The beginning of something colorful

Many of you already know how I am--heck, the only people who are actually reading this thing are my friends right now anyway. So, when the time of year rolls around where we are asked to sharpen our No. 2s and place our desks in nice, tidy rows, it's no surprise to anyone that I start to get antsy. Check that; downright anxious is more appropriate. No really. I am currently breaking into hives. I'd insert a photo, but that would not be attractive--nor would anyone be appreciative.

In years past I would begin making my copies of past exams ready to drill and kill thrill the kids with review packet after packet. Don't get me wrong. I was never a pick up your packet at the door and don't breath a sound until the bell rings kind of teacher. But, I will say that my mode of test prep was limited at best. Sure, I would occasionally deliver what was a mind-blowing lecture about the importance of adding elaboration to your paragraphs, but for the most part it was the kid and the exams. That has worked for me for over 12 years. This year, however, I have a different group of kids. This year, I have kids who aren't satisfied with the idea that the last three weeks of school should be about nothing more than silent practice. So I've changed.

Changed what I'm doing, changed how I'm delivering the materials, and hopefully, changing the outcome.

This week we finished reading Gatsby (yep, in time for the movie). I'm a sucker for film tie-ins. I knew that as soon as I finished the text it would be time to use up my allowance of paper for the year. But I just couldn't. I knew that this group of kids totally check out when they are lectured. I also knew that this group needs to be engaged in small group discussion in order to make progress. So what about my tried and true test prep methods? Out the window. And you know what, that felt. . . liberating. My mind started running wild with all the possibilities. There could be group discussion about what makes good writing. There could be arguments between children over what needed to be added to a paragraph.

There could be colored pencils!!!

So. That's what I did. I have jumped ship and am sailing according to my students' currents now. Join me on my journey.  I'll periodically post updates of our progress and some of the fun things we've been up to lately.

How to "re-brand" the distractions

I have a confession.  I'm easily distracted.  And that, my friends, isn't a horrible thing.  It does, however, make instant access to the internet a problem at times though.  Confused?  Let me explain.

This morning is a perfect example.  I logged on to my computer and previewed my calendar and emails from yesterday.  Then I refreshed my Twitter feed and discovered a new blog post from a Principal I follow about tech integration.  I clicked on that, which led me to look at MOOCS.  After Googling MOOCS, I signed up with Coursera because of an interesting course they offer free online about Modeling.  I could go on, but I think you get the picture.  I jump from idea to idea--but what is lost here?  Aside from time, I have actually gained a broader understanding of some of the available resources on the web.  I signed up for a course.  I discovered the possibilities for a new classroom management application.

I think that I'm going to re-imagine distraction and, rather, see myself as being particularly open to opportunity.  After all, I feel like that is one of the greatest determiners of success in the field of education.

Why I am moving from "sage on the stage" to "guide on the side"

Ask anyone why they go into teaching.  I'm pretty sure answers one and two, in no particular order, are 1. They love English (or History, Science, etc.) and 2. They love kids.  I cannot tell you how many teachers I know say they went into teaching because of the kids.  The shocking thing about most of those teachers, however, is that if you went into their classroom, it is clear that they may "love" kids, but their instructional techniques are not "about" kids.

Have I made you upset yet?  Are you thinking, in utter indignation, that you do too love kids.  And that your lessons are all about the kids.  Perhaps that is so.  And if that is the case, then I'm singing to the choir here.

The point that I'm making is that most teachers, due to pressures of one sort or another, feel as though they need to be the "sage on the stage."  One of my most trusted and admired teacher friends said that with all the materials she needs to cover, there isn't time for projects and such.  If I hearken back to my very first teaching class I remember the main thrust was the majority students really only remember what they do and say--and can only absorb about 10 minutes of lecture before they zone out.  So. How do I take that into account when planning my lessons? 

The truth?  I haven't actually.  Not until now.  I'm late to the inquiry model of teaching.  Again, I'm sure I've lost some of you.  The ones who have been doing that for ages (hollah! Math and Science peeps), and the English and history teachers who are thinking, nope that won't work for me (yep, that was my perspective only a few months ago).  Truth is, I couldn't envision a world in which I didn't stand at the front of the room, document camera on, projector going, and me delivering what I knew to be mind-blowing advice on how to "attack the prompt" and how to organize an effective first paragraph. This year, however, the tides have changed.  And why would I do something different?  That method worked.  That is, until now.  This year I feel like I'm floundering in terms of getting the students prepared for the dreaded Regents exam--and it's only one month away! Yikes!!!!!

So.  What do I do?  I decided that perhaps I needed to revise how I approached the learning in my class.  I cannot afford to be the only person dispensing learning--and I cannot expect my students to be able to successfully move on to the next phase of their education being passive in the process.  After really considering my goal for the end of the year I have decided to embark on writer's workshop (a format I think is incredibly suited for the inquiry model).  I'm not sure how it is going to be arranged yet--I have a vague sense of giving out model essays, several prompts, and watching them "go to." The idea that the kids are at the center of their own learning makes me happy, though, so I'm going to muddle through and put something together that I hope will be of value.  I want them to take charge--to work out the kinks on their own (with guidance, of course).  After all, what I'm doing now clearly isn't working. 

Wouldn't Einstein would be proud?

Sometimes I'm wrong

I'm tired today.  Not because I worked hard, trying to drag the metaphors out of a student's head, or helping another craft a "perfect" sentence.  I'm tired because today has been tiring.  The kids have been rowdy--I guess that is to be expected after a not-so snowy, though certainly dark and dreary Buffalo winter.  The sun is finally shining and the weather is inching above 70, so the kids, along with the rest of the city, are moving toward a summer mood.  

Today we finished reading The Great Gatsby.  Normally that would be a great time--I love the scene where Nick and Jordan have their last meeting.  How torn Nick is; how Jordan so casually mentions the engagement.  But my students were not paying attention to those things today.  Instead, some of them were trying to sleep (HOW COULD THEY). Others were giggling over some private joke (GASP).  And still others were busy trying to complete their math homework before their next classes (THAT'S JUST PLAIN RUDE).

BUT, there is a happy end to this story.  The bell rings, we are one paragraph from the end, and all the kids jump up and run to the door, afraid of being the last in the lunch line.  I'm busy yelling after them, reminding them of the homework assignment due tomorrow, when I hear one young man, near the back of the room say, "Please, let's not stop." So, in the midst of the chaos in the hallway, the papers strewn about, this student and I savored the last words in the book.  And when it was finished he promptly said, "that was dumb."  Whoa.  What? But then he clarified: he wanted a happy ending, one where Daisy was everything Gatsby had imagined she would be.  But, life isn't like that, is it?  Just like Daisy didn't turn out to be who Gatsby thought, our students don't either.  Sometimes, they just surprise us and miss part of lunch to read a great book.

So.  I've been busy suggesting that my friends, all wonderful teachers, get started on their own blogs.  Up until two days ago, it never occurred to me that I should be taking my own advice.  So.  Here we are.

My goals with this blog are to not only chronicle the events in my own learning, but to also reach out to others and, hopefully, expand my own PLN (personal learning network).  So.  Here we are.

Let's get started.