I'm pretty excited about class tomorrow. I was involved in a Teaching American History workshop today--which reinforced the fact that students get bored to tears listening to lecture for 6 hours. I left copies of the first chapter of a Whole New Mind for my AP Psychology students to digest. I hope the majority of them read the text, and if so come ready for a lively discussion tomorrow.
But as engaging as the conversation may be, the fact is that most of the students at school cannot read to understand. It's so easy to put the blame on parents/cultural deficiencies/historical discrimination (all of which do deserve immense blame); but much more difficult to stick your nose in and take some risks on teaching these young'ns to read a little. Check this site out. Interesting stats and strategies. My desire to teach Af-Am History in the mornings--zero period--has been put on hold for now. There's just not enough cash in the "current budget environment." That while our new and improved merged and streamlined School System continues to add more and more adminstrators at the central office... Doing what I'm not sure.
But I digress... perhaps there's a need to create some sort of after school club/organization/study group to enhance the literacy skills of the students. What should that look like? How would I sell the concept to the students? --I'll worry about officials later on.
Diversity of texts, interesting texts, technology... self directed learning (what does that look like when it works), collaborative learning (same question),
what else would be needed?
dt
Monday, January 30, 2006
Saturday, January 28, 2006
Finding a place for 9/11/01
Joseph Ellis' article in the NY Times recently is very interesting. One cannot argue with his assessment of the top tier of threats to the survival of the republic. Certainly not much disagreement either, about the perceived abuses of power by certain presidents over time. But there is one sentiment within this article--and please understand, I have great respect for Joseph Ellis (I have read His Excellency and most of Founding Brothers)--expressed in the following quotation:
What about two September 11 type attacks? What if the next time a large scale attack is carried out, then Wal-Marts are bombed across the republic? Would that create a threat to the republic? What if one of the groups of terrorists does get armed with the much maligned WMD?
Have I simply bought this reasoning hook line and sinker? Is the more reasonable approach to dealing with 9/11 to place the threat somewhere towards the bottom tier? Terrorism certainly doesn't pose a threat that is readily visible. The battle lines are obscure at best. Does that, however, lead us to conclude that the threat is not as real?
Sept. 11 does not rise to that level of threat because, while it places
lives and lifestyles at risk, it does not threaten the survival of the American
republic, even though the terrorists would like us to believe so.
What about two September 11 type attacks? What if the next time a large scale attack is carried out, then Wal-Marts are bombed across the republic? Would that create a threat to the republic? What if one of the groups of terrorists does get armed with the much maligned WMD?
Have I simply bought this reasoning hook line and sinker? Is the more reasonable approach to dealing with 9/11 to place the threat somewhere towards the bottom tier? Terrorism certainly doesn't pose a threat that is readily visible. The battle lines are obscure at best. Does that, however, lead us to conclude that the threat is not as real?
Thursday, January 26, 2006
Chicken and Egg?
I tend to agree with the sentiment behind the pondering post on people being the curriculum--the post beginning with Wes Fryer. Wes states, among other things, that
"Yes, of course we want students to gain more knowledge and skills as a result of their school experiences--so content is important... but an authentic environment of teaching and learning is all about helping others change and expand their perceptions."
Two things: First, I'm not sure that it is necessarily my role to change a student's perspective--but perhaps we are simply dealing with semantics here.
Secondly, my argument always comes back to this: How can a student create relationships/synthesize outside information/draw analogies if she does not have prior knowledge of content. I read the history of the middle ages and the fall of Rome being based on lack of cities/agricultural economy based on forced labor and I immediately relate that to the ante bellum South. Again, I read a book called Blue Like Jazz which makes some iffy statements about the crusades and I know exactly where/how/why to search for that information on the web.
So, I do believe in--and hopefully practice in large part--the sentiment that passion and teachable moments and growth in students lives (not test scores) is what education is all about. But there has been a breakdown in reading education as well as parental involvement over the past X years. That, of course, doesn't mean let's give up and teach the test and play along with the smoke and mirrors of government style schooling, but it is a factor that must be considered. Content is important.
Monday, January 23, 2006
Day 1
Today was the first day of second semester. I have a regular Civics and Economics class 1st period and then two sections of AP Psychology 3rd and 4th--in which I'm looking forward to using some of the information from the text and the portfolio sections of a WHOLE NEW MIND.
Civics started off by me giving out different envelopes with make believe cash--from the Republic of Thomas--depending on which number the student drew out of a hat. The amounts of cash ranged anywhere from $200,000 to $12,000 with three of the envelopes being empty to represent the unemployed. At first I told them that it would cost them $40,000 to go to the bathroom, $60,000 for a homework pass, and $100,000 if they wanted a free test grade.
This exercise drew the responses I was looking for of that being unfair to the lower moneyed folks. We then discussed income distribution and taxation and tomorrow we will go hard on those particular topics. The bulk of the discussion today was in illustrating the differing economies from different time periods.
I tried to illustrate--although they were a bit reluctant to participate being the first day--how the richest people could control the land and factors of production and that that is what happened during the ancient period relegating the lower folks to serfdom or slavery. I continued the discussion into the feudal period where I attempted to establish that the wealthy could have hired out some of the others as protection (aka knights) while the majority were still bound to the land and to the lord.
We also talked about dictatorship and communism/socialism using this same model.
Tomorrow I plan on taking tax money from each student based on the current per centages and beginning the discussion on Social Problems/Issues and Public Policy.
As for Psych = we began with the Knot exercise (each student grabs the hands of another in a big circle) in which they try to get untangled. We observed the emergence of leadership, periods of frustration, the use of humor, and the analysis used in problem solving, etc.
For the most part it was merely an introductory day with overconfidence illustrations (Wreat-->Water and "Absence makes the heart grow fonder**these only for my benefit**) and then I allowed half the class for beginning to read the introduction and chapter 1 as I have 50 students and 30 textbooks. Hopefully that will be rectified before too much longer.
All in all, a pretty good first day. Hope yours was as well.
dt
Civics started off by me giving out different envelopes with make believe cash--from the Republic of Thomas--depending on which number the student drew out of a hat. The amounts of cash ranged anywhere from $200,000 to $12,000 with three of the envelopes being empty to represent the unemployed. At first I told them that it would cost them $40,000 to go to the bathroom, $60,000 for a homework pass, and $100,000 if they wanted a free test grade.
This exercise drew the responses I was looking for of that being unfair to the lower moneyed folks. We then discussed income distribution and taxation and tomorrow we will go hard on those particular topics. The bulk of the discussion today was in illustrating the differing economies from different time periods.
I tried to illustrate--although they were a bit reluctant to participate being the first day--how the richest people could control the land and factors of production and that that is what happened during the ancient period relegating the lower folks to serfdom or slavery. I continued the discussion into the feudal period where I attempted to establish that the wealthy could have hired out some of the others as protection (aka knights) while the majority were still bound to the land and to the lord.
We also talked about dictatorship and communism/socialism using this same model.
Tomorrow I plan on taking tax money from each student based on the current per centages and beginning the discussion on Social Problems/Issues and Public Policy.
As for Psych = we began with the Knot exercise (each student grabs the hands of another in a big circle) in which they try to get untangled. We observed the emergence of leadership, periods of frustration, the use of humor, and the analysis used in problem solving, etc.
For the most part it was merely an introductory day with overconfidence illustrations (Wreat-->Water and "Absence makes the heart grow fonder**these only for my benefit**) and then I allowed half the class for beginning to read the introduction and chapter 1 as I have 50 students and 30 textbooks. Hopefully that will be rectified before too much longer.
All in all, a pretty good first day. Hope yours was as well.
dt
Friday, January 20, 2006
Synthesis
Ok. So I went for a walk. I've been doing that surprisingly regularly since the turn of the new year. Lifting too. But uhhh... oh yeah. I went for a walk and about halfway through I got a yelp from one of the students that attends Crest. This guy is the future of the vaunted Charger offense--which is stellar in large part due to the new offensive coordinator... hahaha.
But this guy rolled down his window and gave me a shout. I responded with my patented finger point in the air. I'm down, what can I say? But as he was driving off I began to think about this post. This is kind of an amendment to the previous rant on the spectre of the new economy and its effects on the status quo.
This student was billed to me as a trouble maker. I haven't had him in class, but I do engage him in the hallway. I acknowledge him and he responds. We talk about LT--his favorite RB--and the Denver Broncos--who are super bowl bound!. All this to say, that I don't want the previous post to reflect that I have a defeatist attitude towards the next generation. I don't believe that there are many if any human beings that cannot be redeemed and guided towards the proper path. Or whatever you want to call it.
I do believe in the potential of humanity. If I didn't I wouldn't be in the education field. So, I am skeptical of many of the assumptions made by the author of The Whole New Mind, but I'm not skeptical that if we as a society will focus on the proper methods and goals then we can begin to transform the current situation--as bleak as it may seem sometimes.
All this while I listen to the "Captain and the Kid" by Mr. Buffett.
dt
But this guy rolled down his window and gave me a shout. I responded with my patented finger point in the air. I'm down, what can I say? But as he was driving off I began to think about this post. This is kind of an amendment to the previous rant on the spectre of the new economy and its effects on the status quo.
This student was billed to me as a trouble maker. I haven't had him in class, but I do engage him in the hallway. I acknowledge him and he responds. We talk about LT--his favorite RB--and the Denver Broncos--who are super bowl bound!. All this to say, that I don't want the previous post to reflect that I have a defeatist attitude towards the next generation. I don't believe that there are many if any human beings that cannot be redeemed and guided towards the proper path. Or whatever you want to call it.
I do believe in the potential of humanity. If I didn't I wouldn't be in the education field. So, I am skeptical of many of the assumptions made by the author of The Whole New Mind, but I'm not skeptical that if we as a society will focus on the proper methods and goals then we can begin to transform the current situation--as bleak as it may seem sometimes.
All this while I listen to the "Captain and the Kid" by Mr. Buffett.
dt
A Whole New Mind... Completed
It's not that there's that much to disagree with concerning Pink's analysis... it's just that all the things he says seem to be common sense. Ruling out a few problems that I have with the work--like using GM as a good example, or focusing on eastern meditation and laughing farms as the route to meaning--sure most of the stuff makes sense.
BUT... I teach high school kids. The video game aptitude is one of their strengths. Though I'm doubtful about all the learning that Pink says is going on in their minds while they're playing, if it does turn out to be true, they'll be in good shape.
Humor, empathy, meaning, story... well these aptitudes are another issue. I don't buy into the hype that if these qualities--or "senses"--are not present that survival becomes an issue, simply because we're talking about the majority of people. There are certainly students that I see coming through my classroom that display many if not all of these characteristics, but these students are usually advanced/honors/AP students. The vast majority of students are lacking in these areas...
Now, I do understand that part of my role as educator is to attempt to harness these senses--as well as the standard stuff--and I do take that role seriously. But, I suppose my biggest issue with "The Whole New Mind" is that it seems to imply that these 'senses' can be created.... or.....
In other words = I believe that I search for meaning in most things that I do because my father has always displayed the same + the fact that I believe in the Father and read the Scripture and that prompts and challenges my mind to move towards Truth.
I believe that I can empathize with people for much the same reasons, along with the fact that I read and read and read, and that I have travelled across most of this country as well as to India. This goes for ability to understand and create narrative as well....
But what about these students that have come all the way to 16 years of age without really being challenged to read? What about the students whose parent--notice the singularity--has to work or something and so has little time for her kid? What about the kid whose only reality with humor is SouthPark--and I don't mean the subtleties that Trey and Matt sometimes pull off ("they're takin' our jooooobbbs")--I mean the fact that there's a fat kid who says GodDammit a lot and a dancing turd?
So, after all that, I can see this transition to the so called Conceptual Age happening for the upper levels, but I cannot see it being sustained to handle the huge masses of kids who for whatever reason have certainly been left behind. I hope that I am wrong, mind you. I hope that programs like CHAD will flourish and spread... but how many kids have product design or fine arts in their futures? Is that something that can really drive the economy of the 21st century?
BUT... I teach high school kids. The video game aptitude is one of their strengths. Though I'm doubtful about all the learning that Pink says is going on in their minds while they're playing, if it does turn out to be true, they'll be in good shape.
Humor, empathy, meaning, story... well these aptitudes are another issue. I don't buy into the hype that if these qualities--or "senses"--are not present that survival becomes an issue, simply because we're talking about the majority of people. There are certainly students that I see coming through my classroom that display many if not all of these characteristics, but these students are usually advanced/honors/AP students. The vast majority of students are lacking in these areas...
Now, I do understand that part of my role as educator is to attempt to harness these senses--as well as the standard stuff--and I do take that role seriously. But, I suppose my biggest issue with "The Whole New Mind" is that it seems to imply that these 'senses' can be created.... or.....
In other words = I believe that I search for meaning in most things that I do because my father has always displayed the same + the fact that I believe in the Father and read the Scripture and that prompts and challenges my mind to move towards Truth.
I believe that I can empathize with people for much the same reasons, along with the fact that I read and read and read, and that I have travelled across most of this country as well as to India. This goes for ability to understand and create narrative as well....
But what about these students that have come all the way to 16 years of age without really being challenged to read? What about the students whose parent--notice the singularity--has to work or something and so has little time for her kid? What about the kid whose only reality with humor is SouthPark--and I don't mean the subtleties that Trey and Matt sometimes pull off ("they're takin' our jooooobbbs")--I mean the fact that there's a fat kid who says GodDammit a lot and a dancing turd?
So, after all that, I can see this transition to the so called Conceptual Age happening for the upper levels, but I cannot see it being sustained to handle the huge masses of kids who for whatever reason have certainly been left behind. I hope that I am wrong, mind you. I hope that programs like CHAD will flourish and spread... but how many kids have product design or fine arts in their futures? Is that something that can really drive the economy of the 21st century?
Thursday, January 19, 2006
"A Whole New Mind"
I suppose I'm about half way through this work by Daniel Pink. I'm probably one of those who is skeptical of the "artsy fartsy" crowd, so I'm having to take what I can from the book. The design portion I could have done without. Fancy toilet bowl cleaners and affordable designer pocket books are nice... but I'm not convinced that all of these items designed for 'beauty' as well as utility, are not a reflection of our shallow culture with nothing better--so they believe--to spend money on. I can see the quality of having warm, well lighted hospital rooms and such, but....
The section on story is a bit more intriguing to me as an educator--perhaps that's why the book hasn't impacted me as much as it may some, because I don't fear my job being outsourced or being taken over by software. (As a high school teacher where kids lack literacy/analysis/synthesis/comprehension skills the human role is certainly still necessary... on the college level I'll have to agree with big brother see here)
But as I was saying... the story part of the work is interesting and is something that I will attempt to employ in the classroom. I certainly agree that learning takes place in narrative form.
As far as yearning for meaning in this world of abundance, I have been telling you so for a while. The search for meaning has been removed from education. Spiritual issues cannot be discussed in any tangible way without fear of a lawsuit by the ACLU. I'm not a proponent of evangelizing any religion, but discussions of life and love and truth and beauty and justice and peace and existence are tough when limited to human existence--because it is so simple to point the finger at someone who may propose such notions. I'm sure my position here is unclear at best....
I do look forward to finishing the book over the weekend.
dt
The section on story is a bit more intriguing to me as an educator--perhaps that's why the book hasn't impacted me as much as it may some, because I don't fear my job being outsourced or being taken over by software. (As a high school teacher where kids lack literacy/analysis/synthesis/comprehension skills the human role is certainly still necessary... on the college level I'll have to agree with big brother see here)
But as I was saying... the story part of the work is interesting and is something that I will attempt to employ in the classroom. I certainly agree that learning takes place in narrative form.
As far as yearning for meaning in this world of abundance, I have been telling you so for a while. The search for meaning has been removed from education. Spiritual issues cannot be discussed in any tangible way without fear of a lawsuit by the ACLU. I'm not a proponent of evangelizing any religion, but discussions of life and love and truth and beauty and justice and peace and existence are tough when limited to human existence--because it is so simple to point the finger at someone who may propose such notions. I'm sure my position here is unclear at best....
I do look forward to finishing the book over the weekend.
dt
Monday, January 16, 2006
Ideas Part 2
I spent most of the afternoon on the CBO and Census websites compiling figures. I want to make this civics class coming up as accurate as possible. I will distribute money based on mean incomes and distributions... i will tax them accordingly. First I think I will allow them to figure out how they want to spend the money. We may even hold campaigns and class elections based on who has the most popular ideas for ways to spend the tax revenue. I hope by allowing them to deal with practical, reality based figures that they will be able to attach the theories and concepts to that the rest of the year.
dt
dt
Saturday, January 14, 2006
Ideas...
This post is mainly brainstorming and really serves the purpose to not let my scattered brain forget what it was I was thinking about...
I thought I would give the students money--of the play variety of course--on the first day of the new Civics course. I will then take 33% or so from each of them to start and ask them how to divy up the cash. Hopefully this exercise can be built upon not only to illustrate taxation, but how and why we have a government set up in the first place. I could change the amount of money I take from each student to illustrate progressive taxation... I could take polls about which social problems they think necessary to spend money on... I could then work in elections based on who the class thinks would spend the money the wisest...
I could even illustrate the differences between our republican system of government with the forms of days gone by... If the kids with the most money wanted to, they could buy their own armies and set up camp in some remote farming area (ie the middle ages). I could have the ones with the most money make deals with each other in an effort to control the economy and the govt centrally (ie command economy/communism)....
I could illustrate the revolution that is the American system by showing that our system--for the most part--is based on merit and not on birthright.
Any suggestions?
dt
I thought I would give the students money--of the play variety of course--on the first day of the new Civics course. I will then take 33% or so from each of them to start and ask them how to divy up the cash. Hopefully this exercise can be built upon not only to illustrate taxation, but how and why we have a government set up in the first place. I could change the amount of money I take from each student to illustrate progressive taxation... I could take polls about which social problems they think necessary to spend money on... I could then work in elections based on who the class thinks would spend the money the wisest...
I could even illustrate the differences between our republican system of government with the forms of days gone by... If the kids with the most money wanted to, they could buy their own armies and set up camp in some remote farming area (ie the middle ages). I could have the ones with the most money make deals with each other in an effort to control the economy and the govt centrally (ie command economy/communism)....
I could illustrate the revolution that is the American system by showing that our system--for the most part--is based on merit and not on birthright.
Any suggestions?
dt
Thursday, January 12, 2006
Book Reviews
I've been a reading machine lately... so here's just a few thoughts on some of the works I've completed in the last few weeks:
CLUETRAIN MANIFESTO = this book--or compilation of essays--is groundbreaking. I'm not sure that i necessarily agree with all of the posits of the authors, but their handling of the coming internet revolution (which has already started) is fascinating. The assertion that markets are changing and will change due to the connectedness of consumers/laborers is very interesting. Furthermore, I appreciate the idea about humans getting their voice back. The rhetoric gets heated at times, and hurts my conservative ears, but all in all, I'm glad I read the work, and will certainly refer to it over time as I attempt to transform my personal teaching habits to fit in with the coming age of the web.
AMERICAN JESUS: HOW THE SON OF GOD BECAME A NATIONAL ICON= This is one of the better books I have read in a while. The author, Stephen Prothero, of Boston U. does a magnificent job of writing without bias, first of all. He deals with the subject of Jesus not from a theological standpoint--evidenced by his unwillingness to attempt to settle theological disputes say between Mormons and Christians--but instead speaks of Jesus from a cultural perspective.
The first half of the book speaks of Jesus in the context of the intense debate between mainline Protestants and Liberal Protestants... the feminization, masculinization, de-mystification of Jesus. The 2nd half looks at Jesus through African American, Jewish, Mormon, and Eastern (mainly Hindu) eyes. Being interested in history and Christianity, this was the perfect book for me.
BLUE LIKE JAZZ= I go to a semi non traditional church. We don't have music very often, I rarely dress up, and we believe strongly in community. There is, however, an emerging movement among some of the folks in our community and elsewhere, that calls itself... well, the "church emergent." A while back some folks told me I should read the book but I deferred. A few days ago I was researching Emergentism and found that Blue Like Jazz was on the list of books to read for anyone interested... so i picked it up and read it in 3 days.
It is a very quick and easy read. The author tries to hard to be "relevant" and "post-modern" in many cases. He like, writes as someone in their late 20's would speak, or write or something, you know? He references Katie Couric a few too many times for my taste and speaks well of the folks masquerading as hippies at anti WTO/BUSH/war rallies....
All that aside, however, I found the book rather enjoyable. The author's musings rarely--if ever--deviate from theology that I would consider sacred and essential--this unlike many of those in the emergent philosophy. Furthermore, his emphasis on anti-selfishness and consideration and love for others just because they are was quite uplifting. As I was almost finished with the work, the student mentioned in the Inspiration
post came in which nailed those sentiments squarely in my head.
MEDIEVAL EUROPE: A SHORT HISTORY = just started this one with my trusty hi liter. What can I say, I'm a glutton for this stuff. Did you realize that the economic/social conditions that led to the decline of the western Roman empire were much like that of the ante bellum South? More on this one in a week or two...
dt
CLUETRAIN MANIFESTO = this book--or compilation of essays--is groundbreaking. I'm not sure that i necessarily agree with all of the posits of the authors, but their handling of the coming internet revolution (which has already started) is fascinating. The assertion that markets are changing and will change due to the connectedness of consumers/laborers is very interesting. Furthermore, I appreciate the idea about humans getting their voice back. The rhetoric gets heated at times, and hurts my conservative ears, but all in all, I'm glad I read the work, and will certainly refer to it over time as I attempt to transform my personal teaching habits to fit in with the coming age of the web.
AMERICAN JESUS: HOW THE SON OF GOD BECAME A NATIONAL ICON= This is one of the better books I have read in a while. The author, Stephen Prothero, of Boston U. does a magnificent job of writing without bias, first of all. He deals with the subject of Jesus not from a theological standpoint--evidenced by his unwillingness to attempt to settle theological disputes say between Mormons and Christians--but instead speaks of Jesus from a cultural perspective.
The first half of the book speaks of Jesus in the context of the intense debate between mainline Protestants and Liberal Protestants... the feminization, masculinization, de-mystification of Jesus. The 2nd half looks at Jesus through African American, Jewish, Mormon, and Eastern (mainly Hindu) eyes. Being interested in history and Christianity, this was the perfect book for me.
BLUE LIKE JAZZ= I go to a semi non traditional church. We don't have music very often, I rarely dress up, and we believe strongly in community. There is, however, an emerging movement among some of the folks in our community and elsewhere, that calls itself... well, the "church emergent." A while back some folks told me I should read the book but I deferred. A few days ago I was researching Emergentism and found that Blue Like Jazz was on the list of books to read for anyone interested... so i picked it up and read it in 3 days.
It is a very quick and easy read. The author tries to hard to be "relevant" and "post-modern" in many cases. He like, writes as someone in their late 20's would speak, or write or something, you know? He references Katie Couric a few too many times for my taste and speaks well of the folks masquerading as hippies at anti WTO/BUSH/war rallies....
All that aside, however, I found the book rather enjoyable. The author's musings rarely--if ever--deviate from theology that I would consider sacred and essential--this unlike many of those in the emergent philosophy. Furthermore, his emphasis on anti-selfishness and consideration and love for others just because they are was quite uplifting. As I was almost finished with the work, the student mentioned in the Inspiration
post came in which nailed those sentiments squarely in my head.
MEDIEVAL EUROPE: A SHORT HISTORY = just started this one with my trusty hi liter. What can I say, I'm a glutton for this stuff. Did you realize that the economic/social conditions that led to the decline of the western Roman empire were much like that of the ante bellum South? More on this one in a week or two...
dt
Review... Review... Review
That's all it's been for the past few weeks--since returning from Christmas break, really. Drills and worksheets and rapid fire questions and the like. And it all comes to a head tomorrow... State testing begins.
My kids may not be able to tell the difference between GDP and GNP; they may not know the difference between Gibbons v. Ogden and Gitlow; but they know and understand the importance of separation of powers, checks and balances, federalism, civic responsibilities/duties... they understand the benefits of the free market, they understand the sacrifice and compromise that was necessary to form this union in the first place. They may not know where Selma is, but they understand the gravity and revolution that was the Civil Rights Era.
They know a little bit more about citizenship than they did 5 months ago... More than that, they understand a little bit more about their own individual roles. I'll take that.
Of course a 90% passing rate wouldn't be too bad either. Hey, I'm just a lowly teacher who could use a bonus check:)
dt
My kids may not be able to tell the difference between GDP and GNP; they may not know the difference between Gibbons v. Ogden and Gitlow; but they know and understand the importance of separation of powers, checks and balances, federalism, civic responsibilities/duties... they understand the benefits of the free market, they understand the sacrifice and compromise that was necessary to form this union in the first place. They may not know where Selma is, but they understand the gravity and revolution that was the Civil Rights Era.
They know a little bit more about citizenship than they did 5 months ago... More than that, they understand a little bit more about their own individual roles. I'll take that.
Of course a 90% passing rate wouldn't be too bad either. Hey, I'm just a lowly teacher who could use a bonus check:)
dt
Wednesday, January 11, 2006
Inspiration
Today was one of those days... I had a student come back and talk to me early from lunch. He started by telling me about some drama going on in his life with some of his friends fighting and he's kind of in the middle of it... Typical teenager boy stuff for the most part--although it could escalate I suppose.
But then he told me that he wanted to go to college. In fact, he's got Chapel Hill on his mind. He came to me because he said that I was one of the only teachers who tries to understand where he is coming from. He told me about his step father and mother getting separated and how that hurt him... Then I proposed that I would come up with a plan to help him stay organized and motivated for next semester and beyond, so that he could meet his goal of going to college.
I'm not one of those teachers who wonders why I do what I do very often. But there are those times when I am inspired. Thank you BW!
dt
But then he told me that he wanted to go to college. In fact, he's got Chapel Hill on his mind. He came to me because he said that I was one of the only teachers who tries to understand where he is coming from. He told me about his step father and mother getting separated and how that hurt him... Then I proposed that I would come up with a plan to help him stay organized and motivated for next semester and beyond, so that he could meet his goal of going to college.
I'm not one of those teachers who wonders why I do what I do very often. But there are those times when I am inspired. Thank you BW!
dt
Monday, January 09, 2006
01/08/06
Today was not bad. Spent some time reviewing during class and a little after school... I think it may be starting to click for some of the scholars. A few more days of heavy hitting until the EOC's roll in next week.
I haven't stopped listening to WSP from NYE. I would have to say that the first night and the acoustic set sound the best... but I'm sure those covers were special. Rock on, boys!
Haven't gotten to see too much on the Alito hearings. Seems like standard stuff so far. I guess we'll see what the Dems have up their proverbial sleeves.
Otherwise, there are fires in the lower midwest, floods on the pacific, snow in the northeast, but here in the sunny Southland, it's a cool 60 degrees at 5:45. I love this global warming stuff.
dt
I haven't stopped listening to WSP from NYE. I would have to say that the first night and the acoustic set sound the best... but I'm sure those covers were special. Rock on, boys!
Haven't gotten to see too much on the Alito hearings. Seems like standard stuff so far. I guess we'll see what the Dems have up their proverbial sleeves.
Otherwise, there are fires in the lower midwest, floods on the pacific, snow in the northeast, but here in the sunny Southland, it's a cool 60 degrees at 5:45. I love this global warming stuff.
dt
Sunday, January 08, 2006
Questions...
Can the Broncos beat the New England Patriots? or
Will the Bengals pull out a miracle over the Steelers?
Will my students be able to pass the Civics EOC?
How does DPI baseline the test?
Why don't people care about how DPI baseline's the test?
Does the Jew at the wailing wall pray to the same God as I do?
What are the ramifications for that particular Jew if not?
If the miraculous is taken away from Jesus, is he still Jesus?
If we can take or leave what we want from the text, then does the text still have authority?
...according to whom?
How important is educating children?
When will Widespread announce their Spring tour?
What is "the way?"
dt
Will the Bengals pull out a miracle over the Steelers?
Will my students be able to pass the Civics EOC?
How does DPI baseline the test?
Why don't people care about how DPI baseline's the test?
Does the Jew at the wailing wall pray to the same God as I do?
What are the ramifications for that particular Jew if not?
If the miraculous is taken away from Jesus, is he still Jesus?
If we can take or leave what we want from the text, then does the text still have authority?
...according to whom?
How important is educating children?
When will Widespread announce their Spring tour?
What is "the way?"
dt
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