I think the implementation of Google Apps has the potential to be of great benefit to our students. Google Docs offers collaborative possibilities that are a real plus. However, there are still some kinks to work out. Last semester, my students used their Google accounts to complete two separate projects. They had trouble with email, despite several attempts to "Work around the issues." The formatting in Google Docs was not as conducive to longer documents as MS Word is. And, when students tried to cut and paste from one document in Google to another document also in Google, things just didn't quite work correctly. The biggest problem was for a student who has a Mac at home For some unknown reason, his documents didn't show up at school, even though Google is web based. I'm sure it was just a glitch but we never did figure out that problem.
On the up side, I did hear students talk about working from home but working together and they seemed to enjoy the possibilities. With my large classes, we have not had the opportunities to work with Google as much as I would like. I think, eventually, it's all going to be great.
Tuesday, March 20, 2012
Wednesday, February 29, 2012
Monkee Memories
I'm about to date myself, but I don't care.
I sit here at my desk with a sad heart at the news of Davy Jones death. I used to watch "The Monkees" faithfully every afternoon as a child and, yes, I just bought the DVD releases of the entire series. I have several CDs and can sing most of the hits by heart. Somewhere in my closet is a videotape of the Monkees reunion movie that aired several years ago. I'm going to go home and find it so I can watch it.
My children even know the Monkees and, especially Davy Jones. He appeared on "My Two Dads," one of our favorite old TV shows that, yes, I also own on DVD. He was featured on "The New Adventures of Scooby Doo" and sings a song on that sound track, as well. They'll be sad, too.
In the late 1980s, I dragged my best friend Matt to a Monkees reunion concert. I don't know how much he enjoyed it, but I was in heaven. Davy, Mickey and Peter were fabulous. It's a memory I carry in my heart.
As you take that "Last Train to Clarksville" Davy, know that several generations of women are crying for you. Heaven will be happy to have you as you join that great Rock and Roll Band in the sky.
God speed, Davy Jones.
I sit here at my desk with a sad heart at the news of Davy Jones death. I used to watch "The Monkees" faithfully every afternoon as a child and, yes, I just bought the DVD releases of the entire series. I have several CDs and can sing most of the hits by heart. Somewhere in my closet is a videotape of the Monkees reunion movie that aired several years ago. I'm going to go home and find it so I can watch it.
My children even know the Monkees and, especially Davy Jones. He appeared on "My Two Dads," one of our favorite old TV shows that, yes, I also own on DVD. He was featured on "The New Adventures of Scooby Doo" and sings a song on that sound track, as well. They'll be sad, too.
In the late 1980s, I dragged my best friend Matt to a Monkees reunion concert. I don't know how much he enjoyed it, but I was in heaven. Davy, Mickey and Peter were fabulous. It's a memory I carry in my heart.
As you take that "Last Train to Clarksville" Davy, know that several generations of women are crying for you. Heaven will be happy to have you as you join that great Rock and Roll Band in the sky.
God speed, Davy Jones.
Thursday, February 23, 2012
Apathy Run Amok
I have had students that didn't have much to give, but gave me all they had. I can work with that. What troubles me nowadays is the students who have plenty to give and choose not to give it. It's not about the types of activities, types of literature, etc.. It's a simple case of apathy.
"Aren't you going to turn in your work?" I ask hopefully.
"Nah, I'll just take the F," students respond.
I feel like a failure, because I am invested in my students. I want them to succeed. I ask them to keep notebooks to increase their organizational skills, thereby edging them toward success in the future. (Yes, I have explained this.) Many of them see no future for themselves, many of them don't care, others, I just don't know.
I pray everyday for success in the classroom and success for these students.
When I am at my lowest, I remember what my mother, also an English teacher, used to tell me. "If you reach just one student," she would say with a grin, "You are doing a good job." She would go on to remind me that oftentimes teachers never know what effect they have on young people. (Oh, the stories she would tell after reunions)
So, I take a deep breath and sigh. I pray a little harder and plow ahead. As long as I am doing the best that I can, that's all I can do.
"Aren't you going to turn in your work?" I ask hopefully.
"Nah, I'll just take the F," students respond.
I feel like a failure, because I am invested in my students. I want them to succeed. I ask them to keep notebooks to increase their organizational skills, thereby edging them toward success in the future. (Yes, I have explained this.) Many of them see no future for themselves, many of them don't care, others, I just don't know.
I pray everyday for success in the classroom and success for these students.
When I am at my lowest, I remember what my mother, also an English teacher, used to tell me. "If you reach just one student," she would say with a grin, "You are doing a good job." She would go on to remind me that oftentimes teachers never know what effect they have on young people. (Oh, the stories she would tell after reunions)
So, I take a deep breath and sigh. I pray a little harder and plow ahead. As long as I am doing the best that I can, that's all I can do.
Thursday, January 12, 2012
High School from both ends
This year I have the unique opportunity to view high school from 3 different perspectives - teacher, parent of a freshman, and parent of a senior. It has been an enlightening experience to say the least.
I, myself, have now been "in high school" for the past 13 years. I've watched tests come and go and come again. I watch as the curriculum is reworded and "updated," although it still means the same thing. I've changed my methods to accommodate various learning styles. However, to me, high school is still high school and teenagers never change.
As a parent of two vastly different children, however, my second high school child experience is a great deal different from my first. My son, the senior, has been one big ball of stress this semester with College Apps, 3 SP courses and the worry that no school will want him (3 do, by the way). He hasn't been having a great deal of fun and that, of course, sends my stress levels through the roof!
With my daughter, the freshman, I am reliving all of the freshman experiences - EOCs, learning the ropes, etc. - I've found the second go round to be a little easier. However, she hasn't. My son's stress has affected her and she is just now getting it together. She worries about her tests more than I do. I have much more confidence in her abilities than I did when her brother was a freshman, because I realize they will survive and even thrive, despite what happens in the classroom.
So, this year is interesting. We'll see how it all goes for the rest of the year. I'm going to try to stay calm and just help them do the best they can. That's good advice for all of us!
I, myself, have now been "in high school" for the past 13 years. I've watched tests come and go and come again. I watch as the curriculum is reworded and "updated," although it still means the same thing. I've changed my methods to accommodate various learning styles. However, to me, high school is still high school and teenagers never change.
As a parent of two vastly different children, however, my second high school child experience is a great deal different from my first. My son, the senior, has been one big ball of stress this semester with College Apps, 3 SP courses and the worry that no school will want him (3 do, by the way). He hasn't been having a great deal of fun and that, of course, sends my stress levels through the roof!
With my daughter, the freshman, I am reliving all of the freshman experiences - EOCs, learning the ropes, etc. - I've found the second go round to be a little easier. However, she hasn't. My son's stress has affected her and she is just now getting it together. She worries about her tests more than I do. I have much more confidence in her abilities than I did when her brother was a freshman, because I realize they will survive and even thrive, despite what happens in the classroom.
So, this year is interesting. We'll see how it all goes for the rest of the year. I'm going to try to stay calm and just help them do the best they can. That's good advice for all of us!
Tuesday, December 13, 2011
Ruining Movies
Today was a good day. I got to "ruin" yet another movie for my students. You see, one of my jobs is to make the literature I teach relevant to today's culture and today's young people. Since, according to Thomas Foster's How to Read Literature Like a Professor, there is really only one story, this is much easier to do than people think.
The movie I ruined today was "Roxanne," starring Steve Martin. My gullible students believed that, yet again, I was just tired of teaching and had decided to show a movie. Alas, as usual, they were wrong! Today, I informed them that they, in fact, had just expressed their enjoyment about "Cyrano de Bergerac." I had previously shown "10 Things I Hate About You" before we began our Shakespeare Through the Ages Unit.
I asked, "How many of you loved that movie?" All hands shot in the air.
I replied, "That's fantastic. It's so much easier to teach Shakespeare once everyone has decided how much they enjoy his work." All faces then fell.
After today's pronouncement, one student told me, "The trust is gone." They told me they'll never believe me again when I tell them we're "just going to watch a movie." My work is done!
Yes, today was a VERY good day!
The movie I ruined today was "Roxanne," starring Steve Martin. My gullible students believed that, yet again, I was just tired of teaching and had decided to show a movie. Alas, as usual, they were wrong! Today, I informed them that they, in fact, had just expressed their enjoyment about "Cyrano de Bergerac." I had previously shown "10 Things I Hate About You" before we began our Shakespeare Through the Ages Unit.
I asked, "How many of you loved that movie?" All hands shot in the air.
I replied, "That's fantastic. It's so much easier to teach Shakespeare once everyone has decided how much they enjoy his work." All faces then fell.
After today's pronouncement, one student told me, "The trust is gone." They told me they'll never believe me again when I tell them we're "just going to watch a movie." My work is done!
Yes, today was a VERY good day!
Monday, November 28, 2011
Carry the Message Project
Unit Overview: Assignment attached. In short, students were asked to ascertain what characteristics people must possess in order to "Carry the Message" in the 21st Century.
Carry the Message Assignment
Lerner-Centered: Students were completely in charge of the outcome of their projects. They first had to determine what characteristics they were going to feature, how they would determine if someone possessed these characteristics, and how they would train people if they didn't possess the characteristics. They were graded on the attached rubric, which I later determined they did not bother to read!.
Carry the Message Rubric
21st Century Skills: Since the ultimate goal of this project is to train 21st Century workers, it was essential to use 21st Century technology. After the students set up their Google accounts, they were free to use any tools available. Chris Goodson spoke to both classes involved in the project and introduced them to several possibilities.
Student Achievement: I found myself having to explain the criteria for the project several times. I finally decided that having this much "freedom" related to a project was difficult for my students. I wasn't telling them WHAT to think, I was telling them to THINK. I didn't give a "number of slides," or any specific instructions. In fact, I did quite the opposite. I told them they could do this project any way they wanted as long as the proved their points. I was asked, "Is this right?" My response was, "Did you prove your point?" It wasn't a popular answer! Students did seem to learn to work well together and, finally, to think without being told WHAT to think.
Student Example 1
Student example 2
Pedogogical Change: I believe that Communication is the Key to Success - now and always. The study of Language Arts is all about the study of communication. I want to continue to incorporate studies of classic literature and necessary grammatical skills with the ongoing question of "How can we best communicate?"
Reflection: The first problem I encountered was a lack of desire on the part of my students to read the essay assigned and a lack of ability to comprehend and analyze said essay. I had to reword the initial 3 questions due to the ridiculous responses I received.
Students are very uncomfortable without very specific instructions. I can only assume this stems from too many years with bubble sheets and "one right answer." Unfortunately for these students, they are heading to a world the offers more questions than answers. These students must not only be able to answer questions but also be able to develop more questions.
It took several days of explanation to get the message across to the students, but I believed I had finally succeeded. Sad to say, I was wrong. Nearly every project was missing some part of the project - either assessment or training modules. Although, one group had not even done a presentation in Google Docs or made us of any Web 2.0 tools. I have ascertained that no matter how many times an explanation is given, students just don't want to follow instructions.
When I was on my 4th or 5th version of the instructions, trying to simplify, I asked people who had witnessed these explanations to offer any suggestions they had. I mean, really, I'm not proud. I'll take anything. My friend shook her head and said, rather sadly, "Short of doing it for them, I can't think of one other thing to do."
I would have to say my project was only moderately successful, but I did try. Following instructions is a constant problem. They could be successful, if they choose to be.
Carry the Message Assignment
Lerner-Centered: Students were completely in charge of the outcome of their projects. They first had to determine what characteristics they were going to feature, how they would determine if someone possessed these characteristics, and how they would train people if they didn't possess the characteristics. They were graded on the attached rubric, which I later determined they did not bother to read!.
Carry the Message Rubric
21st Century Skills: Since the ultimate goal of this project is to train 21st Century workers, it was essential to use 21st Century technology. After the students set up their Google accounts, they were free to use any tools available. Chris Goodson spoke to both classes involved in the project and introduced them to several possibilities.
Student Achievement: I found myself having to explain the criteria for the project several times. I finally decided that having this much "freedom" related to a project was difficult for my students. I wasn't telling them WHAT to think, I was telling them to THINK. I didn't give a "number of slides," or any specific instructions. In fact, I did quite the opposite. I told them they could do this project any way they wanted as long as the proved their points. I was asked, "Is this right?" My response was, "Did you prove your point?" It wasn't a popular answer! Students did seem to learn to work well together and, finally, to think without being told WHAT to think.
Student Example 1
Student example 2
Pedogogical Change: I believe that Communication is the Key to Success - now and always. The study of Language Arts is all about the study of communication. I want to continue to incorporate studies of classic literature and necessary grammatical skills with the ongoing question of "How can we best communicate?"
Reflection: The first problem I encountered was a lack of desire on the part of my students to read the essay assigned and a lack of ability to comprehend and analyze said essay. I had to reword the initial 3 questions due to the ridiculous responses I received.
Students are very uncomfortable without very specific instructions. I can only assume this stems from too many years with bubble sheets and "one right answer." Unfortunately for these students, they are heading to a world the offers more questions than answers. These students must not only be able to answer questions but also be able to develop more questions.
It took several days of explanation to get the message across to the students, but I believed I had finally succeeded. Sad to say, I was wrong. Nearly every project was missing some part of the project - either assessment or training modules. Although, one group had not even done a presentation in Google Docs or made us of any Web 2.0 tools. I have ascertained that no matter how many times an explanation is given, students just don't want to follow instructions.
When I was on my 4th or 5th version of the instructions, trying to simplify, I asked people who had witnessed these explanations to offer any suggestions they had. I mean, really, I'm not proud. I'll take anything. My friend shook her head and said, rather sadly, "Short of doing it for them, I can't think of one other thing to do."
I would have to say my project was only moderately successful, but I did try. Following instructions is a constant problem. They could be successful, if they choose to be.
Monday, November 14, 2011
Amazing Children
My 14-year-old daughter continues to amaze me. She had to complete a project for Algebra and she decided to use Animoto. While I am familiar with the program, I have not worked with it to any great extent. She has never used it, yet she logged in and was able to create an excellent project just by watching the tutorial! I looked in on her as she was creating, rearranging slides, adding pictures, etc. She was completely comfortable and had no problems. It was something to see. In many ways, she is more comfortable with technology than my 17-year-old son. These digital natives have no fears. Most likely, I'll be learning from her from now on!
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