I can't believe this semester is already winding down. I always feel a little frantic right before Thanksgiving break, because I know that right after Thanksgiving break, I have very little time before I'm taking finals/ turning in final projects. Especially because this year's biggest final for me is a 15-20 page paper for my ENGL 660 class. Yikes. At least my other classes seem fairly easy. A final project for educational technology, a non-comprehensive final exam for educational research and a normal 5-7 page paper of what I learned in educational philosophy.
All of this just makes me even more excited for next semester. After doing a quick intercession class, I just have two more classes (one is online) and the portfolio. Then I get a master's degree! :)
Now, I'm going to go back to work on my first four pages of that final paper for English, due next Monday. I have ... not very much so far. I'm just not sure where I want to go with the paper. My topic is alcoholism and the Drunken Indian stereotype within Sherman Alexie's novel Reservation Blues. Tricky, tricky. I think I will re-read the book and take careful notes now. Thank goodness it was a quick read!
Tuesday, November 24, 2009
Saturday, November 7, 2009
When I imagine...
I have decided, while I sit here broiling in the RP office, that I should blog. It is nearing the middle of my third year on staff, and after being immersed in the world that surrounds the most award-winning college yearbook in the country, you would think I have some reflections.
Guess what! I do.
Many of them center around how I would like to run my staff when I advise for a high school. Some general ideas, in the order that I think of them:
• Take my kids to conventions. And pre-covention etiquette dinners so I can teach them good manners for the trip.
• It is important to lie to the kids about deadlines. It is important to build in a little leeway for yourself, because things will happen, and high schoolers won't handle it nearly as well as the RP staff has.
• Have as extensive of an editing chain as possible.
• Reward kids with dinners or movie nights or something at my house. It's important they see me out of school and they take time to relax and enjoy a job well done.
• Encourage positive peer pressure and student responsibility within the staff, so that kids feel they can and should speak up when something is not right.
• Goals.... and keeping them in focus and bringing them up constantly. Otherwise they're pointless.
• Deadline charts are awesome. Update them daily.
• Because the book will have a video and Web element, I want three people to go to every story. One photographer, and one team of a writer and videographer. Each "staff writer" (non-editor) on my staff will be a writer and videographer. Each video story will go through the same chain a written story would have to, except instead of a copy editor I will have a video editor.
• Recycle all that paper!
I know Anna and I have talked about more, but that's all I've got right now. :)
Friday, November 6, 2009
Clickers
I have been interested in “clickers,” or student response systems, for a while but have never read about them much or had the opportunity to see them in use. So for this assignment, I read an article on the NEA Web site, “Clickers and Classroom Dynamics” by Derek Bruff. The purpose of clickers is for students to engage in in-class polls or quizzes. A teacher presents a multiple-choice question, and students all submit their responses via the clicker. Then, software on the teacher’s computer will analyze the students’ answers and produce a chart. This is an easy, pressure-free way to do checks for understanding, and based on students’ answers, a teacher knows whether to move on or cover certain material again. The article discussed other, more advanced uses for the clickers. For instance, a professor at Harvard made famous “peer instruction.” If students were asked a question, like mentioned previously, and a significant number answered incorrectly, they would take a few minutes to discuss the question in small groups and then resubmit their answers. Often, the second answer was correct. I like the fact that students submit their answer semi-anonymously (other students don’t know what they answered), and that it gives all students a chance to participate easily. The article also gives suggestions on ways to use the clickers to ask more high-level thinking skills questions, such as giving an example of an ethical dilemma, then asking students to identify the classical ethical philosophy that went with it. This would be easy in a science class, as you could give an example of something happening due to one of Newton’s laws and then ask which one it is.
There are several systems for clickers, but the one I looked up was the iClicker, but you had to get a quote for the price for them. I did some Google searching, however, and found that several universities offered a FAQ section for courses that used clickers, and most quoted the price as $45-$50 per remote, and Amazon had some for around $30 used. That price does not include the teacher’s receiver or the software, however, so it seems to me this basic piece of technology may cost more than it’s worth for small, K-12 classrooms where a teacher could simply take a closed-eyes vote and count them herself.
Bruff, D. (n.d.). Clickers and classroom dynamics. Retrieved from http://www.nea.org/home/34690.htm.
There are several systems for clickers, but the one I looked up was the iClicker, but you had to get a quote for the price for them. I did some Google searching, however, and found that several universities offered a FAQ section for courses that used clickers, and most quoted the price as $45-$50 per remote, and Amazon had some for around $30 used. That price does not include the teacher’s receiver or the software, however, so it seems to me this basic piece of technology may cost more than it’s worth for small, K-12 classrooms where a teacher could simply take a closed-eyes vote and count them herself.
Bruff, D. (n.d.). Clickers and classroom dynamics. Retrieved from http://www.nea.org/home/34690.htm.
Thursday, October 29, 2009
The Digital Divide
The first article, “The Digital Divide: Where We Are” on Edutopia, was written in 2002. I wonder what in this article would be irrelevant or different now. Seven years is a LONG time in Technology Land. The statistics, I’m pretty sure, would be different, though I bet the concern would be the same, maybe even more so today because a hugely (in my opinion) increased dependency on the Internet. This article came out before Facebook, for goodness’ sake. :) I couldn't tell when the second article, “Three Dimensions of Racism and the Digital Divide in Education,” was written; the latest research mentioned was from 2002. However, I would imagine the argument is still valid, especially because it is based on systematic racism, which hasn't changed much, though I would also imagine that along with race, SES and geographic location also plays a large role.
I asked for volunteers to discuss technology with me at the end of the first hour I was subbing for Thursday. In my discussion with a black, female senior from Junction City High School, I discovered that there may be a discrepancy within some of the statistics: we were talking about difficulties in using technology, and she said sometimes at home it was difficult to find a wireless connection for her laptop. In asking more questions, she does not have a wireless network in her apartment; rather, she uses other connections she can find within her apartment complex.
The interesting thing is when I asked about how she and I would use technology differently, her response dealt with me as a college student and her as a high school student: she thought I probably got my homework done before I played games like TextTwist (a game we discovered we both loved). I am only four years older, so I think she assumed age didn’t affect what we do. I don’t think it occurred to her that there might be a difference between myself as a white woman and her as a black woman, even during my puzzlement at her trying to find wireless connections for her laptop. When asked, she thought maybe I would be able to get the Internet easier, though she recognized the idea of the “poor college student.” I told her all the wireless connections at my complex (and most that I knew of) had a pass key because people too many people using them would slow them down. She also talked about the frustration of updates and how often you have to re-learn how to use things, like Internet Explorer. (Take heart, older folks, we feel it too!)
Mainly her use of technology, when I asked, dealt with her cell phone and texting her mom when she was at work, using her laptop for gaming at home, and using the laptops from the mobile labs in class for typing papers and other classwork. She mostly enjoys using the entertainment side of technology, especially when it comes to using her mp3 player and games online. She also said she uses e-mail to communicate with family in Texas, but she was different from many young people in that she doesn’t use the computer much for its social networks, due in part to the fact she can’t access them at school, like Facebook, which she uses mostly for games. I asked if she used technology well at school, for classes, and there seemed to be a different definition for her when it came to technology at school vs. at home. This echoes the ideas in the second article about “Gaps in Pedagogical Access.” I don’t know everything teachers use technology for, but I know that this teenager seemed to equate technology with word processing.
Her most interesting comments dealt with advice for me as a teacher. She told me that no matter what, kids will find a way around the site blockers, so make sure I have students sit facing away from my desk to watch them, rather than having to get up and stand over their shoulder to check on them. She also encouraged me to let kids use their iPods when working on work during class; she likes it because it keeps class quieter and more kids get their work done that way. She also told me about a recent leadership conference she went to, where they discussed how much of a “crutch” technology, especially their cell phones, are, and they talked about how much face time they lose with people when they depend on texting for conversation. She even confessed to me that she texts people who are across the room from her.
Overall, it seemed as if this particular student did not think much of the digital divide. Not having their own Internet connection was just how they did it. Technology at school is basic at best, it seems, and though many teachers have smart boards, often they seem to be used most for projection screens.
I asked for volunteers to discuss technology with me at the end of the first hour I was subbing for Thursday. In my discussion with a black, female senior from Junction City High School, I discovered that there may be a discrepancy within some of the statistics: we were talking about difficulties in using technology, and she said sometimes at home it was difficult to find a wireless connection for her laptop. In asking more questions, she does not have a wireless network in her apartment; rather, she uses other connections she can find within her apartment complex.
The interesting thing is when I asked about how she and I would use technology differently, her response dealt with me as a college student and her as a high school student: she thought I probably got my homework done before I played games like TextTwist (a game we discovered we both loved). I am only four years older, so I think she assumed age didn’t affect what we do. I don’t think it occurred to her that there might be a difference between myself as a white woman and her as a black woman, even during my puzzlement at her trying to find wireless connections for her laptop. When asked, she thought maybe I would be able to get the Internet easier, though she recognized the idea of the “poor college student.” I told her all the wireless connections at my complex (and most that I knew of) had a pass key because people too many people using them would slow them down. She also talked about the frustration of updates and how often you have to re-learn how to use things, like Internet Explorer. (Take heart, older folks, we feel it too!)
Mainly her use of technology, when I asked, dealt with her cell phone and texting her mom when she was at work, using her laptop for gaming at home, and using the laptops from the mobile labs in class for typing papers and other classwork. She mostly enjoys using the entertainment side of technology, especially when it comes to using her mp3 player and games online. She also said she uses e-mail to communicate with family in Texas, but she was different from many young people in that she doesn’t use the computer much for its social networks, due in part to the fact she can’t access them at school, like Facebook, which she uses mostly for games. I asked if she used technology well at school, for classes, and there seemed to be a different definition for her when it came to technology at school vs. at home. This echoes the ideas in the second article about “Gaps in Pedagogical Access.” I don’t know everything teachers use technology for, but I know that this teenager seemed to equate technology with word processing.
Her most interesting comments dealt with advice for me as a teacher. She told me that no matter what, kids will find a way around the site blockers, so make sure I have students sit facing away from my desk to watch them, rather than having to get up and stand over their shoulder to check on them. She also encouraged me to let kids use their iPods when working on work during class; she likes it because it keeps class quieter and more kids get their work done that way. She also told me about a recent leadership conference she went to, where they discussed how much of a “crutch” technology, especially their cell phones, are, and they talked about how much face time they lose with people when they depend on texting for conversation. She even confessed to me that she texts people who are across the room from her.
Overall, it seemed as if this particular student did not think much of the digital divide. Not having their own Internet connection was just how they did it. Technology at school is basic at best, it seems, and though many teachers have smart boards, often they seem to be used most for projection screens.
Some thoughts on subbing
So. I've been subbing now for a little over a month (making twice as much as I did as a janitor at Bramlage and working half as much!), and I've got some reflections.
1. There is power in learning a kid's name. If only ALL the teachers left seating charts...
2. Speaking of things ALL teachers should leave, I like teaching. So teachers should not leave movies, and teachers should DEFINITELY NOT leave a movie without a note-taking guide or questions to answer. Boring!!
3. Kids like it when you trust them (and leave them alone to do work at their pace), but they expect you to be strict with them when they break your trust. If you aren't, they lose all respect for you.
4. Talking with other teachers can be helpful... and it can be poison. Teachers can be productive and talk about actual solutions or reasons for problem kids, but they can be just the opposite and gossip and share "horror" stories.
That's all for now. I'm subbing as we speak, though a friend of mine is the student teacher and is in charge of all the lessons today. Then, during seminar sometime, we have a pep rally. Woot. (Not really... mass chaos.)
1. There is power in learning a kid's name. If only ALL the teachers left seating charts...
2. Speaking of things ALL teachers should leave, I like teaching. So teachers should not leave movies, and teachers should DEFINITELY NOT leave a movie without a note-taking guide or questions to answer. Boring!!
3. Kids like it when you trust them (and leave them alone to do work at their pace), but they expect you to be strict with them when they break your trust. If you aren't, they lose all respect for you.
4. Talking with other teachers can be helpful... and it can be poison. Teachers can be productive and talk about actual solutions or reasons for problem kids, but they can be just the opposite and gossip and share "horror" stories.
That's all for now. I'm subbing as we speak, though a friend of mine is the student teacher and is in charge of all the lessons today. Then, during seminar sometime, we have a pep rally. Woot. (Not really... mass chaos.)
Thursday, September 17, 2009
The Tragic Fate of the Comma
In honor of National Punctuation Day, September 24, Grammar Girl (maybe you have heard of her?) invited her listeners/readers to enter a Punctuation contest. The challenge:
"Send an ode to your favorite punctuation mark to punctuation@quickanddirtytips.com. The week of the 24th, we'll feature the best entries as the tip-of-day in this e-mail newsletter, and one entry may be chosen to be the Grammar Girl podcast on September 24. 100- to 200-word entries will be considered for the newsletter. 600- to 700-word entries will be considered for the podcast. Multiple entries are allowed, and "ode" is just a guideline. As long as the piece is about punctuation, it can take any form. Please do not send attachments. Paste your text or image into the body of the e-mail. I can't wait to read your entries!"
Here's mine. *coughs, clears throat*
The Tragic Fate of the Comma
No one knows where you belong,
And I wonder, dear Comma,
Do you?
Before the conjunction in a compound sentence,
After an introductory clause, phrase, or word,
With an appositive,
Between two or more coordinating adjectives,
To separate nonessential clauses, phrases, or words in the middle of a sentence,
In dates,
Before the conjunction in a list of three or more items,
Just to name a few.
But wait.
The last one’s got an exception.
And the others have big words.
What’s an appositive? A nonessential clause?
Who will take the time to remember them?
Who, besides the English teachers, will care?
Looked down upon as confusing and in the way, many will ignore you.
In our fast-paced world, you just slow us down, anyway.
Alas, Comma, you are doomed to spend your days at the feet of words,
Tragically misunderstood,
When all you want is rest for your reader,
A simple pause.
While your twin frolics around above,
Showing possession and even daring to take the place of letters,
We implore you, nay, we beg you to stay
For if you don’t, you shall become
Dare I say it?
An apostrophe.
"Send an ode to your favorite punctuation mark to punctuation@quickanddirtytips.com. The week of the 24th, we'll feature the best entries as the tip-of-day in this e-mail newsletter, and one entry may be chosen to be the Grammar Girl podcast on September 24. 100- to 200-word entries will be considered for the newsletter. 600- to 700-word entries will be considered for the podcast. Multiple entries are allowed, and "ode" is just a guideline. As long as the piece is about punctuation, it can take any form. Please do not send attachments. Paste your text or image into the body of the e-mail. I can't wait to read your entries!"
Here's mine. *coughs, clears throat*
The Tragic Fate of the Comma
No one knows where you belong,
And I wonder, dear Comma,
Do you?
Before the conjunction in a compound sentence,
After an introductory clause, phrase, or word,
With an appositive,
Between two or more coordinating adjectives,
To separate nonessential clauses, phrases, or words in the middle of a sentence,
In dates,
Before the conjunction in a list of three or more items,
Just to name a few.
But wait.
The last one’s got an exception.
And the others have big words.
What’s an appositive? A nonessential clause?
Who will take the time to remember them?
Who, besides the English teachers, will care?
Looked down upon as confusing and in the way, many will ignore you.
In our fast-paced world, you just slow us down, anyway.
Alas, Comma, you are doomed to spend your days at the feet of words,
Tragically misunderstood,
When all you want is rest for your reader,
A simple pause.
While your twin frolics around above,
Showing possession and even daring to take the place of letters,
We implore you, nay, we beg you to stay
For if you don’t, you shall become
Dare I say it?
An apostrophe.
This blog is under construction.
It is dedicated to my experiences as a new teacher.
Right now, though I've graduated last May with my B.S. in secondary education, I'm still in school as a full-time graduate student in curriculum and instruction. I am in the classroom, however, as a substitute teacher in the Geary County (Junction City/Ft. Riley) middle and high schools. So I'll be adding to it occasionally, but not often. Not unless something really wacky happens, or I do something cool with SJEA (K-State's Student Journalism Education Association, of which I am the co-president).
(You can check out an overview of the club and a schedule here.)
Until then, leave me a note, or share your favorite teaching memory or something. Something to keep me inspired to continue pursuing teaching would be cool. :)
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