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
Thursday, September 29, 2005
What does it mean to me?
I've been reading a great deal about new learning environments and mulling over the possibilities of different methods and perhaps even different modes of educational thought.
I'm wondering, at the moment, about how I can convince my students that the Bill of Rights and the Constitution, in general, is worthwhile for them to study. Yeah, the spill about being an educated citizen and protecting freedom is fun to say, but what impact does that really have on average students--or any students?
What does it mean to me, anyway? I cherish the freedom that I have in this country, and I know that by and large those freedoms are protected by the ideas in the Constitution. But these ideas are so abstract. I could talk to the students about wearing an armband to class, and allow them to see that they do have some rights. But, they really aren't that interested in protest. I could discuss with them the limits of the freedom of the press, but they aren't publishing much on their own; so they're not that concerned with libel and slander. I could talk with them about the establishment and free exercise clauses, but religious freedom's not really on the top of the list these days... cynical, I know.
Unfortunately, maybe the 2nd and 4th amendments will draw some interest. Maybe guns and searches and seizures are more of a reality to many of the students than free speech and petition of government. We could talk about the 10th amendment, but even the Feds ignore that one these days.
I suppose I've gone on a bit more of a rant than I first intended. The ultimate goal is to determine how to intrigue the students. I really want them to want to learn about their government. I want them to want to know about their rights; not just for a test. Woe is me. Back to the whiny teacher mantra....
I'm wondering, at the moment, about how I can convince my students that the Bill of Rights and the Constitution, in general, is worthwhile for them to study. Yeah, the spill about being an educated citizen and protecting freedom is fun to say, but what impact does that really have on average students--or any students?
What does it mean to me, anyway? I cherish the freedom that I have in this country, and I know that by and large those freedoms are protected by the ideas in the Constitution. But these ideas are so abstract. I could talk to the students about wearing an armband to class, and allow them to see that they do have some rights. But, they really aren't that interested in protest. I could discuss with them the limits of the freedom of the press, but they aren't publishing much on their own; so they're not that concerned with libel and slander. I could talk with them about the establishment and free exercise clauses, but religious freedom's not really on the top of the list these days... cynical, I know.
Unfortunately, maybe the 2nd and 4th amendments will draw some interest. Maybe guns and searches and seizures are more of a reality to many of the students than free speech and petition of government. We could talk about the 10th amendment, but even the Feds ignore that one these days.
I suppose I've gone on a bit more of a rant than I first intended. The ultimate goal is to determine how to intrigue the students. I really want them to want to learn about their government. I want them to want to know about their rights; not just for a test. Woe is me. Back to the whiny teacher mantra....
Thursday, September 22, 2005
Congressman
I've been fuming all day because of the comments made yesterday by my congressman. The "Honorable Patrick T. McHenry." He and some of the other cronies out running for reelection soon were stumping on their "Operation Offsets." Clever name, eh? I understand the principle: we owe a bunch of money, especially with Katrina and Rita, and we need to figure out some way to pay for these expenses. But McHenry called for the end of public funding of the Corporation for Public Broadcasting. Now I have personal affection for PBS. My son--who is 20 months old--can count to 23 or so, because of the Count and Elmo and all his friends on Sesame Street. And maybe Sesame Street could be picked up by a competitive network in the free market, but what about Ken Burns? broadway performances such as Les Miserables? What about NOVA?
I'm a fairly principled conservative on most issues. I don't like my tax money being spent for worthless things. But slashing PBS? That would save me... wait... that's right a whopping $2.70 a year. Then there's $990 billion dollar budget that we passed. McHenry's vote: AYE. Then there's the pork laden Transportation bill. McHenry's vote: AYE. And the pork laden Energy Bill. McHenry's vote. AYE.
So, please, congressman, don't stand on your stump and rant about principled conservative spending, when your record clearly shows that it's all for political gain. I know that you dislike Bill Moyers and BBC; I don't particularly agree with their points of view either. But I can handle the elevated discourse. I prefer the elevated discourse, to the ratings driven talking head shows: like when McHenry was on Hardball defending that old time Conservative principle of government intervention in state affairs. Remember Terry Schiavo? Sarcasm noted.
I'm sick and tired of demigogues controlling the political process. The American people--at least some of us--can handle honest debate. I realize that things aren't as black and white as we would all prefer. But I am intelligent enough to handle big issues. I look forward to McHenry's response to my emails.
john q.
I'm a fairly principled conservative on most issues. I don't like my tax money being spent for worthless things. But slashing PBS? That would save me... wait... that's right a whopping $2.70 a year. Then there's $990 billion dollar budget that we passed. McHenry's vote: AYE. Then there's the pork laden Transportation bill. McHenry's vote: AYE. And the pork laden Energy Bill. McHenry's vote. AYE.
So, please, congressman, don't stand on your stump and rant about principled conservative spending, when your record clearly shows that it's all for political gain. I know that you dislike Bill Moyers and BBC; I don't particularly agree with their points of view either. But I can handle the elevated discourse. I prefer the elevated discourse, to the ratings driven talking head shows: like when McHenry was on Hardball defending that old time Conservative principle of government intervention in state affairs. Remember Terry Schiavo? Sarcasm noted.
I'm sick and tired of demigogues controlling the political process. The American people--at least some of us--can handle honest debate. I realize that things aren't as black and white as we would all prefer. But I am intelligent enough to handle big issues. I look forward to McHenry's response to my emails.
john q.
Thursday, September 15, 2005
Don't be afraid to punt!
Maybe this is inspired by being at the Panther game Sunday, or the turnover prone Chargers...
Yesterday, I ended first period quite frustrated. We've spent 3 weeks now on the roots of American government (historic, philosophic, events, etc), and very few of my students are "getting it." I've used different methods such as lecture, question based learning, guided reading, journaling, standard discussion, etc., and not much was working. We've had some really productive class periods, but the assessments were falling short. So, today I remembered the advice I got from Dr. Eastman a few years ago: "Sometimes you gotta drop back and punt."
So we came screeching to a halt today. I typed up 30 why questions--why do we value limited government? being the first. I realized two things.
1) Many of the students don't have a grasp of the questions. For so long--too long--they've been taught memorization of facts and facts alone. They are accustomed to answering questions in a few sentences (that may be generous) and being able to find those sentences very close to the bold word in the text. And so today, all I wanted was for them to learn the questions. Not to regurgitate them later, but to begin to develop an understanding of what they are being asked.
2) They know that they value limited government. They may not know that it is "limited government" that they value--which is an argument for factual learning as well. But they don't want the police to barge in their houses at night and arrest them and hold them prisoner for an indefinite time. But they are not able to communicate these ideas very well. My brother and his compadres http://topics.typepad.com/pondering/ talk quite a bit about New Literacy and it is obvious--painfully sometimes--that many students don't have a grasp of new or old literacy. I'm developing as an educator, but still lack in many areas... we'll see how these next few days pan out.
Yesterday, I ended first period quite frustrated. We've spent 3 weeks now on the roots of American government (historic, philosophic, events, etc), and very few of my students are "getting it." I've used different methods such as lecture, question based learning, guided reading, journaling, standard discussion, etc., and not much was working. We've had some really productive class periods, but the assessments were falling short. So, today I remembered the advice I got from Dr. Eastman a few years ago: "Sometimes you gotta drop back and punt."
So we came screeching to a halt today. I typed up 30 why questions--why do we value limited government? being the first. I realized two things.
1) Many of the students don't have a grasp of the questions. For so long--too long--they've been taught memorization of facts and facts alone. They are accustomed to answering questions in a few sentences (that may be generous) and being able to find those sentences very close to the bold word in the text. And so today, all I wanted was for them to learn the questions. Not to regurgitate them later, but to begin to develop an understanding of what they are being asked.
2) They know that they value limited government. They may not know that it is "limited government" that they value--which is an argument for factual learning as well. But they don't want the police to barge in their houses at night and arrest them and hold them prisoner for an indefinite time. But they are not able to communicate these ideas very well. My brother and his compadres http://topics.typepad.com/pondering/ talk quite a bit about New Literacy and it is obvious--painfully sometimes--that many students don't have a grasp of new or old literacy. I'm developing as an educator, but still lack in many areas... we'll see how these next few days pan out.
Saturday, September 03, 2005
Here we go raleigh...
The subject is a Widespread Panic reference. FYI. Whew. 2 supreme court vacancies, immigration?, Hurricane Katrina fallout, Iraqi Elections and Constitution ratification... Should be a crazy fall.
Not to mention the playoff bound Broncos. Too many Blue and Oranges for one night. No, I didn't name my son after a beer. The brewer, people, the brewer.
ihl
dt
Not to mention the playoff bound Broncos. Too many Blue and Oranges for one night. No, I didn't name my son after a beer. The brewer, people, the brewer.
ihl
dt
Thursday, September 01, 2005
Locke, Hobbes, and Disaster...
I've been preparing this afternoon for the upcoming lesson on the philosophy behind the creation of the American government. Whether I can engage the kids on such heady matters is yet to be determined, but I always enjoy some good philosophical reading. Within the subject matter, of course, is the Social Contract theory. I've been reading excerpts from Hobbes' Leviathan and Locke's Two Treatises.
All the while I've been keeping up with the madness that is New Orleans. The contrast between the political philosophers mentioned above seems to be playing itself out in real time in the streets of that ravaged city. Locke took a friendly view of the State of Nature: claiming that in Nature we would all live relatively peacefully because of the Law of Nature which lends a moral compass (paraphrased loosely). I can see this particular viewpoint in the thousands and tens of thousands who left with no civil authority are taking their own flat bottomed boats and going out on search and rescue missions, who are looking out for neighbors in many cases before they consider their own well being...
And then there's Hobbes version. The two both agree on the necessity of a Social Contract to form some sort of civil government--but I'll leave that for my lucky students tomorrow--, but their vision of the State of Nature are quite contradictory. Hobbes sees an all out war as the original Nature. One in which every man is warring with every man. One in which the chaos is so tremendous that people begin to long for some sort of authority.... But this version of the State of Nature is also present in the Big Easy. (not such a fitting name anymore) The thugs that are raping and carjacking and killing and looting--yeah I can accept the difference between stealing food and water and even clothing. Ones who shoot at helicopters that are attempting to evacuate people from hospitals. It seems that Hobbes was right. And so was Locke.
What causes these differences? The desperation argument only takes me so far. I can't move with that cause into the reports of gang rape and senseless murder. Can anyone help me out on this one?
dt
All the while I've been keeping up with the madness that is New Orleans. The contrast between the political philosophers mentioned above seems to be playing itself out in real time in the streets of that ravaged city. Locke took a friendly view of the State of Nature: claiming that in Nature we would all live relatively peacefully because of the Law of Nature which lends a moral compass (paraphrased loosely). I can see this particular viewpoint in the thousands and tens of thousands who left with no civil authority are taking their own flat bottomed boats and going out on search and rescue missions, who are looking out for neighbors in many cases before they consider their own well being...
And then there's Hobbes version. The two both agree on the necessity of a Social Contract to form some sort of civil government--but I'll leave that for my lucky students tomorrow--, but their vision of the State of Nature are quite contradictory. Hobbes sees an all out war as the original Nature. One in which every man is warring with every man. One in which the chaos is so tremendous that people begin to long for some sort of authority.... But this version of the State of Nature is also present in the Big Easy. (not such a fitting name anymore) The thugs that are raping and carjacking and killing and looting--yeah I can accept the difference between stealing food and water and even clothing. Ones who shoot at helicopters that are attempting to evacuate people from hospitals. It seems that Hobbes was right. And so was Locke.
What causes these differences? The desperation argument only takes me so far. I can't move with that cause into the reports of gang rape and senseless murder. Can anyone help me out on this one?
dt
Sunday, August 28, 2005
Etc.
As is noted by the title of my weblog, not all of my posts will consist of theories and/or practice of education. Though it's all education after all isn't it?
I was thinking of what we discussed at our newly formed Broad River Community Church this morning. Paul says that he was "not ashamed of the gospel"--of the good news. Matt O. reflected this morning that he was not ashamed of the gospel either, but that he was ashamed of some of the folks--especially in the good ol' USA--that claim this same good news. Pat Robertson is a good example. Anytime the gospel of Christ is brought up to an unbeliever or simply to a skeptic, the association is likely to be made with Mr. Robertson's comments about Hugo Chavez, et al. But the Truth is not the Truth because Pat says so or because I say so or not. It is. He is.
Now, I've gone round and round and round the arguments and postulations of relativism and absolute Truth. The snagging point for me comes in the fact that at some point folks simply have to agree to disagree. The message that Jesus brought was not one of condemnation, but one of salvation. He even urges his followers to try his message out (John 7) and see for themselves. The criticism of Christianity in modern circles usually focuses on the misdeeds of the faith (i.e. the Crusades, Inquisition, Slavery, etc), but if Christianity is followed to the point of leaving your father and mother and all that you hold dear in this physical reality, then the Lord himself says that it will work. Loving one another through the Father seems so unlikely to cause so much division, yet it is so offensive to so many. Or does that offense generate with often self proclaimed followers who foul up the perfection?
I understand that on the practical level confusion over Truth is inevitable, and that because so programs that are implemented or espoused will necessarily cause division--even among fellow believers. But the students that I see parade through my classroom year in and year out are yearning for genuine, authentic love. We theorize on learning styles and debate on best methods and even agree that disparities exist. We are concerned and even heartbroken to see dismantled families and moral bankruptcy in our children. Yet we are unwilling to even allow the discussion of Truth in the halls of scholarship.
I'm sure much of this is logically flawed, and I apologize for the rambling nature of my second attempt on the ol' Blog, but my motivation is pure. Despite all of the horror and destruction that we all have witnessed over the past several years--or 5000 but who's counting?--, that I still hold a bit of idealism somewhere deep inside. The hope that I know, I also know can and will sustain generations. Hope and Love and Peace and Justice and Compassion and Humility and Honesty and Faith.... These are not illusions, they are Reality. Eternal Reality.
dt
I was thinking of what we discussed at our newly formed Broad River Community Church this morning. Paul says that he was "not ashamed of the gospel"--of the good news. Matt O. reflected this morning that he was not ashamed of the gospel either, but that he was ashamed of some of the folks--especially in the good ol' USA--that claim this same good news. Pat Robertson is a good example. Anytime the gospel of Christ is brought up to an unbeliever or simply to a skeptic, the association is likely to be made with Mr. Robertson's comments about Hugo Chavez, et al. But the Truth is not the Truth because Pat says so or because I say so or not. It is. He is.
Now, I've gone round and round and round the arguments and postulations of relativism and absolute Truth. The snagging point for me comes in the fact that at some point folks simply have to agree to disagree. The message that Jesus brought was not one of condemnation, but one of salvation. He even urges his followers to try his message out (John 7) and see for themselves. The criticism of Christianity in modern circles usually focuses on the misdeeds of the faith (i.e. the Crusades, Inquisition, Slavery, etc), but if Christianity is followed to the point of leaving your father and mother and all that you hold dear in this physical reality, then the Lord himself says that it will work. Loving one another through the Father seems so unlikely to cause so much division, yet it is so offensive to so many. Or does that offense generate with often self proclaimed followers who foul up the perfection?
I understand that on the practical level confusion over Truth is inevitable, and that because so programs that are implemented or espoused will necessarily cause division--even among fellow believers. But the students that I see parade through my classroom year in and year out are yearning for genuine, authentic love. We theorize on learning styles and debate on best methods and even agree that disparities exist. We are concerned and even heartbroken to see dismantled families and moral bankruptcy in our children. Yet we are unwilling to even allow the discussion of Truth in the halls of scholarship.
I'm sure much of this is logically flawed, and I apologize for the rambling nature of my second attempt on the ol' Blog, but my motivation is pure. Despite all of the horror and destruction that we all have witnessed over the past several years--or 5000 but who's counting?--, that I still hold a bit of idealism somewhere deep inside. The hope that I know, I also know can and will sustain generations. Hope and Love and Peace and Justice and Compassion and Humility and Honesty and Faith.... These are not illusions, they are Reality. Eternal Reality.
dt
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