the 'war machine' that took place during this time and how these evolutions (or devolutions, if you'd rather) changed people's perceptions about man's inhumanity to man and what behavior could be justified by war. Moving on, we discussed right and wrong, good and evil, and the capacity of an individual to cross these lines. While my students did a good job identifying events and changes that took place during the war and seemed to have a handle on why these things changed public opinion, most of them were still very 'black and white' in their views regarding the broad concepts of right or wrong - good or evil. This is just what I was expecting and what I had planned for, but more on that later.</div>
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Switching gears from broad themes back to the story itself, I posited the question, "What is the main goal for these boys?" A resounding, "Survive," issued forth from my students, and a conversation about surviving in the wilderness ensued. I have to say, I was pleasantly surprised how many 15-16-year-olds watch <em>Survivorman</em> and know who Bear Grylls is. All in all, the majority of my kids felt pretty confident that they knew enough to survive. "It's not that big a deal," one boy answered, "it's all about common sense." OK! Let's put this to the test. Bring on the "Would You Survive?" Quiz!</div>
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(Regrettably, I can no longer find the link to the original quiz, so you can find it and the answer key with explanations <a href="http://buildingintelligencepluscharacter.blogspot.com/p/resources.html" target="_blank">here</a> on my blog. If this is yours, please let me know and I will link the resource to you and remove it from my resources page.)</div>
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Lesson learned? Survival is not quite as easy as they thought it would be.</div>
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So, what's up next? If you are in a survival situation, how much would that change your beliefs or behavior? Would it be possible to justify decisions you probably wouldn't make in your everyday life? Here is the <a href="http://buildingintelligencepluscharacter.blogspot.com/p/resources.html" target="_blank">"Who Should Survive?"</a> group activity to help you answer these very questions. </div>
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Splitting my students into 5 or 6 groups per class, they worked together through this activity. (Some of my more "delicate flowers" found this exercise mildly distressing, just so you are aware.) As the groups defended their choices about who to keep and who to leave behind, we also kept track of which characters were chosen and which were sacrificed on the board (overall there was a definite pattern which we also discussed).</div>
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Lesson learned? In a survival situation most of us are looking for people who we believe will benefit us the most. Although, some groups did exhibit a strong protective instinct for those smaller and weaker than themselves. Interesting.</div>
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Finally, we explored the difference between right and wrong beginning with a discussion and brainstorming session to figure out what behaviors we believe are fundamentally wrong either because of society or our own beliefs and phrased simply as 'do not.' Examples included: do not steal, do not kill people, do not lie, etc. I questioned my students extensively about the 'black and white' nature of these statements. All of them agreed that these are the rules we are supposed to live by, and the majority of them could not find exceptions that would persuade them these behaviors were not wrong. (Hahaha, my plan is coming together!)</div>
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Using an extended version of <a href="http://buildingintelligencepluscharacter.blogspot.com/p/resources.html" target="_blank">The Heinz Dilemma,</a> we worked through the scenarios with the kids reading and responding to each vignette individually first, then discussing it as a group. As we systematically decided what was right or wrong (by majority vote), I marked through the list we had made on the board. In the end, the entire 'do not' list was toast.</div>
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Lesson learned? There is lots and lots of gray area between what is right and wrong. Sometimes what we can justify as appropriate behavior or response is completely dependent on the situation. Occasionally, we need to walk in someone else's shoes to understand their actions.</div>
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In the End</h2>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikUpESxbmWcnE3D-gOcjE2GpIkTPjQXvuuqLA9WOKr3iLGdnzIP9Y_uiCluHtTpq_Tb_NEpC9m3C0Osi5wAbPojryE_ztEmbG7dstc2lJqWMrpEvrsQ7F-AURgfLb_yI-iNQ0EOo5Px8-L/s1600/flies4.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="243" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikUpESxbmWcnE3D-gOcjE2GpIkTPjQXvuuqLA9WOKr3iLGdnzIP9Y_uiCluHtTpq_Tb_NEpC9m3C0Osi5wAbPojryE_ztEmbG7dstc2lJqWMrpEvrsQ7F-AURgfLb_yI-iNQ0EOo5Px8-L/s320/flies4.jpg" width="320" /></a>After completing these activities along the way, we finished up our novel by taking a deeper look at the three remaining main characters: Ralph, Jack, and Roger. First, as a group, we determined exactly what actions each boy had been responsible for on the island. Then, we discussed what crimes the boys could have been charged had they behaved this way in the real world. </div>
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The final writing assignment was this - choose a character, choose the charges you believe should be held against them, mount a defense for their actions (taking into account their decisions and actions were made in a survival situation; they did not believe they would be rescued; the oldest was only 12 years old; etc.), decide on an appropriate punishment (if any) and give reasons justifying your decision. </div>
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By the conclusion of this unit, my students not only understood that this story was more than they first believed, but I feel they also grew more socially and emotionally aware of themselves and one another as well as achieving academic success. Goals achieved!</div>
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**As a side-note, I am searching for an activity that I can use with <em>Lord of the Flies </em>that concretely demonstrates 'mob mentality' for the scene in the story where Simon is killed by the boys. If anyone has any ideas about this, I would be most grateful if you would share! </div>
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Anonymoushttp://www.blogger.com/profile/04656084938533838475noreply@blogger.com11tag:blogger.com,1999:blog-4393988096448773444.post-82796606138569881702012-08-18T01:00:00.001-05:002012-08-18T01:00:47.306-05:0015 Steps for Discouraging, Diffusing, and Preventing Bullying in Your School<div class="separator" style="clear: both; text-align: center;">
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</a>As a new school year begins, my thoughts have turned to one of the most favored of educational catch-phrases - "to create a safe environment." This keystone for many a school mission statement and educational philosophy is thrown around quite often. I have no doubt that for the majority of those working in and around education, this goal is extremely important, but just how successful are we at creating and maintaining this "safe haven" for our students?<br />
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According to the <a href="http://www.cdc.gov/ViolencePrevention/pdf/YV-DataSheet-a.pdf" target="_blank">CDCs 2010 data on Youth Violence</a> regarding students in grades 9-12:<br />
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<li> <span style="font-size: small;">5.0% of students did not go to school on one or more days in the 30 days preceding the survey because they felt unsafe at school or on their way to or from school. </span></li>
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<li> <span style="font-size: small;">7.7% of students reported being threatened or injured with a weapon on school property one or more times in the 12 months preceding the survey.</span></li>
<li><span style="font-size: small;"> <span style="font-size: small;">19.9% of students reported being bullied on school property in the 12 months preceding the survey; the prevalence was higher among females (21.2%) than males (18.7%). </span></span></li>
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<span style="font-size: small;">11.1% of students reported being in a physical fight on school property in the 12 months preceding the survey.</span></div>
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What is bullying?</h3>
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If we are going to address the problem of bullying behaviors, it is important to have a clear definition of exactly what this means.</div>
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Bullying behavior is any physical, verbal, or psychological action that is done by one person or a group of people to systematically intimidate another. These behaviors include, but are not limited to:</div>
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Hitting, pushing, or slapping</div>
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Name-calling or teasing</div>
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Back in the day, most of these behaviors were dismissed as "kids just being kids." Thankfully, this is no longer the case. Unfortunately, it has taken a great number of highly-publicized tragedies involving children who have been bullied to finally begin to dispel this dangerous axiom.</div>
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I have worked with kids in a wide variety of public educational environments - urban, suburban, and rural. The one thing I can guarantee you is this - it doesn't matter how well-behaved your student body is or how close-knit your school community tries to be, there <strong>are</strong> bullying behaviors going on right now in your halls, in your classrooms, and in your common areas. And it is up to you to stop it.</div>
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It is the responsibility of every adult working with children today to protect them. Principals, secretaries, counselors, teachers, librarians, custodians, cooks, and all other faculty and support staff are equally responsible for the prevention of bullying behaviors in schools. </div>
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Steps to Take</h3>
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<span style="font-size: x-large;"><strong>#1</strong></span><span style="font-size: small;"><strong> DOCUMENT EVERYTHING</strong>. The number one rule for everything related to education is the number one rule for dealing with bullying as well. Take note of day, time, parties involved, behaviors observed, and any actions taken. This not only serves as a written record for your own and your administration's use, but when used properly can also be an invaluable tool for recognizing and tracking patterns in behavior over time and across environments for both the bullies and the bullied.</span></div>
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In Your Classroom</h3>
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<strong>#2</strong> <strong>SET CLEAR EXPECTATIONS FROM THE BEGINNING</strong> - Talk to your students about what it means to be respectful. Be firm about a zero-tolerance policy for bullying behaviors. Discuss what this means and talk about consequences. Whether the behavior is a single incident due to someone having a bad day or an ongoing issue between students, taking a resolute position from the first day and treating every disrespectful situation with consequences sets the behavior expectations in your room high and keeps them high.</div>
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<strong>#3 KNOW YOUR STUDENTS</strong> - Watch them in the hall, pay attention to who they hang out with or if they are mostly alone, get to know their personality and normal demeanor - you will be able to tell if something has changed or if something is wrong.</div>
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<strong>#4 PAY ATTENTION </strong>- Be aware of what is going on around you during passing times and when students are entering or leaving your room. Watch their posture and disposition and listen to what they are talking about. These are the best opportunities to identify any potential problems or issues with or between your students.</div>
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<strong>#5 KEEP YOUR CLASSROOM CLOSED TO THE GENERAL POPULATION </strong>- DO NOT allow students who are not in your class into your classroom during passing times or prior to class. Just set this as a general policy, even for students you may have during other periods. Require students to keep their visiting out in the hallway and make sure your students know when your class is open for everyone (before school, during planning periods or advisory, etc.). </div>
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This is one I had to learn the hard way after having a fight break out in my room between one of my students and the boyfriend of another student in my class during a passing period. Lesson learned! The only students allowed in my room during class times are the students getting ready for that class.</div>
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<strong>#6 DEAL WITH SITUATIONS IMMEDIATELY AND AS DISCRETELY AS POSSIBLE</strong> - You don't want to give the bully any more peer attention than is absolutely necessary, but you want to show the victim that you see what is happening. You want to send a direct message to everyone in the classroom - this behavior will NOT be tolerated.</div>
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<strong>#7 TAILOR YOUR IMMEDIATE RESPONSE TO THE SITUATION</strong> - As with everything in life, each situation is going to be different. One response does not fit all. It is dependent upon the kids involved, the nature of the behavior, and what is happening in the room at the time. Based on these factors, I have removed the bully, allowed the victim to leave the room momentarily, called on one or the other to help with a demonstration or run an errand, and even just used proximity control to stop the bullying behavior until I could get the entire class working independently. This is where <strong>#3 </strong>comes in handy again. It is much easier to decide on the least disruptive response when you know your students' personalities.</div>
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<strong>#8 FOLLOW-UP WITH THE STUDENT BEING BULLIED, ASAP AND OVER TIME - </strong>Meet with the student being bullied privately either directly after class, during his/her next free period, or after school. Talk to them about what happened and let them know that you are there to help in any way you can whether it is in your classroom or elsewhere. </div>
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Be sure to check-in with the student from time to time just to make sure everything is going okay.</div>
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<strong>#9 FOLLOW-UP WITH THE BULLIES PRIVATELY -</strong> For a single student, speak to them from time to time just as a reminder that you are keeping an eye on them and their behavior. If you are dealing with a group, speak to the members individually. I have personally found the best tactic in this situation to be starting with the followers and saving the leader for last. Leaders of groups that bully draw most of their power from the followers. If you can sever some of this support, then you can better diffuse further incidents of bullying.</div>
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<strong>#10 DEVISE A LONG-TERM PLAN, IF NECESSARY -</strong> There are times when unacceptable bullying behaviors are just a result of someone having a bad day. While these should be dealt with in the same fashion as on-going problems when they occur, most often a stern reminder of appropriate and respectful conduct will set the situation right. Other times, moving around seating and diligent observation may be in order. Of course, this is something each teacher has to determine for themselves. There are no quick or easy answers to this one. Sometimes you just have to play it by ear, and if your first plan doesn't work, then try another.</div>
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While you can make the greatest impact against bullying behaviors in your own classroom, you can influence the behavior of students in the general population as well.</div>
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In common areas, hallways, etc.</h3>
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<strong>#11 LET YOUR REPUTATION PRECEDE YOU </strong>- Kids talk. If you are a teacher who is vocal about your intolerance for bullying behaviors AND you follow through by taking action against such conduct, students will respond to this when you are physically present in an area. Be a strong visual presence in the halls during passing times and when on lunch or bus duty. Make eye contact with students and speak to them as they pass you. Let them know that you are paying attention to what they are doing and how they are behaving.</div>
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<strong>#12</strong><strong> GET TO KNOW AS MANY STUDENTS AS YOU CAN </strong>- This can be extremely difficult in large schools, but it really serves the same purpose as getting to know the kids in your classroom. the more kids you know and the more who know you, the better.</div>
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<strong>#13 DIFFUSE A POTENTIALLY BAD SITUATION WHEN YOU SEE IT </strong>- Pull one of the students out of the altercation by engaging them in a conversation unrelated to the behavior. This is where knowing the students comes in handy - especially knowing what students are involved in teams, clubs or organizations in the school OR those who have gifts, talents, or interests in specific activities. </div>
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Don't think for a minute that they don't realize what you are doing. They do. But in environments involving large peer groups, this tactic will stop the behavior without calling anyone out or publicly embarrassing them. Kids are smart - most will get the unspoken message, "I see you, I'm watching, and I don't approve."</div>
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<strong>#14 INTERVENE FURTHER, IF NECESSARY - </strong>Your position requires you to be responsible for the kids in your care whether they are in your classes or not. If you witness any physical or extreme verbal abuse happening - STOP IT. Follow your particular school's procedures for handling the students. Get help from other faculty or staff if needed. Just DO NOT IGNORE what is happening (and yes, I've seen this happen).</div>
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<strong>#15 FOLLOW-UP WITH THE INCIDENT -</strong> If you have had to intervene in a bullying situation involving students other than those you see on a regular basis, don't just assume everything has been taken care of once the referrals are over. Follow-up with the administration, the counselors, and the students involved, if possible. This practice not only shows that you follow through on what you've started, but also helps build that reputation we discussed in #11.</div>
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While most of these steps may seem like common sense, I can assure you I have seen bullying behaviors left unchecked as a student, as a professional, and as a parent. If you believe that as a teacher, your only job is to teach, then I would respectfully suggest that you seriously consider changing careers ASAP lest you become a part of the problem rather than a part of the solution.</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkcNiAYbp_hmWBULfVmqXCfBAY0FNIZ60INRXNUh1i52K2nC6h0nhvl3RJNMmM9-FfDnkH_EHL6NSOOwRrVMpyiNuEhZQS3PbvbcYqfODD6FcNfFq6M-OY-HBXd02GCsn0rQNpzv05X-U/s400/Be+an+ally+big.gif" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="254" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkcNiAYbp_hmWBULfVmqXCfBAY0FNIZ60INRXNUh1i52K2nC6h0nhvl3RJNMmM9-FfDnkH_EHL6NSOOwRrVMpyiNuEhZQS3PbvbcYqfODD6FcNfFq6M-OY-HBXd02GCsn0rQNpzv05X-U/s320/Be+an+ally+big.gif" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This should be every teacher's goal.</td></tr>
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Anonymoushttp://www.blogger.com/profile/04656084938533838475noreply@blogger.com0tag:blogger.com,1999:blog-4393988096448773444.post-61890159268560158452012-08-15T14:22:00.002-05:002012-08-20T00:48:08.070-05:00Are We Really Still Assigning Book Reports? 20 Ways to Encourage Students to Interact with Texts<div class="separator" style="clear: both; text-align: left;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmSnjQIsqFyX-q_zMOMoxw4NfACe1u_wDuFICDD6o1L4V9jlGVbTF9je7Md4COYCzy3gqDZYhP_6izfPXnkJWSEO-fzdy-Q3i0pFOfHpCijSoQx5NMWQAw8A-hYaFeFqVYGYjn664kDPQ/s1600/getty_rf_photo_of_teen_bored_in_class.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmSnjQIsqFyX-q_zMOMoxw4NfACe1u_wDuFICDD6o1L4V9jlGVbTF9je7Md4COYCzy3gqDZYhP_6izfPXnkJWSEO-fzdy-Q3i0pFOfHpCijSoQx5NMWQAw8A-hYaFeFqVYGYjn664kDPQ/s1600/getty_rf_photo_of_teen_bored_in_class.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="217" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmSnjQIsqFyX-q_zMOMoxw4NfACe1u_wDuFICDD6o1L4V9jlGVbTF9je7Md4COYCzy3gqDZYhP_6izfPXnkJWSEO-fzdy-Q3i0pFOfHpCijSoQx5NMWQAw8A-hYaFeFqVYGYjn664kDPQ/s320/getty_rf_photo_of_teen_bored_in_class.jpg" width="320" /></a>Traditional book reports should be a thing of the past. I mean, do you really want to read 30-125 recaps of the same book? (YAWN!) Well, guess what, your students don't want to write them either. They are boring and tedious. And most importantly, they really don't measure the comprehension of a text or confirm that they have even read the text assigned. All these reports prove is that your students are capable of using SparkNotes or Wikipedia with a certain amount of expertise.<br />
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Don't just have your students report on what they are reading. Encourage them to interact with it instead.<br />
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Technology-Enhanced Book Interactions</h3>
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With all the free technology available today, why not give students some interesting choices to use in their textual interpretation?<br />
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1. <strong>Create a book trailer</strong> - Just like a movie trailer, a book trailer tells the story in a way that touches on the highlights, but sells the audience on wanting to experience it. There are a number of great resources students can use, including <a href="http://animoto.com/education" target="_blank">Animoto for Education</a>, <a href="http://photopeach.com/" target="_blank">PhotoPeach,</a> and <a href="http://goanimate.com/videomaker/" target="_blank">Go!Animate.</a> Richard Byrne over at Free Technology for Teachers offer a <a href="http://www.freetech4teachers.com/2010/05/free-guide-making-videos-on-web.html" target="_blank">Free Guide to Making Videos on the Web,</a> in case you need some assistance. And if your looking for a professional example, here is the book trailer for Ransom Riggs' <em>Miss Peregrine's Home for Peculiar Children</em>.<br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/XWrNyVhSJUU?feature=player_embedded' frameborder='0'></iframe></div>
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2. <strong>Create a podcast </strong>- This could take the form of a book review or a scripted interview with either the author of the book or one of the reader's favorite characters. Students could choose to use audio only or take it a step further through the use of video, props, and costumes. <a href="http://podbean.com/" target="_blank">PodBean</a> offers free podcast hosting. Free blogging sites like <a href="http://www.blogger.com/" target="_blank">Blogger</a> and <a href="http://wordpress.com/" target="_blank">WordPress</a> also support podcasting. Additionally, I know a number of educators who use class<a href="http://www.youtube.com/" target="_blank"> YouTube</a> channels to support videos created in their classrooms (of course, this would depend upon your school's specific regulations regarding YouTube.)<br />
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3. <strong>Create an interactive 3-D pop-up book</strong> - <a href="http://www.zooburst.com/" target="_blank">ZooBurst</a> is a digital storytelling tool that lets anyone easily create his or her own 3D pop-up books. ZooBurst books “live” online and can be experienced on your desktop or laptop computer, or on your iPad via the free ZooBurst mobile app. Authors can arrange characters and props within a 3D world that can be customized using uploaded artwork or items found in a built-in database of over 10,000 free images and materials. This is a very cool FREE program!<br />
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4. <strong>Create a multi-media collage</strong> - <a href="http://www.glogster.com/" target="_blank">Glogster</a> is a FREE service that allows users to create one-page media-mash-ups using images, audio, video, text, and more. <a href="http://edu.glogster.com/" target="_blank">Glogster EDU</a> is the same platform designed specifically for use in the classroom with stricter privacy measures in place - of course, that also makes it a pay site (Single Teacher License: up to 50 accounts for $29.95/year, up to 200 accounts for $99/year or $11.95/month. Multi-license for individual schools or entire districts: up to 2500 accounts for $2/account/year, from 2500 accounts for $1/account/year). View an example for Tolkien's <em>The Hobbit</em> <a href="http://rheeter.edu.glogster.com/the-hobbit/" target="_blank">here</a> or one detailing the Freedom Riders, <a href="http://aingri1.edu.glogster.com/freedomriders/" target="_blank">here</a>.<br />
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5. <strong>Create an interactive timeline </strong>- <a href="http://www.capzles.com/" target="_blank">Capzles</a> is a FREE resource to create interactive timelines using images, video, audio, and text. Just to give you some ideas, view an example covering the historical timeline for <em>To Kill A Mockingbird </em><a href="http://www.capzles.com/#/5B3B6157-57CB-4830-B073-0C1FBA0DC35B/?j=4B4E5B15-2E8D-4BAE-B83E-EDB3AA23CBC0" target="_blank">here</a> or one detailing the Women of WWII, <a href="http://www.capzles.com/#/3F58E847-3815-4161-9D45-791B18DD51E1/?j=B83AE2BF-254B-4DEA-9655-FF7256540982" target="_blank">here</a>. I think this tool could be used to make a very interesting small group or whole class project.<br />
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6. <strong>Create an animated or stop-motion video </strong>- <a href="http://www.clayanimator.com/english/stop_motion_animator.html" target="_blank">Stop Motion Animator</a> and <a href="http://www.heliumfrog.net63.net/heliumfrogindex.html" target="_blank">Helium Frog</a> are both FREE resources for creating stop-motion projects. Kevin Hodgson has an absolutely fantastic site, <a href="http://stopmotionmovies.yolasite.com/" target="_blank">Making Stopmotion Movies</a>, that will walk you through the entire process!<br />
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7. <strong>Create literature maps </strong>- <a href="http://googlelittrips.org/" target="_blank">Google Lit Trips</a> <span style="color: black; font-family: Times, "Times New Roman", serif;">founded by Jerome Burg and Terence Cavenaugh utilizes Google Earth to more
deeply explore some of the greatest and most important literary road trips ever
written. Lit trips explored in the 9-12 level include:
the expedition taken by Christopher Johnson McCandless in Jon
Krakaurer's <em>Into the Wild</em>; the Joad family's emotional relocation in
Steinbeck's <em>The Grapes of Wrath</em>; and Elie Wiesel's horrific journey
through the Nazi concentration camps of WWII brought to light in his
book <em>Night</em>. Using the site requires the Google Earth application,
QuickTime player, an internet browser (Firefox, Safari, or at least Internet
Explorer 7), and internet access. SMART board technology or an LCD projector are
recommended. Additionally, the site features many student-generated lit trips
and tutorials on using Google Earth to create virtual tours which could be
adapted to class or group projects at any grade level.</span><br />
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8. <strong>Create a comic strip </strong>- Students can either choose to re-create a specific scene from the text or do a synopsis of the story as a whole. In either case, students should include important lines, quotes, and thoughts from the text. ReadWriteThink offers a cool interactive tool in their <a href="http://www.readwritethink.org/files/resources/interactives/comic/index.html" target="_blank">Comic Creator</a>. Additionally, <a href="http://www.pixton.com/" target="_blank">Pixton</a> and <a href="http://stripgenerator.com/" target="_blank">Strip Generator</a> use a basic drag-and-drop interface that is easy to use and requires no artistic ability whatsoever. (*This activity can also be done sans technology. See #10 below.)<br />
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<h3>
Creative and Critical Thinking Book Interactions (No Tech Necessary)</h3>
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What if your students just don't have enough access to technology to make assignments like these feasible? (It does happen in some communities, even in this day and age.) Well, there are still a multitude of ideas out there for helping your kids stretch their creative muscles and engage their critical thinking skills that involve no technology at all. (Of course, any of these ideas could also be combined with the tech-enhanced interactions above.)<br />
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1. <strong>What if? </strong>- Have students identify a turning point in the book's plot, then switch it up. What would have happened if the series of events didn't happen that way? What if Romeo had received the letter? What if Simon had not been killed before he could deliver his message about The Beast? ReadWriteThink offers an excellent lesson plan, <a href="http://www.readwritethink.org/classroom-resources/lesson-plans/happily-ever-after-exploring-374.html" target="_blank">Happily Ever After?</a>, that is designed to be used with tragedies and offers both resources and student presentation ideas.<br />
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2. <strong>Create a character</strong> - A great exercise in creativity, characterization, setting, and voice. Students create a character that would fit into the world of their novel. They write up a character sketch and then construct a scene in which their new character interacts with one or more of the main characters of the story. The character and the interaction must remain true to the setting and voice of the original author. (I used this exercise with great success with a freshmen lit class working <em>on The Adventures of Huckleberry Finn</em>.)<br />
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3<strong>. Change the setting</strong> - Have students take a favorite scene or chapter from the text and re-write it in a different setting. How would<em> Macbeth </em>look and sound in a modern, urban setting? What about <em>Great Expectations</em> in the American Old West?<br />
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4. <strong>Create a new book cover or "movie" poster </strong>- Go 'old school' with the images, having students either draw them or use images from magazines, newspapers, etc. Students also choose important quotes, create taglines, and provide a brief synopsis to "sell" the story to the potential audience.<br />
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5. <strong>Write a character resume</strong> - Students choose a character, consider what type of job the character would be seeking, and write a resume for that job. This exercise gives students the opportunity to think about the text in a different way and also exposes them to an authentic life skill (resume writing). It also allows students the flexibility of creativity. Resumes may be funny or serious as long as it reflects the true nature of the character. Some examples could be: Count Dracula applying for a position as a phlebotomist or Doctor Frankenstein searching for a job as a Principal Investigator in the field of biomedical research.<br />
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6. <strong>Create a word collage </strong>(AKA an 'old school' word cloud) - Have students write the title of the book in the center of a sheet of paper, then search through magazines and newspapers to find words, phrases, and sentences that either represent the book or explain something about the book. Students should concentrate on theme, setting, plot, and characters during this exercise. Requirements: a minimum of 50 words, phrases, and sentences, paper should be fully covered and provide the viewer with a strong visual impact that reveals a great deal about the story.<br />
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7. <strong>Create a novel soundtrack</strong> - Students will choose a minimum of 10 songs that represent the characters, setting, themes, motifs, plotline, etc. of the novel being studied. Liner notes should be completed for each song detailing the song information (title, artist, album, year of release, etc.), who or what the song represents, an explanation of why the song was chosen and how it is representative of an element of the story. (*This exercise could also be modified to creating a soundtrack for the students' choice of a single character in the narrative.)<br />
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8. <strong>Create a childhood </strong>- If you are studying a text with adult characters, have students choose a character and think about what they would have been like as a child. Students will tell the story of the character's childhood concentrating on aspects or interactions that could explain why the character's words and actions in the novel are what they are.<br />
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9<strong>. Create a character scrapbook</strong> - <strong> </strong>Students will consider the purpose of scrapbooking and what kinds of mementos they would place in their own scrapbooks. After choosing a character from the text, students will use magazines, newspapers, and their own imaginations to cut out and/or draw mementos that would be important to the character.<br />
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10. <strong>Create a comic strip </strong>- For the artistic students in your group, have them choose to re-create a scene in the book or a synopsis of the story as a whole using the popular graphic novel-style and using text bubbles to insert important lines, quotes, and thoughts from the text. ( *For a tech-enhanced version, see above.)<br />
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11. <strong>Be a costume designer/set designer </strong>- Have students consider what it would be like to stage a production of the story. Using magazines, newspapers, advertisements, etc., students create fashion boards to represent how they would dress the main characters and/or set boards to detail how they would set the stage including backdrops, lighting, props, etc. Write-ups should include why these visual choices were made and how they relate to the text using concrete examples.<br />
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12. <strong>Create a character diary</strong> - Students choose a character from the book and compose a diary or journal with a set number of entries discussing important events in the story from the character's point of view.<br />
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So, there you have it. Twenty ideas for moving beyond the standard 'ho-hum' book assignments and engaging your students' creative and critical minds in book interactions. Allow your students the chance to stretch their mental muscles. The results will most definitely be surprising, and quite often wonderful!<br />
<br />Anonymoushttp://www.blogger.com/profile/04656084938533838475noreply@blogger.com13tag:blogger.com,1999:blog-4393988096448773444.post-37556984774697425592012-08-13T13:00:00.000-05:002012-08-13T13:08:32.476-05:00Just Say No to Textbooks: Alternatives to Feeding the Textbook Monopoly<div class="separator" style="clear: both; text-align: center;">
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I loathe textbooks. I detest and despise them. Textbooks are bland and boring, and they read like a set of stereo instructions. They suck the joy out of learning and teaching. When I look at a textbook, I can almost hear the monotone droning of a lecture that will without a doubt put me to sleep. Literature textbooks are the worst! Full of excerpts (blech!) and poetry/short stories that are either unknown or uninspiring or both. They are edited to within an inch of their existence. Quite frankly, they suck.<br />
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When I entered my first classroom and took inventory of the text choices I
had inherited, I was less than enthusiastic. I found very few trade books
(which I actually love), two sets of literature text books, and a set of grammar texts
from the 1980’s. What could be worse, you might ask. Well, there were also not enough of any of these books for
each student to have one. So even if I had wanted to use them, my students
wouldn’t be able to reference them outside of the classroom because there was
only one set to be shared between four classes.<br />
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The fact is, it is extremely difficult to build excitement in your students, if
you are bored with and disengaged from your own class materials. So, I immediately made
the decision to chuck the texts and create my own. Working in Word, I compiled
materials, complete with illustrations, and put together my own texts. I also
made enough copies that all my students had their own to use wherever and
whenever they chose.<o:p> </o:p><br />
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Over the course of a few weeks, I worked at night and over weekends to put
together a poetry anthology and a short story anthology for my sophomores and a
series of mythology anthologies for my seniors, including Norse, Egyptian,
Arthurian, and Modern Myth and Legend. <br />
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While the process is a little time-consuming, I assure you it is well worth the
effort involved. The materials you create will be more interesting to both you
and your students.<br />
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Although you can put these materials together with no more than MS Word and
Internet access, there are lots of great options available that both teachers
and students can use to create digital texts, if you know where to look. This is definitely a case of "I wish I knew then what I know now." So, please learn from my ignorance and check out some of these fantastic resources.<br />
<h3>
</h3>
<h3>
Resources for Creating, Curating, and Sharing Digital Textbooks</h3>
<br />
1. <a href="http://epubinclassroom.pbworks.com/w/page/44230890/ePub%20In%20Classroom" target="_blank">ePub in Classroom</a> - The ePub format has become an industry standard for ebooks. You can easily
create ePub books with your students or you can create units and entire
textbooks for use with your courses. These resources will help you formulate
your ePub format resources.<br />
<br />
2. <a href="http://www.ck12.org/teacher/" target="_blank">ck-12</a> - Books available through this site are customizable. You can rearrange the chapters or even add, remove and edit content. Add bite-sized lessons to FlexBooks or assign to students for independent learning. Videos and multimedia simulations bring learning to life. Enable students to track their progress with instant feedback. Get assessments, answer keys and ideas for differentiated instruction.<br />
<br />
3. <a href="http://www.gutenberg.org/" target="_blank">Project Gutenberg</a> - Offers over 40,000 free ebooks: choose among free epub books, free kindle books, download them or read them online. Perfect resource for creating anthologies.<br />
<br />
4. <a href="http://www.apple.com/ibooks-author/" target="_blank">Apple iBook Author</a> - Available free on the Mac App Store. Allows for the use of galleries, video, interactive diagrams, 3D objects, and more.<br />
<br />
5. <a href="http://www.livebinders.com/" target="_blank">LiveBinders</a> - Free service for collecting, organizing, and presenting all manner of resources, including web pages, pdf files, graphics, and videos. I wish I had known about this site when I built my units last year! If you are wondering just how you could use this tool, check out this example for an <a href="http://www.livebinders.com/play/play_or_edit?id=2722" target="_blank">Edgar Allan Poe</a> unit or this one for <a href="http://www.livebinders.com/play/play?id=4482" target="_blank">Web 2.0 for Secondary Teachers</a>. You can discover a wealth of information looking through other's binders and then synthesize them into your own.<br />
<br />
6. <a href="http://www.openculture.com/freeonlinecourses" target="_blank">Open Culture</a> - 500 Free Online Courses from Top Universities, including some of the best free cultural and educational media available on the web.<br />
<br />
7. <a href="http://www.cybraryman.com/0_teachers1.htm" target="_blank">Cybrary Man's Educational Websites</a> - Created and curated by Jerry Blumengarten and including links for all grade levels and subject areas.<br />
<br />
8. <a href="http://www.montereyinstitute.org/nroc/nrocdemos.html" target="_blank">National Repository of Online Courses</a> - Includes coursework for high school foundations, AP content, and college foundations.<br />
<br />
9. <a href="http://moodle.org/" target="_blank">moodle</a> - Free web application that allows educators to create online learning sites, AKA Virtual Learning Environments (VLEs).<br />
<br />
10. <a href="http://pinterest.com/" target="_blank">Pinterest</a> - An excellent content sharing site in which members "pin" images and videos to boards they create themselves. This site is quickly becoming a very valuable collecting tool for educators. It also offers a quickly growing community of "pinners." Here are <a href="http://mashable.com/2012/04/10/pinterest-teachers/#" target="_blank">16 Ways Educators Use Pinterest</a> from Stephanie Buck, just to give you some ideas.<br />
<br />
With all these great ideas, the wheels are definitely turning! I am
currently working on two non-fiction anthologies, an American Folklore
compilation, and two thematic short story collections. I believe these
resources may be just the thing to update my previous collections and move my current projects to the next level.<br />
<br />
<span style="font-family: "Calibri","sans-serif"; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="font-family: Times, "Times New Roman", serif;">So, if you are disenfranchised with the
materials you have available, do yourself and your students a favor and check
out some of these alternatives. I promise no one will be disappointed.</span></span>Anonymoushttp://www.blogger.com/profile/04656084938533838475noreply@blogger.com2tag:blogger.com,1999:blog-4393988096448773444.post-36895893785120286082012-08-09T23:53:00.000-05:002012-08-10T01:17:34.875-05:00To Know or Not to Know, That is the Question<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfpqjX8F-1i83GXj-995u3NxXKwOeA-gaxo3k-pRxGTFp01ZbnttYsuCujVlsu0WEBuYTXHsxGIYmT92KGnxfm2CMcvvssVq0GJr-UWgbRzZW_S0UNQ77wz5xeahsSBFoyj7PHxixrIL9U/s1600/41590_354574730840_3951415_n.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfpqjX8F-1i83GXj-995u3NxXKwOeA-gaxo3k-pRxGTFp01ZbnttYsuCujVlsu0WEBuYTXHsxGIYmT92KGnxfm2CMcvvssVq0GJr-UWgbRzZW_S0UNQ77wz5xeahsSBFoyj7PHxixrIL9U/s1600/41590_354574730840_3951415_n.jpg" /></a></div>
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">Entering the world of education with a background of working with kids in
the private sector my whole life, I have received many fantastic nuggets of
wisdom about teaching from veterans in the field. I have found these tips on
organization, ideas about classroom management, and tricks to ensure sanity
invaluable. However, there is one piece of advice I actually received from
several veterans that I have never been able to wrap my mind around – “don’t
get too involved with the students; it makes it easier to discipline them.” What?
What exactly does that mean?<o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">Now, I suppose this could be a way to keep the line between teacher and
student unmistakably defined. When I pushed my helpful advisors for a more finite explanation, I never received the clarity I sought. This statement just seems
entirely too general in my eyes. I crave specificity.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">Don’t gossip with your students – of course not, this is both
unprofessional and juvenile. Don’t hang out with your students casually – yeah,
I can understand that, after all we are not BFFs. Don’t go out and party with
your students – ok, now I’m just being facetious, but I have heard of it
happening, so I’ll throw it in here.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">These statements are precise and could be helpful to people who have either
never been around kids or who are young and lack life experience or who just
have no common sense. But “don’t get too involved” – I didn’t understand it
then, and I don’t understand it now.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">When I decided to go into education, my main reason was because I wanted to
be involved in the lives of children. I mean, what better way to help kids learn,
grow, and succeed than teaching, right? And it seems to me that the better you
know the kids, the better you can anticipate their needs, differentiate to
overcome their personal issues, and catch potential behavior problems before
discipline or intervention becomes necessary.<o:p></o:p></span></div>
<h3>
</h3>
<h3 class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;"><span style="font-size: large;">TMI – How much is too much?<o:p></o:p></span></span></h3>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">As I have said before, I am new to the world of teaching. I have however
worked with kids in the private sector my whole life. For my “work kids” and
those I have tutored over the years, I have provided help with homework and
assistance with college entrance exams. I have been there to help my kids and
their families fill out FAFSA and college applications. I have given assistance
with job applications and resumes. <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">I have acted as a confidant and offered advice on relationships, parents,
school, jobs, drugs, alcohol, and even a couple of unplanned pregnancies. I have
always refused to be caught up in their adolescent dramas and have never failed to
quite bluntly call them out on drama for its own sake. I always approached them
as the young adults they were and treated them with honesty and respect. They never
failed to reciprocate.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">I am still in touch with many of these kids and their families. And I still
refer to them as kids, even though the oldest among them have recently said
good-bye to their twenties and now have kids of their own. They are spread far
and wide – going to school, working, and living lives of their own. The thing
they have in common is this – when they come home, they look me up. They shoot
me an email when they can and keep me apprised of the big events in their lives
– graduations, marriages, births, new jobs, promotions. Their parents keep me
informed of their progress in school and in life whenever I run into them at
the grocery store. I have to say that the fact these kids still allow me to be
a part of their lives long after I’ve outgrown my ‘usefulness’ in their
day-to-day means the world to me.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">Did I become too involved with these kids? Do I know too much about the
parts of their lives that were not directly related to my professional
association with them as a tutor or boss? I’m sure that everyone has an opinion
on how much information is too much, but I believe
the more important questions are these. Did I help these kids learn, grow, and
succeed? Yes, I believe I did. Did I make lasting connections with these kids? Definitely.
<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">So, who gets to decide how much is too much? Aside from gross misconduct or
criminal behavior, I can say that I firmly believe the more information you
know about the kids you work with, the better you can meet their needs.<o:p></o:p></span></div>
<h3>
</h3>
<h3 class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;"><span style="font-size: large;">In the Classroom<o:p></o:p></span></span></h3>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">Being present enough to pay attention to what my students are talking about
among themselves and taking the time to listen to them when they need someone
to talk to has allowed me not only to understand what is happening in their
day-to-day, but also to use that information to assist them in improving their
performance and experience in my room.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">Has this resulted in some TMI overload situations at times? Yes, of course
it has, but without this involvement I would have never known:<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span lang="EN" style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">That freshmen girl in your class who has suddenly
developed a “diva from hell” attitude has just gotten her first ever boyfriend
and is feeling extremely self-conscious and nervous about exactly what that
means.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span lang="EN" style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">That student who has been skipping class and refusing to
turn in work has parents who have recently split up; the mother left the state,
and the father is out of the country on business.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span lang="EN" style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">That sophomore who went from falling asleep in class
every day to bouncing off the walls and picking fights with everyone sitting
around her has made the decision that she is old enough to determine whether or
not she needs to take her ADHD medication, and she chose no.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span lang="EN" style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">That student who seems to have problems with social
interactions and quickly becomes combative with his peers just had his little
brother and sister taken out of the home by the state which left him all by
himself because he has aged-out of the system. He hasn’t seen them in over two
months.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span lang="EN" style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">That student everyone calls lazy is working two jobs to
help his family keep a roof over their heads and food on their table.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">Now, I’m interested to know exactly how not getting involved with my
students serves their best interests or my own? Do these situations influence
the way I deal with each of these students? Yes, it does. It doesn’t change my
expectations for these kids. I expect the same from them as I do all my
students. What it does change is my approach. And isn’t that what
individualized education is at its core? Adapting instruction to meet the needs
of all students?<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">If you are a veteran teacher, I have a sincere question for you. Have you
ever given this type of advice to a new teacher? What exactly did you mean by
it?<o:p></o:p></span></div>Anonymoushttp://www.blogger.com/profile/04656084938533838475noreply@blogger.com1tag:blogger.com,1999:blog-4393988096448773444.post-90512091624626727942012-08-08T14:00:00.000-05:002012-08-15T16:53:16.737-05:005 Resources for Integrating Music Across the Curriculum<h3>
Why Should I Use Music in My Classroom?</h3>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-bidi-font-size: 11.0pt;">"We know an age more vividly through its music than
through its historians."</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-bidi-font-size: 11.0pt;"><em>~ Rosanne Ambrose-Brown</em></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<br />
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-bidi-font-size: 11.0pt; mso-bidi-font-style: italic;">I have never met anyone
whose life has not been influenced by music in some way. Music sets the stage
for our lives; it has the ability to trigger memories and manipulate moods. Music
can stimulate our creativity and increase the connections in our neural network.
</span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<br />
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-bidi-font-size: 11.0pt; mso-bidi-font-style: italic;">Those of us who grew up with School House Rock can attest to the power of music
to infiltrate the memory whether you want it to or not. I dare you not to
finish this: “Conjunction Junction . . .” How about this one: “I’m just a Bill.
. .” </span><br />
<br />
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-bidi-font-size: 11.0pt; mso-bidi-font-style: italic;">If for some reason you have never heard of School House Rock or if you
just want to take a trip down memory lane, here is a video for your viewing
pleasure.</span></div>
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<br /></div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/RPoBE-E8VOc?feature=player_embedded' frameborder='0'></iframe></div>
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<br /></div>
<br />
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The truth is, using music in the classroom can impact student learning in a number of ways. Music can be used to:</div>
<div class="separator" style="clear: both; text-align: left;">
</div>
<ul>
<li><div class="separator" style="clear: both; text-align: left;">
create a positive learning environment</div>
</li>
<li><div class="separator" style="clear: both; text-align: left;">
establish the necessary mood or atmosphere</div>
</li>
<li><div class="separator" style="clear: both; text-align: left;">
re-energize tedious learning activities (like review, vocabulary, and drills)</div>
</li>
<li><div class="separator" style="clear: both; text-align: left;">
focus attention and improve memory retention</div>
</li>
<li><div class="separator" style="clear: both; text-align: left;">
facilitate multi-sensory learning and address multiple intelligences</div>
</li>
<li><div class="separator" style="clear: both; text-align: left;">
provide inspiration, motivation, and creative fuel for imagination</div>
</li>
<li><div class="separator" style="clear: both; text-align: left;">
build rapport between students and teachers and among the students themselves</div>
</li>
</ul>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhweFwJWN0mnbxDwLPwSPpBcKtPd6AuxVCYPAqGfr3gRivYX26ETvPqxfM3tAUWBJppMcitpCELcP2Sk3xcSK_OED8PQnGeiTbl3Q3ijnMFb_cDg_8LJxREFGwOBl1o4qWGHFs5qdRAxvxg/s1600/Girl_listening_mp3-web.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhweFwJWN0mnbxDwLPwSPpBcKtPd6AuxVCYPAqGfr3gRivYX26ETvPqxfM3tAUWBJppMcitpCELcP2Sk3xcSK_OED8PQnGeiTbl3Q3ijnMFb_cDg_8LJxREFGwOBl1o4qWGHFs5qdRAxvxg/s1600/Girl_listening_mp3-web.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhweFwJWN0mnbxDwLPwSPpBcKtPd6AuxVCYPAqGfr3gRivYX26ETvPqxfM3tAUWBJppMcitpCELcP2Sk3xcSK_OED8PQnGeiTbl3Q3ijnMFb_cDg_8LJxREFGwOBl1o4qWGHFs5qdRAxvxg/s1600/Girl_listening_mp3-web.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhweFwJWN0mnbxDwLPwSPpBcKtPd6AuxVCYPAqGfr3gRivYX26ETvPqxfM3tAUWBJppMcitpCELcP2Sk3xcSK_OED8PQnGeiTbl3Q3ijnMFb_cDg_8LJxREFGwOBl1o4qWGHFs5qdRAxvxg/s1600/Girl_listening_mp3-web.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhweFwJWN0mnbxDwLPwSPpBcKtPd6AuxVCYPAqGfr3gRivYX26ETvPqxfM3tAUWBJppMcitpCELcP2Sk3xcSK_OED8PQnGeiTbl3Q3ijnMFb_cDg_8LJxREFGwOBl1o4qWGHFs5qdRAxvxg/s1600/Girl_listening_mp3-web.jpg" /></a><span style="font-family: Times, "Times New Roman", serif; font-size: large;">When a child learns by experience that music forges direct links between self and world, self-expression becomes more fluent; the music helps interpret "who I am." - <em>Growing up Complete, the report of the National Commision on Music Education, 1990</em></span></div>
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<span style="font-family: Times, "Times New Roman", serif;">Five Resources for Music Integration</span></h3>
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<a href="http://rockhall.com/education/resources/lesson-plans/" target="_blank"><span style="font-family: Times, "Times New Roman", serif;">The Rock and Roll Hall of Fame</span></a><span style="font-family: Times, "Times New Roman", serif;"> - currently houses 52 lesson plans using rock and roll to teach History, English Language and Literature, Economics,Social Science, Psychology, and Government.</span></div>
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<a href="http://www.scienceinschool.org/2007/issue5/music" target="_blank"><span style="font-family: Times, "Times New Roman", serif;">Science in School</span></a><span style="font-family: Times, "Times New Roman", serif;"> - "Using music in the science classroom" by Caroline Molyneux - extremely interesting article from science teacher Caroline Molyneux outlining her strategy of using music in her classroom to begin class and to facilitate memory retention in her students. </span></div>
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<a href="http://flocabulary.com/" target="_blank"><span style="font-family: Times, "Times New Roman", serif;">Flocabulary - Educational Hip-Hop</span></a><span style="font-family: Times, "Times New Roman", serif;"> - subscription resource with videos covering English (both literature and vocabulary), math, science, social studies, and current events. Individual teacher rate is $5-7/month (depending on whether or not you want the current event videos each week) or $63/year (get 3 months free). They also offer free videos on their site and on YouTube as well, including this one for Macbeth that I used with my sophomores.</span></div>
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4. <a href="http://education.jhu.edu/PD/newhorizons/strategies/topics/Arts%20in%20Education/lazar.htm" target="_blank">"Interactive Music Strategies for the Academic Curriculum" by Michelle Lazar</a> - Practical ideas for integrating music into the curriculum.</div>
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5. EdApps.ca - <a href="http://edapps.ca/2012/05/14-ways-to-use-garageband-in-the-classroom/" target="_blank">"14 Ways to Use GarageBand in the Classroom"</a> - Uses include ways to increase technology in music classes, as well as physical education and across the humanities.</div>
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Anonymoushttp://www.blogger.com/profile/04656084938533838475noreply@blogger.com0tag:blogger.com,1999:blog-4393988096448773444.post-735681262023599282012-08-07T10:46:00.000-05:002012-08-07T12:38:33.528-05:00Take Control of What You CanEducational Philosophy<br />
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Let's Begin at the Beginning</h3>
An educational philosophy is a very personal thing. It is influenced by beliefs, ideals, and life experiences. A strong philosophy provides a solid direction in pursuing one's place within the field of education. It helps maintain a center when the day-to-day grind tries to wear you down. It offers a tangible touchstone to remind you why you chose to enter the world of education in the first place.<br />
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I believe that many educators compose their philosophies during their pre-service years filled with hope, passion, and idealism. Unfortunately, after a few years, many have forgotten these feelings. The truth behind the b<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">ureaucracy</span> of the system, the pressure to achieve high test scores above all else, and the battle against poor public perception simply erodes their beliefs and ideals. <br />
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According to an article by <a href="http://www.edutopia.org/new-teacher-burnout-retention" target="_blank">Claudia Graziano on edutopia</a>, "Every year, U.S. schools hire more than 200,000 new teachers for that first day of class. By the time summer rolls around, at least 22,000 have quit. Even those who make it beyond the trying first year aren't likely to stay long: about 30 percent of new teachers flee the profession after just three years, and more than 45 percent leave after five."<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiT4OvWlE1pam3qCjJ4HMj5yLi63aUgKKY7Omu_qi1icg4kbwnTmLBAa9AHdSTODUJ477XTOjM3HSuBnQ32S7fWAfroUOCkt_SrVAWIQ0HgbJqHS4yfBrn_KfisZhQshtKbaqYVN_FBcVG3/s1600/001300_110.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiT4OvWlE1pam3qCjJ4HMj5yLi63aUgKKY7Omu_qi1icg4kbwnTmLBAa9AHdSTODUJ477XTOjM3HSuBnQ32S7fWAfroUOCkt_SrVAWIQ0HgbJqHS4yfBrn_KfisZhQshtKbaqYVN_FBcVG3/s1600/001300_110.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Credit Mark Wagoner</td></tr>
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I would say this proves that the bloom is definitely off the rose. Now I'm not saying that I believe anyone can be a teacher because I don't; but when nearly half of the people entering a profession are searching out a new career within five years, I have to believe that there is a major problem somewhere in the system.<br />
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Now, we can argue about what is causing this crisis in teacher retention from now until the end of time. Teachers are under-paid and over-worked. They are disrespected, blamed for everything by everyone, and expected to work miracles in classes that are too large with little support, poor resources, and few materials. These are all valid points; however, short of massive reform and a miraculous change in funding and public opinion, these are things that will not change overnight, if at all. Is it tragic? Yes, of course it is, but why spend time and energy lamenting situations that we have no control over? And before I get jumped all over, I am not advocating we give up on working for change in education. In fact, I believe it is the duty of every educator to stand up and do everything in their power to influence those in power to reform our system of education and to put our students first for a change. <br />
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What I am saying is this - when we begin to feel that we have no power left, we should remember that we always have power over ourselves, our attitudes, and our beliefs.<br />
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This is where our personal educational philosophies come in. While being an idealist can lead to great disappointment when the reality doesn't match the dream, I believe that keeping a certain amount of idealism alive is necessary to successfully remaining an effective educator. So, go dig out your philosophy, remember why you chose the field, re-energize your psyche, and get out there and keep trying to change lives!<br />
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My Personal Philosophy of Education</h3>
Here is my own personal educational philosophy. I keep it handy because reading it does help me focus on the big picture and exactly where my values lie.<br />
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<span style="font-size: 12pt; line-height: 200%;"><span style="font-family: Calibri;"><span style="mso-tab-count: 1;"> <span style="font-family: Times, "Times New Roman", serif;"> </span></span></span><span style="font-family: Times, "Times New Roman", serif;">I believe education should be focused on the needs of the child above all else. Therefore, John Dewey’s educational philosophies of progressivism and pragmatism have had the biggest effect in the construction of my personal educational philosophy. Dewey’s <u>The Child and the Curriculum</u> has been particularly influential. Learning should place active participation in the highest regard. Human beings are social creatures by nature and I feel that interaction between my students and me, as well as each other, will <strong>foster creativity and a true passion for learning</strong>. In turn, this will provide a foundation for life-long intellectual, as well as moral, growth in my students. <strong>All students are unique individuals with inner strength and various talents.</strong> It is my privilege to be involved in their lives and to help provide them opportunities, challenges and encouragement to help them release those qualities and nurture them on their way to becoming intelligent, well-spoken, productive citizens of the world. I want to prepare my students not only for further academic success, but also to make informed decisions about all that life has to offer them in a way that best serves their individual interests. Using a wide range of learning resources and a flexible curriculum, I want to encourage my students to learn both independently and in a group dynamic setting, focusing on collaborative class projects, as well as independent study projects. <strong>I want them to develop their own beliefs and convictions and also understand the importance of respecting others beliefs especially when they differ from their own.</strong> I plan to have a democratic classroom by having multiple projects integrated into my lesson plans to enable flexibility and the opportunity for students to choose between lessons based on what is of interest to them. I will maintain a strong emphasis on critical thinking and problem solving. We will not only discuss lessons, but gain a deeper understanding of the concepts through role-playing exercises, individual reflection writing and group projects. In my classroom <strong>I want each person to feel respected and valued. I want them to learn to form relationships governed by honesty and respect. I want to instill a sense of community in my classroom and an understanding of the rights and needs of others.</strong> Creating opportunities for moral and social growth will allow the students to develop self-discipline and self-control. <o:p></o:p></span></span></div>
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<span style="font-size: 12pt; line-height: 200%;"><span style="font-family: Times, "Times New Roman", serif;"><strong>My greatest hope for all of my students would be for them to grow into respectful, empathetic adults with the intellectual capabilities to live a fulfilled life and to affect powerful, positive social changes to the world around them.</strong> Any role I can play through educating and mentoring these young adults will truly be my greatest reward.</span></span></div>
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<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">Is this idealistic? Perhaps. Overly simplistic? Maybe. Measurable through
data? Not really. Aligned with the standards? Nope. The evidence of success is
purely anecdotal, but I know it when I see it and that is why I got into
education in the first place.<o:p></o:p></span></div>
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<br /></div>Anonymoushttp://www.blogger.com/profile/04656084938533838475noreply@blogger.com0tag:blogger.com,1999:blog-4393988096448773444.post-84745225570626243172012-08-06T18:46:00.000-05:002012-08-07T00:48:59.489-05:00Bad Kids Versus Bad Decisions<br />
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<span lang="EN" style="mso-ansi-language: EN;"><span style="font-family: Times, "Times New Roman", serif;">Over the past week, there have been a couple near tragedies
in my community – two separate car wrecks involving teenagers and alcohol that
could have very easily been much worse than they were. We will not have to bury
any young people this week, and though some of them suffered serious injuries,
they are all alive. I am thankful for that. I have lost too many young people
from my life through poor decisions. <o:p></o:p></span></span></div>
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<span lang="EN" style="mso-ansi-language: EN;"><span style="font-family: Times, "Times New Roman", serif;">In the aftermath of these events, I became disturbed by
the amount of disparaging comments being made about parents and the blame being
thrown around about the behavior of “kids today.” Phrases such as “not in my
day,” “media influence,” and “poor parenting” were bandied about with no one
giving a voice to a realistic explanation of these kids’ behavior.<o:p></o:p></span></span></div>
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<span lang="EN" style="mso-ansi-language: EN;"><span style="font-family: Times, "Times New Roman", serif;">These exchanges, largely posted in the social media,
reminded me of something one of my former students once asked me. I was working
in a classroom of high-risk students with a variety of academic and behavioral
issues. On one particularly difficult day early in the semester, one of my boys
asked, “Ms. R, how do you put up with us bad kids?” I answered him with
complete honesty, “I have never met a bad kid.” He and most of the other
students in the room regarded me with suspicion. “Never?” he asked. I laughed
and looked out at the faces of these kids looking back at me. Kids who have
been told they are bad so often in their lives that they truly believe that
label embodies who they are. My answer to them was this: “I have met kids who
make bad choices. I have met kids who make poor decisions and believe they are
doing the right thing. I have met kids who don’t understand how the choices
they make now will affect them in the future. But no, I have never met a bad
kid.” I truly believe that this was a turning point in the relationship between
me and a number of the kids in this class. I’m not going to pretend they became
model students (they didn’t, but a majority of them did improve) or that I did
not still have to occasionally head-off a fist fight between students (I did). However,
as a whole, the demeanor of the class changed after that day. I spoke to these
kids honestly and from my heart, and they knew it. They believed that I did not
see them as bad kids, and in turn, they could begin to see themselves in a
different way.<o:p></o:p></span></span></div>
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<span lang="EN" style="mso-ansi-language: EN;"><span style="font-family: Times, "Times New Roman", serif;">With the memory of this exchange in my mind, fueled by
the judgmental comments I was seeing on the web, I decided that someone needed
to interject as the voice of reason and honest experience. Typing my response
to all the negativity and “head in the sand” mentality, yes, I’ll admit it – I went
on a bit of a rant. . . and here it is. . .<o:p></o:p></span></span></div>
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<span lang="EN" style="mso-ansi-language: EN;"><span style="font-family: Times, "Times New Roman", serif;">“Kids will make bad decisions and stupid mistakes. That
is part of being a kid. As adults, all we can do is protect them for as long as
we can, try to teach them the best we can how to be good people and keep
themselves and those around them safe, and hope that is enough. Eventually we
have to turn them loose, let them make their own decisions, and deal with their
mistakes.<br />
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As a parent and a concerned adult in the lives of many kids, I have learned a
couple of things. First, I find that being honest is the best policy. I
remember being a teenager; I made poor decisions and did things I knew better
than doing; I have never pretended to have been a perfect teenager because kids
see through that crap in about half a second, and it teaches them nothing
except to lie and hide things from you. Second, when kids do things they are
not supposed to do and make decisions we know are bad, it usually has nothing
at all to do with the parents or their parenting skills - the majority of
parents do their best to do right by their children - and the majority of
teenagers are only thinking about themselves and what they want when they are
driving the adults around them crazy and worrying them to death - that's just
basic adolescent psychology.<br />
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I guess my point is this, be honest with the kids in your life and with
yourself as well. Don't pretend you were a saint and don't fool yourself into
believing the kids are saints. Adolescence is difficult enough without
subjecting children to a perfect ideal that the adults in their lives believe
they should hold themselves to, or worse yet putting them in a situation where
in their still-developing brains, lying to the adults who care about them seems
better than letting them down.”<o:p></o:p></span></span></div>
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<span lang="EN" style="mso-ansi-language: EN;"><span style="font-family: Times, "Times New Roman", serif;">Being honest and open with the kids in your life will not
guarantee they won’t still make bad decisions. In fact, I can almost assure you
they will, but they will be more likely to talk to you about what’s happening
in their lives and to confide in you when they are struggling with decisions. Listen
to what they have to say, give them straightforward answers, and try your best
to guide them in the right direction. Don’t be offended or disappointed if they
still decide to follow a different path – it is just the egocentric nature of
adolescence, not a reflection on you. And above all else, remember this – there
are no bad kids, they are all just kids.<o:p></o:p></span></span></div>Anonymoushttp://www.blogger.com/profile/04656084938533838475noreply@blogger.com0