Using myspace to manage and further discussion outside of class has been very interesting. It took a few days before it took off--partly because I came with the thunder on the first topic post--but now discussion is quite beneficial. The students are able and willing to tell me how they learn best and what motivations and incentives respond to. (at, by, with from for)
I'm starting to dig this technological revolution thing.
Wednesday, March 29, 2006
Monday, March 27, 2006
Free Exchange of Ideas
Ok, so this article doesn't stand up too well. There are specific issues to be dealt with, but overall his argument is built on faulty premises.
Staying on the conservative side of the spectrum, I would now offer this article as, perhaps, a better summation of the thoughts of those on the right regarding illegal immigration. I find the rebuttals of the arguments that "they do jobs Americans won't do," and "we can't possibly enforce such a law," to be especially valid.
I'll look forward to dissent.
dt
Thursday, March 23, 2006
9 weeks to go.
Time to reflect a little bit. This semester has flown by it seems--although, it actually has gone by at the same speed as always. Ok, enough about perception and reality.
I'm the king of the rabbit trail. See? Teaching two AP classes has been challenging. The numbers for the class grew in size a bit and we were in a bind the first 3.5 weeks. We only had about 30 books for 50 students. The plan was the ol' A and B schedule, although 3rd period kept them a few extra times I think. Instruction was fair during that period. I'm not as solid on the anatomy of the Brain or the scientific aspect of the subject in general. I'm a liberal arts guy. The discussions within Learning and Intelligence and Motivation are fascinating to me. We still have motivation/emotion, personality, stress and health, treatment, and Social Psychology remaining, but I'm on schedule to finsh the content by May 1. That will leave about 7 school days for review before the exam, which is the afternoon of May 10. Review will be critical.
The students are exceptional. 3rd period has more characters and 4th period is laid back, but both sections have worked as hard as any students I've ever taught--as a whole I mean. I think they can reach the stated goal of 70% passing. I'm not sure that many of them are doing the reading anymore. They're trying to get by only listening to the lecture, but the test scores haven't been that great. A good per centage of that is that the tests need revising, but I think much is due to the lack of/ineffective studying. I also think that I need to tweak my grading system.
Teaching Civics to 1st period has been interesting as well. I would think that we are several days ahead of last semester's pace. Much less time spent on the Revolution. The Boston Massacre lesson plan that we devised last year during the Teaching American History Grant was pretty effective. It's kind of tricky to switch from teaching History to teaching Civics and then to Economics. 4th amendment always generates good discussion. Bill of Rights, in general, was a successful unit. The Month of May will be critical for Civics. I think Congress is going pretty well currently, and I'm not too concerned about the Executive or Judicial branches. I need to brush up on law. I think Shields is right to focus on State and Local government as well--and more time on Economics.
The air is on in the building, Easter break is around the corner, and June 7th will be here before we know it--May 10th before that! Finish the race then rest for a few weeks. Refine and revise and then start all over again. What a profession!
dt
I'm the king of the rabbit trail. See? Teaching two AP classes has been challenging. The numbers for the class grew in size a bit and we were in a bind the first 3.5 weeks. We only had about 30 books for 50 students. The plan was the ol' A and B schedule, although 3rd period kept them a few extra times I think. Instruction was fair during that period. I'm not as solid on the anatomy of the Brain or the scientific aspect of the subject in general. I'm a liberal arts guy. The discussions within Learning and Intelligence and Motivation are fascinating to me. We still have motivation/emotion, personality, stress and health, treatment, and Social Psychology remaining, but I'm on schedule to finsh the content by May 1. That will leave about 7 school days for review before the exam, which is the afternoon of May 10. Review will be critical.
The students are exceptional. 3rd period has more characters and 4th period is laid back, but both sections have worked as hard as any students I've ever taught--as a whole I mean. I think they can reach the stated goal of 70% passing. I'm not sure that many of them are doing the reading anymore. They're trying to get by only listening to the lecture, but the test scores haven't been that great. A good per centage of that is that the tests need revising, but I think much is due to the lack of/ineffective studying. I also think that I need to tweak my grading system.
Teaching Civics to 1st period has been interesting as well. I would think that we are several days ahead of last semester's pace. Much less time spent on the Revolution. The Boston Massacre lesson plan that we devised last year during the Teaching American History Grant was pretty effective. It's kind of tricky to switch from teaching History to teaching Civics and then to Economics. 4th amendment always generates good discussion. Bill of Rights, in general, was a successful unit. The Month of May will be critical for Civics. I think Congress is going pretty well currently, and I'm not too concerned about the Executive or Judicial branches. I need to brush up on law. I think Shields is right to focus on State and Local government as well--and more time on Economics.
The air is on in the building, Easter break is around the corner, and June 7th will be here before we know it--May 10th before that! Finish the race then rest for a few weeks. Refine and revise and then start all over again. What a profession!
dt
Monday, March 20, 2006
Speed of light.
Maybe it's faster than that. Things are moving that quickly these days. Products/values/ideas... all moving so quickly via the WWW. The times have been tumultuous in many regards, but there are many out there who are progressive. I don't mean to intend the political/social value that "progressive" bears. There's no stopping us as we tumble forward, so progression--or adaptatation--is key. In fact that's what satisfies the definition of intelligence.
Anyway, enough waxing philosophic... here read this about a few progressive guys.
dt
Anyway, enough waxing philosophic... here read this about a few progressive guys.
dt
Sunday, March 19, 2006
Midterm.
Note to self: midterm interviews.
it's unbelievable that it's March 18th, 2006. Much to write, but no motivation to do it this late. March madness is upon me. Spring fever, too.
it's unbelievable that it's March 18th, 2006. Much to write, but no motivation to do it this late. March madness is upon me. Spring fever, too.
Tuesday, March 07, 2006
Abridging the freedom of speech?
I disagree with pretty much everything that this guy has stated--or at least with the context that he uses to frame his statements. But don't we want our kids to learn how to think critically? Isn't this the point of education?
When does the age of non-impressionability begin? Am I still impressionable? Is that a legitimate argument to stifle the opinions of an educator? of anyone? Is it okay for students to be exposed to Howard Zinn? Is it only okay if they are also exposed to Paul Johnson? I mean, I understand the desire for objectivity, but that's a myth. Even if its implicit, teachers are human beings and have biases. Why not admit those biases up front, and challenge students to develop their own, based on as much knowledge as possible? I guess this is the unpopular position to take on this story. Most I have talked to today say that the teacher being put on administrative leave was appropriate. I say, long live debate and the free exchange of ideas. If this guy wants to put his liberal mantra out there to be absorbed, then let someone counter with her conservative response. Are we afraid of truth? Is that why we have decided that there is none? It's just all spin, now. If I get 5 minutes to espouse my views, then you must get the same 5 minutes. Regardless of how ridiculous my argument--or yours--may be, it's only fair to get equal time. Our political debates are canned. Our media is canned--and sensational--and ratings driven. Our education is canned and a farce at best.
Disgruntled, (could you tell?)
dt
"Now I'm not saying that Bush and Hitler are exactly the same. Obviously
they're not. But there's some eerie similarities to the tones that they use.
Very, very ethnocentric. We're right. You're all wrong. I just keep waiting. I
mean, at some point in time I think America and Mexico might go to war again,
you know? Any time Mexico plays the USA in a soccer match, what can be heard
chanting all game long? (student answer — unintelligible) Pretty close. Pretty
close. Now, do all Mexicans dislike the United States? No. Do all Americans
dislike Mexico? No. But there's a lot of resentment, not just in Mexico, but all
across the whole world, towards America right now." (Check out the entire
story--or at least one of them--here.)
When does the age of non-impressionability begin? Am I still impressionable? Is that a legitimate argument to stifle the opinions of an educator? of anyone? Is it okay for students to be exposed to Howard Zinn? Is it only okay if they are also exposed to Paul Johnson? I mean, I understand the desire for objectivity, but that's a myth. Even if its implicit, teachers are human beings and have biases. Why not admit those biases up front, and challenge students to develop their own, based on as much knowledge as possible? I guess this is the unpopular position to take on this story. Most I have talked to today say that the teacher being put on administrative leave was appropriate. I say, long live debate and the free exchange of ideas. If this guy wants to put his liberal mantra out there to be absorbed, then let someone counter with her conservative response. Are we afraid of truth? Is that why we have decided that there is none? It's just all spin, now. If I get 5 minutes to espouse my views, then you must get the same 5 minutes. Regardless of how ridiculous my argument--or yours--may be, it's only fair to get equal time. Our political debates are canned. Our media is canned--and sensational--and ratings driven. Our education is canned and a farce at best.
Disgruntled, (could you tell?)
dt
Monday, March 06, 2006
Apples and Oranges.
A weekend or so ago, someone told me that my former school--private, Christian--is starting teachers at $28,000. And that 28K is pretty much all take home--what I mean is that health care is not taken out of the monthly pay check.
Now, I am currently credited with being a 3rd year teacher. I did get credit for teaching two years at the private school, but I have made no progress towards tenure--which requires 4 years. I cannot make any progress towards tenure until I have a "cleared" license. I am seeking lateral entry licensure. That means that I am having to take somewhere in the neighborhood of additional hours of college classes in order to be/stay a teacher. The average class costs about $450. The county does reimburse up to $300 per class, so that is a pretty good deal. The point is that I am going to spend probably $1500 net on tuition, another $800-1000 on those "required" textbooks. I spent $190 this past weekend forthe opportunity to take the Praxis II. I will have to cough up some cash in order to pay for my license when I do get the "cleared" status.
As I mentioned, I'm a 3rd year teacher so that correlates to about 27,900 on the salary schedule for NC. The problem is that health care/other benefits are deducted out of that sum. Because of skyrocketing health care costs--and the fact that I cover my entire family--close to $500 per month is deducted. Then Uncle Sam gets his cut and then all the old people get their cut. All that said, now I'm bringing home less than $1500 per month + I have all of the expenses mentioned above just to keep my job.
I'm not complaining per se. I get off before 5pm almost every day, I never have to work weekends, and I get about 2.5 months of vacation each year.
But when trying to understand why more people aren't energized to get into the public teaching field, it's easy to see.
Now, I am currently credited with being a 3rd year teacher. I did get credit for teaching two years at the private school, but I have made no progress towards tenure--which requires 4 years. I cannot make any progress towards tenure until I have a "cleared" license. I am seeking lateral entry licensure. That means that I am having to take somewhere in the neighborhood of additional hours of college classes in order to be/stay a teacher. The average class costs about $450. The county does reimburse up to $300 per class, so that is a pretty good deal. The point is that I am going to spend probably $1500 net on tuition, another $800-1000 on those "required" textbooks. I spent $190 this past weekend forthe opportunity to take the Praxis II. I will have to cough up some cash in order to pay for my license when I do get the "cleared" status.
As I mentioned, I'm a 3rd year teacher so that correlates to about 27,900 on the salary schedule for NC. The problem is that health care/other benefits are deducted out of that sum. Because of skyrocketing health care costs--and the fact that I cover my entire family--close to $500 per month is deducted. Then Uncle Sam gets his cut and then all the old people get their cut. All that said, now I'm bringing home less than $1500 per month + I have all of the expenses mentioned above just to keep my job.
I'm not complaining per se. I get off before 5pm almost every day, I never have to work weekends, and I get about 2.5 months of vacation each year.
But when trying to understand why more people aren't energized to get into the public teaching field, it's easy to see.
Saturday, March 04, 2006
Thursday, March 02, 2006
Charades.
I need to prepare for the Praxis II--Social Studies coming up on Saturday. One of those things that goes into being "highly qualified". I went to a workshop the other day with one of the few professors of education that seems to have some clue about how things should work. In the Praxis workshop, however, he basically taught us how to BS our way through the exam. Granted, the multiple choice portion is designed to guage content knowledge, but the pedagogy section is set up such that if one knows the language that ETS desires can be easily handled.
A better example is National Board Certification. I've been watching a few of our teachers who are aiming to gain their NBC. It's just that they are performing for the camera. The portfolios and video taped classes are all made up. The teachers don't really teach that way. But if they can fool enough people on video and paper then they will receive recognition--amd more importantly a 12% pay increase.
It just seems like these patterns continue to emerge the longer I witness the bohemoth public system. We use smoke and mirrors in the testing process, we pretend to be good teachers for the camera, we learn the right language to use to impress and maybe even to move up to--dare I say? dare, dare--ADMINISTRATION.
I'd love to have a significant pay increase. But I don't think I would want too many more of my tax dollars to go to fund the status quo. More money has been issued over the past decade with what results? I don't remember the situation being so dire when the class of '96 came through. But now with the class of '06 on the verge, we are facing tangible economic concerns abroad and at home.
A better example is National Board Certification. I've been watching a few of our teachers who are aiming to gain their NBC. It's just that they are performing for the camera. The portfolios and video taped classes are all made up. The teachers don't really teach that way. But if they can fool enough people on video and paper then they will receive recognition--amd more importantly a 12% pay increase.
It just seems like these patterns continue to emerge the longer I witness the bohemoth public system. We use smoke and mirrors in the testing process, we pretend to be good teachers for the camera, we learn the right language to use to impress and maybe even to move up to--dare I say? dare, dare--ADMINISTRATION.
I'd love to have a significant pay increase. But I don't think I would want too many more of my tax dollars to go to fund the status quo. More money has been issued over the past decade with what results? I don't remember the situation being so dire when the class of '96 came through. But now with the class of '06 on the verge, we are facing tangible economic concerns abroad and at home.
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