Yes, Good Grammar Is Important

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.

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.

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” (2012). 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.

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.

 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.

Poetry and the Common Core: The Great Non-Debate

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. 

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.

My Story

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 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 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 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.

The introduction of National Poetry Month in 1996 provided teachers a sanctioned 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, experiencing 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 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.

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.

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, 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.

In Michael Benton’s The Importance of Poetry in Children’s Learning, 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.

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.

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.

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 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.

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.

Resources to Help You Meet Common Core Using Poetry

• Poetry Out Loud - 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: 

• Teaching Channel 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.
• Poets.org presents educators with an interesting plan 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.
• Feeling overwhelmed or uncomfortable with the prospect of teaching poetry? Ben Curran at Education Week  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.
• In much the same vein, EDSITEment!  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.
• Looking for exemplars that meet the requirements for Common Core? The Poetry Foundation has assembled all the exemplars from the CCSS for ELA: Appendix B for all grade levels K-12 in one place.
• Finally, while I am not a huge fan of text books, this offering from Heinneman 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.

Activity: Using Bloom's to Explore Visual and Traditional News Sources

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:: "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.

I designed this activity with the idea of cross-curricular integration in mind. While it can be used in the English

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.

I thought I would share the results in the hope that other would find this type of activity helpful.

Remember –

1. What was the lead story (or front page story)?

OR

2. What story interested you the most?

Understand –

3. Summarize the details of this story. Be sure to include the five W’s of reporting – who, what, when, where, and why.

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.)

Apply –

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?)

Analyze –

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?

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?

Evaluate –

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.)

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?)

Create –

10. Using the information from the previous questions create an alternate version of the story from a different perspective/point of view.

10 Resources for Integrating Art Across the Curriculum

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: 

1. Responding to art can be very stimulating and can lead onto a great variety of activities.

2. Using of art provides a useful change of pace.

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.

4. Creating of art or even thinking about art can be very motivating. 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.

5. Responding to and creating art has the potential to develop students’ creative and critical thinking skills.

6. Using of fine arts in the classroom offers students another level of connection to class materials (i.e. visual, auditory, kinesthetic).

Resources

Here are some of the many resources available to educators wishing to integrate art into their curriculum.

Crayola.com - Lesson plans for PK-12

Scholastic.com - Strategies for Arts Integration PK-12

The Walters Art Museum -  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.
Note: These resources require both Adobe Flash and Reader.

Arts Every Day - Steps for creating an arts integration school. Extremely interesting site, if you are looking for ways to change curriculum.

Arts Partners - Based in Dallas, this organization offers not only resources, but professional development for arts integration as well.

Education Closet - Arts Integration Links and Resources

ARTSEDGE -  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.

Artswork at ASU - Integrated Arts Lesson Plans for Elementary and Middle School Students

Edutopia on Pinterest - Edutopia's Arts Integration Board on Pinterest - excellent resources on arts integration and why it is so important.

National Gallery of Art - Contains NGA Classroom: Online Resources for Teachers and Students;

NGA Loan Programs: Teaching Packets, DVDS, Videos, and Other Media; and NGA kids

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 Paul Ostergard the Vice President of 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.

Practical Skills: What Should We Be Teaching Our Students Today?

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?

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.


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 7,000 students drop out of high school every day. Nationally, 75.5% do manage to graduate, but only about 68.3% of these students go on to enroll in college.

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?

In 2011, there were 15.9 million 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 (38.8% of full-time college students also work) or after.

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 Forbes, here are 10 jobs that didn't exist 10 years ago:

• App Developer
• Market Research Data Miner
• Educational/Admissions Consultant
• Millennial Generational Expert
• Social Media Manager
• Chief Listening Officer
• Elder Care
• Sustainability Expert
• User Experience Design
• Cloud Computing Services

According to the 2012 Job Outlook Report from the National Association of Colleges and Employers, employers today are looking for:

1. Ability to work in a team - 79.8%
2. Leadership - 77.2%
3. Communication skills (written) - 75.6%
4. Problem-solving skill- 74.1%
5. Strong work ethic - 73.1%
6. Analytical/quantitative skills - 72.0%
7. Communication skills (verbal) - 67.4%
8. Initiative - 65.3%
9. Technical skills - 61.1%
10. Detail-oriented - 57.5%
11. Flexibility/adaptability- 56.0%
12. Computer skills - 55.4%
13. Interpersonal skills (relates well to others) - 54.9%
14. Organizational ability- 50.8%
15. Strategic planning skill- 29.0%
16. Friendly/outgoing personality - 29.0%
17. Creativity - 22.3%
18. Entrepreneurial skills/risk-taker - 21.8%
19. Tactfulness - 21.2%

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.

 

Technology

 

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.

 

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.

 

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!

 

Practical Work Opportunities

 

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?   

 

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.

 

Team Building and Teamwork

 

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.

 

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.

 

 

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.

 

 

Spotlight on Sir Ken Robinson



Photo from Robinson's TED Profile

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.

 

Sir Ken Robinson is 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.

 

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.


This video, from RSA Animate, details Robinson's thoughts on what is wrong with education today.
Changing the paradigm of education today is the first step in meaningful reform.

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.

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.

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.

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?

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.'

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?

Anatomy of a Unit Plan: William Golding's Lord of the Flies

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. 

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?

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.

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.

 

The Choice is Made

As I browsed through the approved list of novels for my courses' teacher-choice units, I was ecstatic to see Golding's Lord of the Flies. 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.

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."

After about 10 minutes of discussion, I decided to accept the challenge!

With the accompaniment of many moans and groans, I announced that we would in fact be taking on Lord of the Flies for our next unit beginning the following week with the promise that I would show them the story was far more than a bunch of half-naked boys killing each other in the jungle for no reason.

 

Now What?

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 here.) 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.

 

The Beginning

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.

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 Survivorman 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!

(Regrettably, I can no longer find the link to the original quiz, so you can find it and the answer key with explanations here 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.)

Lesson learned? Survival is not quite as easy as they thought it would be.

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 "Who Should Survive?" group activity to help you answer these very questions.

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).

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.

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!)

Using an extended version of The Heinz Dilemma, 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.

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.

In the End

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.

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.

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!

**As a side-note, I am searching for an activity that I can use with Lord of the Flies 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!

15 Steps for Discouraging, Diffusing, and Preventing Bullying in Your School

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?


According to the CDCs 2010 data on Youth Violence regarding students in grades 9-12:

•  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.
• 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.
•  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%).
• 11.1% of students reported being in a physical fight on school property in the 12 months preceding the survey.

What is bullying?

If we are going to address the problem of bullying behaviors, it is important to have a clear definition of exactly what this means.

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:

• Hitting, pushing, or slapping
• Name-calling or teasing
• Spreading rumors or social exclusion 

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.

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 are 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.

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.

Steps to Take

#1 DOCUMENT EVERYTHING. 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.

In Your Classroom

#2 SET CLEAR EXPECTATIONS FROM THE BEGINNING - 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.

#3 KNOW YOUR STUDENTS - 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.

#4 PAY ATTENTION - 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.

#5 KEEP YOUR CLASSROOM CLOSED TO THE GENERAL POPULATION - 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.).

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.

#6 DEAL WITH SITUATIONS IMMEDIATELY AND AS DISCRETELY AS POSSIBLE - 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.

#7 TAILOR YOUR IMMEDIATE RESPONSE TO THE SITUATION - 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 #3 comes in handy again. It is much easier to decide on the least disruptive response when you know your students' personalities.

#8 FOLLOW-UP WITH THE STUDENT BEING BULLIED, ASAP AND OVER TIME - 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.

Be sure to check-in with the student from time to time just to make sure everything is going okay.

#9 FOLLOW-UP WITH THE BULLIES PRIVATELY - 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.

#10 DEVISE A LONG-TERM PLAN, IF NECESSARY - 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.

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.

In common areas, hallways, etc.

#11 LET YOUR REPUTATION PRECEDE YOU - 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.

#12 GET TO KNOW AS MANY STUDENTS AS YOU CAN - 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.

#13 DIFFUSE A POTENTIALLY BAD SITUATION WHEN YOU SEE IT - 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.

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."

#14 INTERVENE FURTHER, IF NECESSARY - 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).

#15 FOLLOW-UP WITH THE INCIDENT - 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.

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.

This should be every teacher's goal.