So, I'm sitting here wondering why it's been three weeks since my last blog. And then, I realize that I've worked on the steps to this for that long; writing the blog is the hardest. My feeder has regurgitated more articles and blogs than one person can possibly read, and I'm feeling too overwhelmed at the moment and understand why teachers feel like the "old" ways of teaching are best. Heck, we are comfortable with the paper and pen. We don't feel comfortable with technology hitting us left and right making us question our abilities as teachers. Sure, we don't want doctors using the knowledge they learned in medical school 20 years ago on us now, but is this the best comparison for educaton? Are we in danger of harming our students if we don't join the technology age? I'm riding the fence on this one at the moment. And will end this paragraph with my favorite word "whatever". Sure that word doesn't get me far, but it makes me feel so much better to say it in this passive aggressive mood I find myself in these days.
But back to the thousands of titles in my Google reader. I'm still vexed as to how to get rid of these, so that is my current question.
My favorite blog spot is still the New York Times education section, though the English blog spot has rendered me some jewels as well. Saturday, I was reading about Hispanic children falling behind at just 24- 36 months of age compared to white children. These children are just not getting enough interaction and stimulus to enhance their cognition. Of course, they also said that among the poor of all races, this is the case as well. Evidently, President Obama is calling for a major amount of money for programs to get these children some intervention. This is good news. If they kiddos aren't stimulated to learn as toddlers, then what will they be like as teenagers? Tis a scary notion.
I was also interested in the fact that "teachers are now being fitted with the wireless microphones worn by singers such as Britney Spears and Madonna". I just didn't really think of the strain teaching can put on voices until I lost my mine two years ago. Some days, it was all I could do to be heard and understood. I have to admit it really makes me excited to think I could have my own microphone and surround sound in my classroom to be heard; the performer in me thinks that I would make English a Comedy Central show instead of a learning experience, but, hey, learning with laughter can't be too bad for the kids.
Monday, October 26, 2009
Sunday, October 11, 2009
Thing #5
There is a major problem in education in America. It's one that I've struggled with my whole career and one I'm passionate about in finding a workable solution. Back when I was in high school, not that long ago I may add, all of my minority male friends all had dreams, goals, and the knowledge necessary to pursue any pursuit they may have entertained. Heck, I'm thinking now of a good friend, and African American male, who through years of hard work and determination made his dream of being an actuary a reality. He's living the high life in New York, taking vacations when he feels the urge. Never, did I have the image of African American males as being "losers" or "without options." I know now I lived in a bubble, a most beautiful place free of prejudice and stereotypes. Lucky, I was....and I might add, I was in the minority student population in my school.
So, what the heck is going on with this high percentage of African American males dropping out of school, thus causing a domino effect that hurts all of us in the long run. The thousands of dollars we (I use this collectively) spend yearly to incarcerate these individuals is higher than attempting to keep these young people in school. President Obama is working now to find incentives and programs to get these minorities back on track. I'm all for this. In fact, I'm glad someone is taking a stand on an old issue. But how do we take these big government programs and make them work for these young men? That is the question I pose to myself every time I'm reading another article that says the same thing. Our African American males are in an endless cycle. How do we make them see that the way of life they are doomed to lead if they don't finish their education is one of joblessness and jail? How do we show them that life is so much more than that?
Obviously, I have no answers, only questions. I leave on this note. In my classes, I have many minorities: black, hispanic, etc. Many of whom want to be educated and want to have a future that does not include drugs, jail, drive-bys, or gangs. Whether it's because they have had teachers believe that they are capable of much more or parents who absolutely refuse to give into the statistics, I don't know. I do know, however, that I'm fortunate enough to have these students in my classes everyday.
So, what the heck is going on with this high percentage of African American males dropping out of school, thus causing a domino effect that hurts all of us in the long run. The thousands of dollars we (I use this collectively) spend yearly to incarcerate these individuals is higher than attempting to keep these young people in school. President Obama is working now to find incentives and programs to get these minorities back on track. I'm all for this. In fact, I'm glad someone is taking a stand on an old issue. But how do we take these big government programs and make them work for these young men? That is the question I pose to myself every time I'm reading another article that says the same thing. Our African American males are in an endless cycle. How do we make them see that the way of life they are doomed to lead if they don't finish their education is one of joblessness and jail? How do we show them that life is so much more than that?
Obviously, I have no answers, only questions. I leave on this note. In my classes, I have many minorities: black, hispanic, etc. Many of whom want to be educated and want to have a future that does not include drugs, jail, drive-bys, or gangs. Whether it's because they have had teachers believe that they are capable of much more or parents who absolutely refuse to give into the statistics, I don't know. I do know, however, that I'm fortunate enough to have these students in my classes everyday.
Tuesday, October 6, 2009
Thing #4
I've awakened just as Rip Van Winkle to find a whole new avenue of learning or time marching on while I've been a blissful dream state, except I've been asleep awake. In theory the whole idea of blogging made sense, but now, I have to really dig into this adventure and find out just how this will work for me.
In truth I've found several concerning things about this blogging, or online process of the information cyber highway. One is that the whole information age can bring about new problems both for myself and for my students. Really, who would have thought that my kids would want to tape portions of my lectures or even my discipline practices to put on Youtube? Why would they even want to do that? I feel like a liability waiting to happen at this very moment. But, I also know, now, because someone did take time to post this, that there are options for me to take to prevent future problems or at least foresee them. For my students, bullying is as common as going to high school; however, it has never crossed my mind that there is a place for cyber bullying as well. It's almost as if our students are not safe anywhere. Hate this I do. Now, I can be better prepared to make the "blogging" that my kids will do a safe task.
Reading through these blogs seemed to take no time at all, and I think that would be a plus for our students. Additionally, it also gives students an opportunity to respond to what they've read in a meaningful constructive way. And they can do it at a touch of a button without having to actually be in class to make meaningful discoveries about what they are studying. I do like the fact that as a type of research tool one is able to link up to another blog they want others to look at while reading their own blog to make a point that much more clear. It takes out some of the tediousness of a works cited or even parenthetical citations.
Blog writing is similar in many ways to the writing I expect my students to produce every day. Writing should be a process of choosing the best words and putting on paper ideas and conclusions they may draw from a reading assignment. The mode or where they write it is different, but the end result is the same. It matters not if it's on paper or on this blog. In fact I find myself writing more here myself than I would if I put a pen to paper. Is this a bad thing? I'm reading blogs, thinking about the ways in which they are used, and coming up with my own conclusions about their relevancy. Aren't all of these skills on our TEKS? And all the while it doesn't feel like I'm really working. Go figure.
I have to make one more note about the addition of art from students as an aide to their thoughts and feelings and being able to post that on a blog. Though I thought this mode of learning would be more useful to upper grade levels, the elementary levels have found some astonishing ways to help their young students to think, interpret through drawing, predict, and reflect on this duck, even if their grammar isn't perfect. Nor is the teacher afraid to post this "work in progress".
In truth I've found several concerning things about this blogging, or online process of the information cyber highway. One is that the whole information age can bring about new problems both for myself and for my students. Really, who would have thought that my kids would want to tape portions of my lectures or even my discipline practices to put on Youtube? Why would they even want to do that? I feel like a liability waiting to happen at this very moment. But, I also know, now, because someone did take time to post this, that there are options for me to take to prevent future problems or at least foresee them. For my students, bullying is as common as going to high school; however, it has never crossed my mind that there is a place for cyber bullying as well. It's almost as if our students are not safe anywhere. Hate this I do. Now, I can be better prepared to make the "blogging" that my kids will do a safe task.
Reading through these blogs seemed to take no time at all, and I think that would be a plus for our students. Additionally, it also gives students an opportunity to respond to what they've read in a meaningful constructive way. And they can do it at a touch of a button without having to actually be in class to make meaningful discoveries about what they are studying. I do like the fact that as a type of research tool one is able to link up to another blog they want others to look at while reading their own blog to make a point that much more clear. It takes out some of the tediousness of a works cited or even parenthetical citations.
Blog writing is similar in many ways to the writing I expect my students to produce every day. Writing should be a process of choosing the best words and putting on paper ideas and conclusions they may draw from a reading assignment. The mode or where they write it is different, but the end result is the same. It matters not if it's on paper or on this blog. In fact I find myself writing more here myself than I would if I put a pen to paper. Is this a bad thing? I'm reading blogs, thinking about the ways in which they are used, and coming up with my own conclusions about their relevancy. Aren't all of these skills on our TEKS? And all the while it doesn't feel like I'm really working. Go figure.
I have to make one more note about the addition of art from students as an aide to their thoughts and feelings and being able to post that on a blog. Though I thought this mode of learning would be more useful to upper grade levels, the elementary levels have found some astonishing ways to help their young students to think, interpret through drawing, predict, and reflect on this duck, even if their grammar isn't perfect. Nor is the teacher afraid to post this "work in progress".
Saturday, October 3, 2009
Thing #2
Well, in reading the article, I have a nervous feeling in my belly, but also a moment of excitement. I can't believe that Web 2.0 can be such an excellent tool to keep all involved in the learning process, i.e. teachers, students, the community, parents, principals, and superintendents in the loop of education. An original thought-- all of us have a buy in in supporting what "the village" is doing.
Also, I like the idea of kids being excited about learning and extending their learning by using higher level thinking when they respond to other student's blogs. This can be such a great tool to ensure students "are getting it", all the while giving them an opportunity to participate in a non-threatening way. And all the while they are writing, thinking, and synthesizing information. How cool is that?
On a personal note, I would love to post major lectures or explanations of essays on-line, so kids can listen more than once if they need to and ask questions that other students can answer without the wait time for tutoring or even ask me through the blog.
Still, I'm digesting the possibility of being so close to other teachers information and links that we can in a sense cross curricular boundaries with very little interference. I mean the teacher posts the information; the faculty knows what "we" are doing, so we can help each other reinforce information. Sign me up, quickly, before I lose my nerve to try this seemingly daunting task.
Also, I like the idea of kids being excited about learning and extending their learning by using higher level thinking when they respond to other student's blogs. This can be such a great tool to ensure students "are getting it", all the while giving them an opportunity to participate in a non-threatening way. And all the while they are writing, thinking, and synthesizing information. How cool is that?
On a personal note, I would love to post major lectures or explanations of essays on-line, so kids can listen more than once if they need to and ask questions that other students can answer without the wait time for tutoring or even ask me through the blog.
Still, I'm digesting the possibility of being so close to other teachers information and links that we can in a sense cross curricular boundaries with very little interference. I mean the teacher posts the information; the faculty knows what "we" are doing, so we can help each other reinforce information. Sign me up, quickly, before I lose my nerve to try this seemingly daunting task.
Monday, September 28, 2009
Thing #1
Thing #1:
I find myself watching this video for a second time wondering how something so simple in theory can be sometimes tough to do in real life. As a teacher, I would assume I am a learner, even a life-long learner, but I realize that I have some obstacles in my way, especially in listening and thinking about the 7 1/2 Habits of life long learners.
First, there are three on the list that I find challenging. The first is being positive about my learning process, which would include positive self-talk. When I'm learning something, I sometimes don't give myself a chance to learn without totally beating myself up in the process. I don't mean to do it..it just happens that way often. Honestly, I do lack confidence in my learning especially if it doesn't come easy.
Next, often I don't view problems as challenges, but rather, obstacles that keep me from going forward. In teaching that's not really the way to be; however, it never fails that problems present themselves at the most inopportune times, and in the moment, there's no time to be excited by the challenge. Later though, it seems that the knowledge of the solution I've found comes in handy when the obstacle presents itself once again.
Last, I'm a linear type of person who likes to take anything new by steps, so often, the end result is just there....at the end. Looking at the big picture is difficult at times. Although it seems silly really to think about in terms of learning, I find myself changing the course more often because the end was not in my mind at the beginning of the process.
I'm glad to report that the teaching/mentoring is the easiest for me. I've known since my first year to teach that breaking it down and helping other people learn something is the best way for me to reinforce my own learning all the while helping another. And I love helping others. It's a win/win situation.
Also, I've always been responsible for my own learning and until about two years ago, I was constantly in a place where I wanted to gain all the knowledge I could, whether it be through PFK classes or other means of learning.
Throughout this course, I know that I will be most plagued with the obstacles in my life-learning path. Currently, things are so hectic in my work world that my gut feeling says that it'll take a while for me to view problems as future answers. I hope to work through that in this class.
I find myself watching this video for a second time wondering how something so simple in theory can be sometimes tough to do in real life. As a teacher, I would assume I am a learner, even a life-long learner, but I realize that I have some obstacles in my way, especially in listening and thinking about the 7 1/2 Habits of life long learners.
First, there are three on the list that I find challenging. The first is being positive about my learning process, which would include positive self-talk. When I'm learning something, I sometimes don't give myself a chance to learn without totally beating myself up in the process. I don't mean to do it..it just happens that way often. Honestly, I do lack confidence in my learning especially if it doesn't come easy.
Next, often I don't view problems as challenges, but rather, obstacles that keep me from going forward. In teaching that's not really the way to be; however, it never fails that problems present themselves at the most inopportune times, and in the moment, there's no time to be excited by the challenge. Later though, it seems that the knowledge of the solution I've found comes in handy when the obstacle presents itself once again.
Last, I'm a linear type of person who likes to take anything new by steps, so often, the end result is just there....at the end. Looking at the big picture is difficult at times. Although it seems silly really to think about in terms of learning, I find myself changing the course more often because the end was not in my mind at the beginning of the process.
I'm glad to report that the teaching/mentoring is the easiest for me. I've known since my first year to teach that breaking it down and helping other people learn something is the best way for me to reinforce my own learning all the while helping another. And I love helping others. It's a win/win situation.
Also, I've always been responsible for my own learning and until about two years ago, I was constantly in a place where I wanted to gain all the knowledge I could, whether it be through PFK classes or other means of learning.
Throughout this course, I know that I will be most plagued with the obstacles in my life-learning path. Currently, things are so hectic in my work world that my gut feeling says that it'll take a while for me to view problems as future answers. I hope to work through that in this class.
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