Today I get to go meet with the teachers that I'll be student teaching with. I'm really excited to have two - I think it will allow me to learn a lot...seeing two different styles and such.
I had one teacher in HS and really loved his class(es). I think that he is one of the reasons that I grew to love history as much as I do. From the time that I was little I think that I have wanted to be a teacher in one way or another...at least spaced with Vet (when you don't want to put down dogs, that dream ends pretty fast) or and aerospace engineer like my grandfather (interesting how that blows up when you hate math...haha). But, I think that my teachers in late MS and HS helped me fall in love with the past. That aside, I'm really excited to work with him. He's always been a good mentor for me, and I'm already comfortable in his classroom. I think that I'll be able to learn and grow immensely in the semester following January.
I also get to work with a teacher that I never had, which is good too. He teaches US history (vs. World...that'll be my other classes) and used to coach. I want to coach lacrosse, so working with someone who has taught and coached will help me to understand the time commitments and how to better figure out the balance of the two. It will also be nice to have someone that I've never met to interact with - and I am really looking forward to it.
Plus, I've got some coaching stuff going on which makes me happy. I've got a new little 8th grade team, which I am excited about...and I'll also be helping out at the HS level. Although I know it'll be tough to balance the two, I want to know what it feels like, and my teachers are okay with it, so here we go. I figure, my new little lax team won't know any of my drills and stuff, so working with them will be pretty easy as far as practice planning and stuff...they won't be bored of my stuff yet!! : )
Sometimes it is hard to be in school still. Hard to focus - hard to go to 'regular' history class. I find myself wayyy more interested in my education classes right now, and that makes it hard to make room for my Slavery in the Americas class. The class is interesting, but I really can't stand some of the people in there who continually talk and answer questions and ASK questions about everything ALL THE TIME! Although frustrating...I've learned that I've got to be in control of students like that when I'm teaching so that other students don't get totally wound up.
Hahaha.
Friday, October 31, 2008
Thursday, October 30, 2008
Controversial Issues In The Classroom...
With the election right around the corner, we had the opportunity to discuss in methods class about bringing controversial issues into a Government or Civics classroom.
I really feel like students need to learn how to deal with controversial while they're in school. It may be hard for a teacher to regulate - but I believe that it is essential that the kids learn how to function. When they're adults, the world isn't going to be a happy place where everyone believes the same thing. However, as teachers, I think we're responsible to help students learn how to deal with their ideas and emotions in a calm and collected way.
If a 'debate' of issues is going on in the classroom, I think that it is important that ground rules are set. When a discussion is going on and ground rules don't exist, the potential for ugly things to happen very quickly.
Another thing to think about is if teachers should reveal their political beliefs to their students. I don't know how I feel about this to be completely honest, and I suppose that it will take being in a classroom for a good amount of time before I figure that out.
If we tell students what we are, they'll be able to see through and bias that we might have. They'll also quit wondering what you are, and stop asking. I think that sometimes when kids don't identify politically with someone, that they can still learn that you're a good person. On the other hand, when the kids don't know...it is easy to play devil's advocate. Not only that, but it keeps the kids guessing, which can be very beneficial.
Sometimes I think there are so many things to think about...and Government classes bring up oh-so-many more.
I really feel like students need to learn how to deal with controversial while they're in school. It may be hard for a teacher to regulate - but I believe that it is essential that the kids learn how to function. When they're adults, the world isn't going to be a happy place where everyone believes the same thing. However, as teachers, I think we're responsible to help students learn how to deal with their ideas and emotions in a calm and collected way.
If a 'debate' of issues is going on in the classroom, I think that it is important that ground rules are set. When a discussion is going on and ground rules don't exist, the potential for ugly things to happen very quickly.
Another thing to think about is if teachers should reveal their political beliefs to their students. I don't know how I feel about this to be completely honest, and I suppose that it will take being in a classroom for a good amount of time before I figure that out.
If we tell students what we are, they'll be able to see through and bias that we might have. They'll also quit wondering what you are, and stop asking. I think that sometimes when kids don't identify politically with someone, that they can still learn that you're a good person. On the other hand, when the kids don't know...it is easy to play devil's advocate. Not only that, but it keeps the kids guessing, which can be very beneficial.
Sometimes I think there are so many things to think about...and Government classes bring up oh-so-many more.
Monday, October 27, 2008
Unit Planning, the Model Citizen, and Life in General
Today in Methods class we learned (more) about unit planning. One student brought up the question of how long we should plan for each unit, which I am glad, because I wonder that too. It is hard to imagine what we're supposed to be doing when we don't get the opportunity to do it. Although, the unit that I'm putting together is helping some, and so are the lessons that I'm putting together for 450 class. Sometimes I think putting together my units is the thing that is most scary to me. BUT...I am determined to get it! :)
We were also asked today to write about the Model Citizen...and what that means to us. Sometimes I think better in lists, so here are the things that I think make a good citizen:
-They VOTE!
-They understand what they're voting for
-Participating in their local communities (schools, volunteering places, etc.) to help their communities remain strong.
-They understand how our government works
-Have a basic understanding of our nation's history
-Understand their state's history
-Patriotic
I think some more on that...I know there are more things I think about citiziens...
So, in the past year, I have been able to witness many important political events. This year is the first year I can vote in a presidential election. That being the case, I have been excited for next Tuesday since Bush was re-elected my senior year of HS. I have participated in everything I can possibly think of... partly because I want to do it...and partly so that my students will understand what the heck is going on.
It all began with the Democratic caucus in Colorado Springs. The Springs is a little on the psycho conservative side...and by psycho, I mean totally insane. It is, however, an environment that I was raised in, so I am somewhat comfortable with it. That being said, I didn't expect there to be THAT many people at the caucus. Boy was I wrong! There were hundreds of people of all ages and races, having discussion about Obama and Clinton. I clearly remember a few older women being for Hillary and talking to them about how energized the young people are for Barack. I could see the desire for a woman to be in control (something that I at times desire as well), but also an understanding of the power young folks can have. Ultimately, my group, and almost all of the others gave our 'vote' to Obama, much to my joy. I sent texts to my roommate who was in FOCO, and talked about our experiences. It made me proud to have participated. It was worth the random drive down to the Springs for the evening :).
In August, I was ever more excited that the DNC was in Denver. Slightly annoyed that class began that week and I couldn't sit perched in my living room listening to all the speakers and getting excited for November. However, we were lucky enough to get to go to Invesco and see Obama accept the nomination. I don't think that I have ever been in a stadium that has been quite that excited save the Rockies winning the play in game dramatically in the fall of 07. That, in all honesty, could have just been my own amped up excitement. Anyway, we got to see many great speakers including some of Martin Luther King Jr.'s children and Sheryl Crow sang. It was a day that I will never forget.
This past weekend, something that I think is quite amazing happened. Nine or so days before the election, Barack Obama came to Colorado State. A little town in northern Colorado and a little state school that doesn't have HUGE standing in the world. I was so excited!! C, S, K, and I stood in line beginning at 8:45 am. We then waited and waited and waited until we could get in to the oval. Bill Ritter spoke, and so did Betsy Markey. Everyone was completely energized, and when Obama came on stage, the oval pretty much erupted. It is amazing to feel the energy that follows Barack, and how excited so many people are about his potential to lead our country. This is the closest I've ever been to him, and I wish that I could have talked to him...but don't we all? Haha.
I'll finish my journey this January when I attend the Presidential Inauguration in Washington D.C. Regardless of who is elected, I am really excited to be a part of that, a once in a lifetime opportunity, I do believe.
We were also asked today to write about the Model Citizen...and what that means to us. Sometimes I think better in lists, so here are the things that I think make a good citizen:
-They VOTE!
-They understand what they're voting for
-Participating in their local communities (schools, volunteering places, etc.) to help their communities remain strong.
-They understand how our government works
-Have a basic understanding of our nation's history
-Understand their state's history
-Patriotic
I think some more on that...I know there are more things I think about citiziens...
So, in the past year, I have been able to witness many important political events. This year is the first year I can vote in a presidential election. That being the case, I have been excited for next Tuesday since Bush was re-elected my senior year of HS. I have participated in everything I can possibly think of... partly because I want to do it...and partly so that my students will understand what the heck is going on.
It all began with the Democratic caucus in Colorado Springs. The Springs is a little on the psycho conservative side...and by psycho, I mean totally insane. It is, however, an environment that I was raised in, so I am somewhat comfortable with it. That being said, I didn't expect there to be THAT many people at the caucus. Boy was I wrong! There were hundreds of people of all ages and races, having discussion about Obama and Clinton. I clearly remember a few older women being for Hillary and talking to them about how energized the young people are for Barack. I could see the desire for a woman to be in control (something that I at times desire as well), but also an understanding of the power young folks can have. Ultimately, my group, and almost all of the others gave our 'vote' to Obama, much to my joy. I sent texts to my roommate who was in FOCO, and talked about our experiences. It made me proud to have participated. It was worth the random drive down to the Springs for the evening :).
In August, I was ever more excited that the DNC was in Denver. Slightly annoyed that class began that week and I couldn't sit perched in my living room listening to all the speakers and getting excited for November. However, we were lucky enough to get to go to Invesco and see Obama accept the nomination. I don't think that I have ever been in a stadium that has been quite that excited save the Rockies winning the play in game dramatically in the fall of 07. That, in all honesty, could have just been my own amped up excitement. Anyway, we got to see many great speakers including some of Martin Luther King Jr.'s children and Sheryl Crow sang. It was a day that I will never forget.
This past weekend, something that I think is quite amazing happened. Nine or so days before the election, Barack Obama came to Colorado State. A little town in northern Colorado and a little state school that doesn't have HUGE standing in the world. I was so excited!! C, S, K, and I stood in line beginning at 8:45 am. We then waited and waited and waited until we could get in to the oval. Bill Ritter spoke, and so did Betsy Markey. Everyone was completely energized, and when Obama came on stage, the oval pretty much erupted. It is amazing to feel the energy that follows Barack, and how excited so many people are about his potential to lead our country. This is the closest I've ever been to him, and I wish that I could have talked to him...but don't we all? Haha.
I'll finish my journey this January when I attend the Presidential Inauguration in Washington D.C. Regardless of who is elected, I am really excited to be a part of that, a once in a lifetime opportunity, I do believe.
Wednesday, October 22, 2008
entirely almost an eternity
It feels like forever has passed me by twice since I've written, which is somewhat of a shame. I love to write, but sometimes life gets in the way of that. Especially school, and stupid mid-terms. Today I don't have much time to write, but in class this week we've been talking about stories, and how they can help to shape your class(room). I've decided to post a few of my very favorites here so that anyone can have a look. Later, perhaps (if I don't forget), I will go into a little more depth, and figure out how to use them to help my students.
Balto
The 1980 'Miracle on ice'
Jackie Robinson
Apollo 13
John and Abigail Adams' letters
Rocktober (of course, you knew it had to be...)
Native American creation stories
Berlin Wall collapse
and now, I must retire to continue studying. Oh, what a joy.
Balto
The 1980 'Miracle on ice'
Jackie Robinson
Apollo 13
John and Abigail Adams' letters
Rocktober (of course, you knew it had to be...)
Native American creation stories
Berlin Wall collapse
and now, I must retire to continue studying. Oh, what a joy.
Monday, October 13, 2008
High Trails
So, last week, I was fortunate enough to spend 4 days in the mountains teaching 6th graders about Ute Indians. The professor that we had said that the experience would be one of the most influential of our education, and for some reason, I didn't quite believe him. Turns out however, that I indeed learned far more than I expected to - and grew leaps and bounds as a person. Here are my highlights:
Hiking with the CSU students up "B Bluff"
On the first day there, the director of the camp took us all up a bluff. We climbed through this chimney up to the top, and once up there talked about reasons for being at High Trails for the week and what we hoped to learn. I mentioned that I wanted to learn from the 6th graders as I felt they had a lot to teach. It was nice listening to other people's goals as well :) . The director also talked about what we would do the following day, and talked about the 'special spots' that the kids would find. Once they found a spot, they would be responsible for writing in their journals and thinking quietly. One thing that really caught my attention was when he said "Some kids will sit there and think and be reflective, and some will play with sticks, and that's okay too" I never want to forget that...I think that too often we forget that not everyone is the same and that we need to recognize that.
Setting the Mood Activities
We did a few things with our 'group'
1. Hiked up to an aspen grove...had them taste an aspen leaf and pine needle...touch the ground, smell things, etc.
2. Put the kids into 4 groups of 4 with a High School counselor
3. Sent them on a blind hike with their HS counselor who dropped them all off at a tree...picked them up from it...took them back to their starting place and then allowed them to find there tree (all of our kids found their tree!!)
4. Let them find a special spot...write there and think and/or play with sticks
-They were also to write a quote here
Indians Discovery Group
I was in this group all week, which was awesome! We got to let the kids name themselves and paint their faces, which they really seemed to enjoy. My name was "Ram who hunts buffalo" ...haha. Then, we took them on a fairly short hike to "Tipi Village" where they learned about Religion and Rituals, Village Life (my segment), Archery, and Games. We had help from the HS counselors, and the kids really seemed to enjoy it. In the afternoon of the first day, I was able to lead the entire set, and a teacher from Challenger filled in for our wonderful High Trails Staff. It was fun leading the kids with the help of another CSU student who mostly focused on archery...I think it went smoothly and the kids had a good time!
One night was the "discovery cookout" where the kids did archery and played games...I helped cook and also took on a homesick girl which was a huge challenge for me. I'm not very good with the criers - but by the end of the night she was doing much better, which made me happy.
The last day was an "all-day" discovery group...meaning we could do more things with the kids. I ran the normal village life...which turned into a history lecture due to some earlier mess-ups...and the sweat lodge. I thought the kids would think that the sweat lodge would be a little stupid, but they loved watching the steam come off of the rocks. We even talked about why steam is made...which they liked.
It was a really fun group to be in!
CSU Bonding time
We spent a lot of time in the evenings bonding, which was awesome. I didn't know very many kids going in, but I feel like I have a set of wonderful new friends. We had to kind of put ourselves out there, which is always hard - but worth it when you're with a good group of people.
We had to share our goals both personal (selfish ones!) and professional with the rest of the "class" and reflect upon our time there. Everyone seems a little stressed out and worried about student teaching (among other things) and it was nice to have some company in that department. One evening we went through everyone and our professor said something good about all of us - which felt amazing - and four other people also said things about us - which also felt amazing. It took a long time to get through everyone, but I think it was well worth it and it is something that I'd like to get into my classroom somehow. I'm not sure how yet, but I think that it is important.
Interbarn
So, this place is awesome!! They have all of these "stations" that the kids can visit (they get to pick 3) and I worked at the furs station. Before the kids are released, we do commercials for them to get to come to the station. We did a rap and the kids loved it!
I put this pelt of a fisher on my arm and danced like some strange rapper as we sang
(me): On my arm is a fisher
(HTstaff): In my hand is a trap
(all): If you want to know more, just listen to us rap!
When it's cold outside, don't say "brrrrr"
(HSstudent): Just come on down and put on my fur!
I loved that fisher.
They eat Porcupines...isn't that weird/cool??
The Hoedown
Okay, perhaps one of the best things we did because we got to:
-Dress up in costumes
(I wore yellow rain slicker overalls, a grass skirt, and a mining helmet)
-Dance around weirdly
-Watch 6th graders cringe at having to choose to dance with a member of the opposite sex!
(This was really funny!! I can laugh too, because I was just as, if not more awkward when I was at High Trails!!)
Closing stuff
The entire staff and students went on a silent hike to the Sunday Rocks where everyone climbed up and sat. Reflecting in the quiet was wonderful! Then, the staff read some of the quotes that the 6th graders wrote about nature, and they were awesome! After that, one of the staff members sang a song:
"The World's Greatest" R. Kelly
Who´s the worlds greatest
Who´s the worlds greatest
The worlds greatest
I am a mountain
I am a tall tree ohh
I am a swift wind sweeping the country
I am a river down in the valley ohh
I am a vision and I can see clearly
If anybody asks you who I am
Just stand up tall
Look 'em in the face and say
I'm that star up in the sky
I'm that mountain peak up high
Hey I made it
Mmm..
I'm the world's greatest
I'm that little bit of hope
When my backs against the ropes
I can feel it
Mmm..
I'm the world's greatest
the world greatest,
the world greatest, forever
I am a giant
I am an eagle ooh
I am a lion
Down in the jungle
I am a marching band
I am the people ooh
I am a helping hand
I am a hero
If anybody asks you who I am
Just stand up tall
Look 'em in the face and say
I'm that star up in the sky
I'm that moutain peak up high
Hey, I made it
Mmmm...
I'm the world´s greatest
I'm that little bit of hope
When my backs against the ropes
I can feel it
Mmmm...
I'm the world´s greatest
In the ring of life, I'll reign love (I will reign)
And the world will notice a king (Oh Yeah..)
When there is darkness, I'll shine a light (Shine a light..)
And mirrors of success reflect in me
I'm that star up in the sky (uh, uh)
I'm that mountain (peak up high) peak up high
Hey I made It (hey I made it)
I'm the worlds greatest (I'm that little bit)
I'm that little bit of hope (uh, uh)
When my back's against the ropes (oh yeah
)
I can feel it (I can feel it)
I'm the world's greatest
oooohhhhhhhhhhh
I'm that star up in the sky (star up in the sky)
I'm that mountain peak up high (oh yes I am)
Hey I made It (I made it)
I'm the worlds greatest (I'm that little bit of hope)
I'm that little bit of hope (ohhhhhhohhhh)
When my back's against the ropes ohhhhhh (when my back's against the ropes)
I can feel it ( I can feel it)
I'm the world's greatest (repeat)
It's the greatest
Can you feel it
It's the greatest
I saw the light
At the end of a tunnel
Believe in the pot of gold
At the end of the rainbow
And faith was right there
To pull me through, yeah
Used to be locked doors
Now I can just walk on through
Hey, uh, hey, hey, hey, yeah
It's the greatest
I'm that star up in the sky
I'm that star up in the sky
I'm that moutain peak up high
Hey, I made it
I'm the world´s greatest
I'm that little bit of hope
When my backs against the ropes
I can feel it
I'm the world´s greatest
I'm the world´s greatest
I'm that little bit of hope
When my backs against the ropes
I can feel it
I thought it was a powerful song - and I can't stop thinking about what a good choice it was.
This isn't the only song to define my trip...on the last night there, all of the CSU students sat in a "clump" and were silent for time, feeling the energy of our peers - all future teachers - about to embark on a journey that will define our lives. It was one of the most powerful things I've experienced in my life to date, which sounds odd in some ways, but it is quite true. After sitting in silence for a bit, we then listened to the following:
"What about everything?" Carbon Leaf
Holiday quiet on these streets, except for some stubborn leaves
That didn't fall with the fall, and now they clatter in vain
Holiday sky, midnight clear
Wind is high, hard to steer
Old muffler rumbles like an old fighter plane
In search of some rest, in search of a break
From a life of tests where something's always at stake
Where something's always so far
What about my broken car?
What about my life so far?
What about my dream?
What about.....
What about everything?
What about aeroplanes?
And what about ships that drank the sea?
What about...
What about the moon and stars?
What about soldier battle scars
And all the anger that they eat?
I am not in need
Get away and come with me
Come away with me and we'll see
If I was right on that night, that a future was made
Before time takes each year, like a knife cuts it clear
It's school, then work and then life that just sharpens the blade
I think about time for fun
I think about time for play
Then I think about being done, with no resume
With no one left to blame
What about fortune and fame?
What about your love to obtain?
What about the ring?
What about....
What about everything?
What about aeroplanes?
And what about ships that drank the sea?
What about...
What about the moon and stars?
What about soldier battle scars
And all the anger that they eat?
I am not in need
Holiday quiet on these streets, except for some reason me
The hometown harbor lights bright, the sailboats clatter in vain
Holiday sky, midnight clear
Wind is high on this pier
I find it hard to complain when compared with what about...
What about everything?
What about aeroplanes?
And what about ships that drank the sea?
What about...
What about the moon and stars?
What about soldier battle scars
And all the anger that they eat?
What about...
What about aliens? What about you and me and...
What about gold beneath the sea?
What about...
What about when buildings fall?
What about that midnight phone call...
The one that wakes you from your peace?
Well, I am not, I am not, I am not in need
I liked this song so much I had to go buy the CD and it is now resident in Jack (my car).
I wish I could write for hours about this, but I can't.
I have to do work for other things... but it was very powerful.
I feel more confident and more at peace with my life and my self than I did when I left.
Hiking with the CSU students up "B Bluff"
On the first day there, the director of the camp took us all up a bluff. We climbed through this chimney up to the top, and once up there talked about reasons for being at High Trails for the week and what we hoped to learn. I mentioned that I wanted to learn from the 6th graders as I felt they had a lot to teach. It was nice listening to other people's goals as well :) . The director also talked about what we would do the following day, and talked about the 'special spots' that the kids would find. Once they found a spot, they would be responsible for writing in their journals and thinking quietly. One thing that really caught my attention was when he said "Some kids will sit there and think and be reflective, and some will play with sticks, and that's okay too" I never want to forget that...I think that too often we forget that not everyone is the same and that we need to recognize that.
Setting the Mood Activities
We did a few things with our 'group'
1. Hiked up to an aspen grove...had them taste an aspen leaf and pine needle...touch the ground, smell things, etc.
2. Put the kids into 4 groups of 4 with a High School counselor
3. Sent them on a blind hike with their HS counselor who dropped them all off at a tree...picked them up from it...took them back to their starting place and then allowed them to find there tree (all of our kids found their tree!!)
4. Let them find a special spot...write there and think and/or play with sticks
-They were also to write a quote here
Indians Discovery Group
I was in this group all week, which was awesome! We got to let the kids name themselves and paint their faces, which they really seemed to enjoy. My name was "Ram who hunts buffalo" ...haha. Then, we took them on a fairly short hike to "Tipi Village" where they learned about Religion and Rituals, Village Life (my segment), Archery, and Games. We had help from the HS counselors, and the kids really seemed to enjoy it. In the afternoon of the first day, I was able to lead the entire set, and a teacher from Challenger filled in for our wonderful High Trails Staff. It was fun leading the kids with the help of another CSU student who mostly focused on archery...I think it went smoothly and the kids had a good time!
One night was the "discovery cookout" where the kids did archery and played games...I helped cook and also took on a homesick girl which was a huge challenge for me. I'm not very good with the criers - but by the end of the night she was doing much better, which made me happy.
The last day was an "all-day" discovery group...meaning we could do more things with the kids. I ran the normal village life...which turned into a history lecture due to some earlier mess-ups...and the sweat lodge. I thought the kids would think that the sweat lodge would be a little stupid, but they loved watching the steam come off of the rocks. We even talked about why steam is made...which they liked.
It was a really fun group to be in!
CSU Bonding time
We spent a lot of time in the evenings bonding, which was awesome. I didn't know very many kids going in, but I feel like I have a set of wonderful new friends. We had to kind of put ourselves out there, which is always hard - but worth it when you're with a good group of people.
We had to share our goals both personal (selfish ones!) and professional with the rest of the "class" and reflect upon our time there. Everyone seems a little stressed out and worried about student teaching (among other things) and it was nice to have some company in that department. One evening we went through everyone and our professor said something good about all of us - which felt amazing - and four other people also said things about us - which also felt amazing. It took a long time to get through everyone, but I think it was well worth it and it is something that I'd like to get into my classroom somehow. I'm not sure how yet, but I think that it is important.
Interbarn
So, this place is awesome!! They have all of these "stations" that the kids can visit (they get to pick 3) and I worked at the furs station. Before the kids are released, we do commercials for them to get to come to the station. We did a rap and the kids loved it!
I put this pelt of a fisher on my arm and danced like some strange rapper as we sang
(me): On my arm is a fisher
(HTstaff): In my hand is a trap
(all): If you want to know more, just listen to us rap!
When it's cold outside, don't say "brrrrr"
(HSstudent): Just come on down and put on my fur!
I loved that fisher.
They eat Porcupines...isn't that weird/cool??
The Hoedown
Okay, perhaps one of the best things we did because we got to:
-Dress up in costumes
(I wore yellow rain slicker overalls, a grass skirt, and a mining helmet)
-Dance around weirdly
-Watch 6th graders cringe at having to choose to dance with a member of the opposite sex!
(This was really funny!! I can laugh too, because I was just as, if not more awkward when I was at High Trails!!)
Closing stuff
The entire staff and students went on a silent hike to the Sunday Rocks where everyone climbed up and sat. Reflecting in the quiet was wonderful! Then, the staff read some of the quotes that the 6th graders wrote about nature, and they were awesome! After that, one of the staff members sang a song:
"The World's Greatest" R. Kelly
Who´s the worlds greatest
Who´s the worlds greatest
The worlds greatest
I am a mountain
I am a tall tree ohh
I am a swift wind sweeping the country
I am a river down in the valley ohh
I am a vision and I can see clearly
If anybody asks you who I am
Just stand up tall
Look 'em in the face and say
I'm that star up in the sky
I'm that mountain peak up high
Hey I made it
Mmm..
I'm the world's greatest
I'm that little bit of hope
When my backs against the ropes
I can feel it
Mmm..
I'm the world's greatest
the world greatest,
the world greatest, forever
I am a giant
I am an eagle ooh
I am a lion
Down in the jungle
I am a marching band
I am the people ooh
I am a helping hand
I am a hero
If anybody asks you who I am
Just stand up tall
Look 'em in the face and say
I'm that star up in the sky
I'm that moutain peak up high
Hey, I made it
Mmmm...
I'm the world´s greatest
I'm that little bit of hope
When my backs against the ropes
I can feel it
Mmmm...
I'm the world´s greatest
In the ring of life, I'll reign love (I will reign)
And the world will notice a king (Oh Yeah..)
When there is darkness, I'll shine a light (Shine a light..)
And mirrors of success reflect in me
I'm that star up in the sky (uh, uh)
I'm that mountain (peak up high) peak up high
Hey I made It (hey I made it)
I'm the worlds greatest (I'm that little bit)
I'm that little bit of hope (uh, uh)
When my back's against the ropes (oh yeah
)
I can feel it (I can feel it)
I'm the world's greatest
oooohhhhhhhhhhh
I'm that star up in the sky (star up in the sky)
I'm that mountain peak up high (oh yes I am)
Hey I made It (I made it)
I'm the worlds greatest (I'm that little bit of hope)
I'm that little bit of hope (ohhhhhhohhhh)
When my back's against the ropes ohhhhhh (when my back's against the ropes)
I can feel it ( I can feel it)
I'm the world's greatest (repeat)
It's the greatest
Can you feel it
It's the greatest
I saw the light
At the end of a tunnel
Believe in the pot of gold
At the end of the rainbow
And faith was right there
To pull me through, yeah
Used to be locked doors
Now I can just walk on through
Hey, uh, hey, hey, hey, yeah
It's the greatest
I'm that star up in the sky
I'm that star up in the sky
I'm that moutain peak up high
Hey, I made it
I'm the world´s greatest
I'm that little bit of hope
When my backs against the ropes
I can feel it
I'm the world´s greatest
I'm the world´s greatest
I'm that little bit of hope
When my backs against the ropes
I can feel it
I thought it was a powerful song - and I can't stop thinking about what a good choice it was.
This isn't the only song to define my trip...on the last night there, all of the CSU students sat in a "clump" and were silent for time, feeling the energy of our peers - all future teachers - about to embark on a journey that will define our lives. It was one of the most powerful things I've experienced in my life to date, which sounds odd in some ways, but it is quite true. After sitting in silence for a bit, we then listened to the following:
"What about everything?" Carbon Leaf
Holiday quiet on these streets, except for some stubborn leaves
That didn't fall with the fall, and now they clatter in vain
Holiday sky, midnight clear
Wind is high, hard to steer
Old muffler rumbles like an old fighter plane
In search of some rest, in search of a break
From a life of tests where something's always at stake
Where something's always so far
What about my broken car?
What about my life so far?
What about my dream?
What about.....
What about everything?
What about aeroplanes?
And what about ships that drank the sea?
What about...
What about the moon and stars?
What about soldier battle scars
And all the anger that they eat?
I am not in need
Get away and come with me
Come away with me and we'll see
If I was right on that night, that a future was made
Before time takes each year, like a knife cuts it clear
It's school, then work and then life that just sharpens the blade
I think about time for fun
I think about time for play
Then I think about being done, with no resume
With no one left to blame
What about fortune and fame?
What about your love to obtain?
What about the ring?
What about....
What about everything?
What about aeroplanes?
And what about ships that drank the sea?
What about...
What about the moon and stars?
What about soldier battle scars
And all the anger that they eat?
I am not in need
Holiday quiet on these streets, except for some reason me
The hometown harbor lights bright, the sailboats clatter in vain
Holiday sky, midnight clear
Wind is high on this pier
I find it hard to complain when compared with what about...
What about everything?
What about aeroplanes?
And what about ships that drank the sea?
What about...
What about the moon and stars?
What about soldier battle scars
And all the anger that they eat?
What about...
What about aliens? What about you and me and...
What about gold beneath the sea?
What about...
What about when buildings fall?
What about that midnight phone call...
The one that wakes you from your peace?
Well, I am not, I am not, I am not in need
I liked this song so much I had to go buy the CD and it is now resident in Jack (my car).
I wish I could write for hours about this, but I can't.
I have to do work for other things... but it was very powerful.
I feel more confident and more at peace with my life and my self than I did when I left.
Monday, October 6, 2008
Oh, the things we learn in methods
I always feel like I come away from methods class with a huge amount of valuable tools that make my teaching future seem brighter - today is no different.
We finished up a discussion on simulations with a second simulation. We were learning about "separate but equal" and how that isn't really the case. We all drew colored paper from a hat...and there were three possibilities...
Purple=Privileged
Salmon=Semi-Privileged
Yellow=Non-Privileged
Our professor emphasized using something for them to draw rather than using something of their own body like eye or hair color. She cited the third grade experiment that went terribly wrong. Anyhow, I (of course) drew the yellow sheet and thus became the model for the kids who do not have the things that they need. The final event was a quiz over several countries in Africa - something that the materials we had didn't enable us to be able to do well if at all. Although I knew what was coming, and what would happen, I couldn't contain my feelings of frustration, anger, sadness, and hopelessness. Amazing how well this simulation might work in a middle school classroom where students didn't exactly know what was coming.
That said, we went over the simulation after it was finished and talked about our feelings and what we went through, a shining example of what kids could get out of this emotionally. It is also important to make sure that they know that it is a SIMULATION. I like them : )
Today was also fun in that we did some different discussion models:
1. Talk show host
2. Concentric Circles
3. Inner circle/outer circle
Talk show host
In this model, the teacher is able to act as the host of some TV show, and presents different points of view on an issue and then asks for comments. There is a "microphone" involved to control student participation, as well as allow the teacher to control the way the discussion is moving. We also practiced using "Talk Moves" which help to push and lead the discussion
Concentric Circles
Two circles set up - one on the inside and one on the outside
Participants face someone from the opposite circle
Instructions are given for one of the members to talk, ask questions, listen etc.
Information can travel along with the circle that is moving
When one 'set' is done, the teacher can tell the inside circle to rotate 4 to the left etc.
Inner Circle/ Outer Circle
This is similar to the concentric circles, but different.
The inside group sits in the middle of the room and is smaller than the entire class
The inside group discusses a certain topic etc. among themselves
They are evenly balanced regarding the issue
IT IS NOT A DEBATE!!
The outside circle can have many jobs
*Coach one of the inner circle members
*Ask questions/give feedback when asked by the teacher
*Evaluate how prepared inner students are with their materials
etc.
***Students who are to be in the inner circle will have material prepared somehow...perhaps they know that they'll be in the inner circle, perhaps not - etc.
After a day of lots of learning I have two feelings:
1. I want to be in the classroom all the time NOW. I am tired of going to classes on how to teach and I want to get in there and do it!!
2. Gosh I have a lot to learn! I want to be the best I can be, and I don't feel like two more months is going to do it for me.
How is that for a study in contradictions?
On another note, we talked about some interesting things in class...
-Does competition have a place in the classroom?
-Should teachers share their political views in classrooms?
Interesting to think about ...
We finished up a discussion on simulations with a second simulation. We were learning about "separate but equal" and how that isn't really the case. We all drew colored paper from a hat...and there were three possibilities...
Purple=Privileged
Salmon=Semi-Privileged
Yellow=Non-Privileged
Our professor emphasized using something for them to draw rather than using something of their own body like eye or hair color. She cited the third grade experiment that went terribly wrong. Anyhow, I (of course) drew the yellow sheet and thus became the model for the kids who do not have the things that they need. The final event was a quiz over several countries in Africa - something that the materials we had didn't enable us to be able to do well if at all. Although I knew what was coming, and what would happen, I couldn't contain my feelings of frustration, anger, sadness, and hopelessness. Amazing how well this simulation might work in a middle school classroom where students didn't exactly know what was coming.
That said, we went over the simulation after it was finished and talked about our feelings and what we went through, a shining example of what kids could get out of this emotionally. It is also important to make sure that they know that it is a SIMULATION. I like them : )
Today was also fun in that we did some different discussion models:
1. Talk show host
2. Concentric Circles
3. Inner circle/outer circle
Talk show host
In this model, the teacher is able to act as the host of some TV show, and presents different points of view on an issue and then asks for comments. There is a "microphone" involved to control student participation, as well as allow the teacher to control the way the discussion is moving. We also practiced using "Talk Moves" which help to push and lead the discussion
Concentric Circles
Two circles set up - one on the inside and one on the outside
Participants face someone from the opposite circle
Instructions are given for one of the members to talk, ask questions, listen etc.
Information can travel along with the circle that is moving
When one 'set' is done, the teacher can tell the inside circle to rotate 4 to the left etc.
Inner Circle/ Outer Circle
This is similar to the concentric circles, but different.
The inside group sits in the middle of the room and is smaller than the entire class
The inside group discusses a certain topic etc. among themselves
They are evenly balanced regarding the issue
IT IS NOT A DEBATE!!
The outside circle can have many jobs
*Coach one of the inner circle members
*Ask questions/give feedback when asked by the teacher
*Evaluate how prepared inner students are with their materials
etc.
***Students who are to be in the inner circle will have material prepared somehow...perhaps they know that they'll be in the inner circle, perhaps not - etc.
After a day of lots of learning I have two feelings:
1. I want to be in the classroom all the time NOW. I am tired of going to classes on how to teach and I want to get in there and do it!!
2. Gosh I have a lot to learn! I want to be the best I can be, and I don't feel like two more months is going to do it for me.
How is that for a study in contradictions?
On another note, we talked about some interesting things in class...
-Does competition have a place in the classroom?
-Should teachers share their political views in classrooms?
Interesting to think about ...
Sunday, October 5, 2008
The Jefferson Lesson (Part ONE)
For my 450 class, I am doing a lesson on Thomas Jefferson. I'm not sure if I've said this before, but I am saying it now.
Boy oh boy. I think that when I student teach and when I get a job, I will spend approximately 53486794653 hours a day planning lessons. I create about half the lesson, and then - for unknown reasons - I decide that I hate it...delete it...and start again. Now, does that sound like a good idea? No. Do I do it anyway? Yes. How many hours have I spent working on my Jefferson lesson thus far? Tooooooo many. Oh well, hopefully it will be good.
-Pre and Post assessments will be journal entries with questions yet to be determined
-I've created a note worksheet that has years and then the "private" and "public" sector, and they get to fill in the timeline. I am also creating a power point full of pictures.
-Then we're going to go over some letters that John Adams and Jefferson exchanged, followed by the kids re-writing them in the language of today.
I'm excited about it, and hopeful somewhere in my soul that I can create a lesson that I like the first time and not play this evil game of "create and delete" all day long.
Boy oh boy. I think that when I student teach and when I get a job, I will spend approximately 53486794653 hours a day planning lessons. I create about half the lesson, and then - for unknown reasons - I decide that I hate it...delete it...and start again. Now, does that sound like a good idea? No. Do I do it anyway? Yes. How many hours have I spent working on my Jefferson lesson thus far? Tooooooo many. Oh well, hopefully it will be good.
-Pre and Post assessments will be journal entries with questions yet to be determined
-I've created a note worksheet that has years and then the "private" and "public" sector, and they get to fill in the timeline. I am also creating a power point full of pictures.
-Then we're going to go over some letters that John Adams and Jefferson exchanged, followed by the kids re-writing them in the language of today.
I'm excited about it, and hopeful somewhere in my soul that I can create a lesson that I like the first time and not play this evil game of "create and delete" all day long.
Friday, October 3, 2008
The Library of Congress
So, today I am working on my assignment(s) for Teaching with Primary Sources (TPS) and also on a lesson that I am going to give on Jefferson after I return home from High Trails.
TPS is really, really cool. We're getting a wonderful opportunity to not only take our 477 class, but also this TPS class along with it. The first few assignments have really helped me understand how to use the Library of Congress (LOC) website. Sheesh there is a lot of stuff there! I've been before, but it always seems a tad bit overwhelming...probably becuase it is : ) But through the assignments that we've had to do, I find myself spending lots of time just gazing at a letter, or as the case was this morning, a drawing that Jefferson made of a plow design. One of our first assignments is to fill out this worksheet for a specific time period...the one we are doing for our unit. I'm not only doing a unit, but also my capstone paper on Abigail, so you can imagine my complete elation when we learned how to use this site and a bazillion more sources immidately became availible to me.
Problem: The LOC site is having problems right now and it is angering me. I feel like someone has locked the toybox, and I am anxiously awaiting someone to fix it. Anndddd, I just checked and it's still telling me "WARNING" instead of sending me to wonderful maps, letters and paintings of the Revolutionary war.
So, since I have some time, I thought that I might discuss yesterday, and the lesson that I was able to observe. In my 450 class I'm assigned to a US history class. When I was in school I took AP, which is offered, along with IB at the school I work at. I am fortuante to be in the "normal" class as I didn't take the "normal" history classes when I was a student. That said, the kids are relly talkative, but the energy is mostly positive. Their assignment was to reserch a specific part of the American Revolution ... i.e. "women" and present what they found along with a monument that they created. My mentor-teacher was explaining to me that he came up with this when there weren't any monuments to the Revolution.
Anyway, the kids spent several days in the computer lab in groups creating their project, and yesterday we were able to see the finished results. I was glad that I got to be in the classroom for that, to see how he made the extremely talkative kids be quiet...and he did so by taking away points from their presentation (although silently...he didn't metion it to anyone, just wrote their names down on a piece of paper...). The projects spanned the entire spectrum from outstanding to missing the boat a little bit, but I was able to see how once you assign something, and see it come into action, how the rubric may need to change. I feel like sometimes our job is never ending. I guess I feel like that becuase it is. Haha. The monuments were really good, and the kids had some really creative ideas. I like when they come up with things that you never think that they would have. One of them was a monument to the American Women and was a statue of a cannon representing the war with the names of influential women on the spokes of the wheels demonstrating the support that the women provided.
I'm going to High Trails next week, so I am getting ready for my lesson on Jefferson that will take place the week after. I'm a little stuck, but perhaps finishing up my other assignment for TPS will help a bit. I love T.J. and it is hard to figure out what the kids might want to know, and how in depth to go. All part of the learning process, I suppose : )
I think the LOC has decided to stop being stupid now, so I am going to go work on that now.
: )
TPS is really, really cool. We're getting a wonderful opportunity to not only take our 477 class, but also this TPS class along with it. The first few assignments have really helped me understand how to use the Library of Congress (LOC) website. Sheesh there is a lot of stuff there! I've been before, but it always seems a tad bit overwhelming...probably becuase it is : ) But through the assignments that we've had to do, I find myself spending lots of time just gazing at a letter, or as the case was this morning, a drawing that Jefferson made of a plow design. One of our first assignments is to fill out this worksheet for a specific time period...the one we are doing for our unit. I'm not only doing a unit, but also my capstone paper on Abigail, so you can imagine my complete elation when we learned how to use this site and a bazillion more sources immidately became availible to me.
Problem: The LOC site is having problems right now and it is angering me. I feel like someone has locked the toybox, and I am anxiously awaiting someone to fix it. Anndddd, I just checked and it's still telling me "WARNING" instead of sending me to wonderful maps, letters and paintings of the Revolutionary war.
So, since I have some time, I thought that I might discuss yesterday, and the lesson that I was able to observe. In my 450 class I'm assigned to a US history class. When I was in school I took AP, which is offered, along with IB at the school I work at. I am fortuante to be in the "normal" class as I didn't take the "normal" history classes when I was a student. That said, the kids are relly talkative, but the energy is mostly positive. Their assignment was to reserch a specific part of the American Revolution ... i.e. "women" and present what they found along with a monument that they created. My mentor-teacher was explaining to me that he came up with this when there weren't any monuments to the Revolution.
Anyway, the kids spent several days in the computer lab in groups creating their project, and yesterday we were able to see the finished results. I was glad that I got to be in the classroom for that, to see how he made the extremely talkative kids be quiet...and he did so by taking away points from their presentation (although silently...he didn't metion it to anyone, just wrote their names down on a piece of paper...). The projects spanned the entire spectrum from outstanding to missing the boat a little bit, but I was able to see how once you assign something, and see it come into action, how the rubric may need to change. I feel like sometimes our job is never ending. I guess I feel like that becuase it is. Haha. The monuments were really good, and the kids had some really creative ideas. I like when they come up with things that you never think that they would have. One of them was a monument to the American Women and was a statue of a cannon representing the war with the names of influential women on the spokes of the wheels demonstrating the support that the women provided.
I'm going to High Trails next week, so I am getting ready for my lesson on Jefferson that will take place the week after. I'm a little stuck, but perhaps finishing up my other assignment for TPS will help a bit. I love T.J. and it is hard to figure out what the kids might want to know, and how in depth to go. All part of the learning process, I suppose : )
I think the LOC has decided to stop being stupid now, so I am going to go work on that now.
: )
Wednesday, October 1, 2008
Apparently Wednesdays are better than Tuesdays
Today there were lots of good things going on in my classes, so that is good. This morning we went over some things in teaching history to help with after-reading. Monday we did poems...
Cinquains and Bio-poems...
Here are mine:
(Cinquain)
Founding Father
Specticled, intelligent
Writing, fighting, caring
Poor Man's Almanac, freedom, liberty, family rift
Benjamin
(Bio Poem)
Abigail
Strong, intelligent, caring, passionate
John, John Quincy, Stillborn
Freedom, children, God
Lonely, proud, duty
Her children, her country, the British
Equal Rights, Patriot victory, more of her husband
Massachusetts
Adams
Hooray : )
Today we did Haikus as well. They're Japanese and follow the 5 -7-5 syllable pattern.
Here is mine for today...
Cold British Soldiers
Patriots provoking them
Some dead in Boston
Then, we read through Wallace Stevens' poem "Thirteen Ways of Looking at a Blackbird" and changed the words of the poem around...although nouns replace nouns, adjectives for adjectives, etc. I wrote two, and here they are
(from III.)
The general rode in the winter storms
He was a major part of the victory
and
(from XII.)
The British are coming
The man must be riding
Simple, yet highly effective I think.
In fact, so effective that after class in our one hour break, my three friends and I devised a whole new poem based on Wallace Stevens' poem.
Here it is...
Thirteen Ways of Looking at a Slinky (by Liz, Kurtis, Katie, and Dylan)
I.
Among twenty steep stairs
The only bounding thing
was the coil of the Slinky
II.
I was of three minds
Like a Slinky
In which there are three kinks
III.
The Slinky danced in the child's hands
It was a small part of the laughter
IV.
A man and a Slinky
Are one.
A man and a Slinky and stairs
Are one.
V.
I do not know which to prefer
The beauty of silver
or the beauty of springs
The Slinky bouncing
Or just after
VI.
Children filled the long hallway
With ecstatic laughter
The spirals of the Slinky
Crossed it to and fro
The mood
Traced in the spirals
In inequaled happiness
VII.
O thin wire of Poof-Slinky
Why do you imagine Silly Putty?
Do you not see how the Slinky
Falls between the hands
of the people about you
VIII.
I know plastic dolls
And small, bumpy bricks
But I know, too,
That the Slinky is involved
In what I know
IX.
When the Slinky fell out of sight
It marked the edge
Of too many stairs
X.
At the sight of Slinkies
Rolling in fluorescent light
Even the strictest of parents
would cry out joyfully
XI.
He rode over oceans
In a cardboard box
Once a child held him
In that he understood
The meaning of his existance
As Slinky
XII.
The escalator is moving
The Slinky Must be crawling
XIII.
It was dark all day
It was raining
And it was going to rain
The Slinky sat
On the closet shelf
We did a simulation today.
In 465, and that was good, and fun.
I don't have time to really write about that now - but I want to remember that it happened.
I remember one we did in HS too, in Kipp's class.
Here is to Thursday being around the corner : )
Cinquains and Bio-poems...
Here are mine:
(Cinquain)
Founding Father
Specticled, intelligent
Writing, fighting, caring
Poor Man's Almanac, freedom, liberty, family rift
Benjamin
(Bio Poem)
Abigail
Strong, intelligent, caring, passionate
John, John Quincy, Stillborn
Freedom, children, God
Lonely, proud, duty
Her children, her country, the British
Equal Rights, Patriot victory, more of her husband
Massachusetts
Adams
Hooray : )
Today we did Haikus as well. They're Japanese and follow the 5 -7-5 syllable pattern.
Here is mine for today...
Cold British Soldiers
Patriots provoking them
Some dead in Boston
Then, we read through Wallace Stevens' poem "Thirteen Ways of Looking at a Blackbird" and changed the words of the poem around...although nouns replace nouns, adjectives for adjectives, etc. I wrote two, and here they are
(from III.)
The general rode in the winter storms
He was a major part of the victory
and
(from XII.)
The British are coming
The man must be riding
Simple, yet highly effective I think.
In fact, so effective that after class in our one hour break, my three friends and I devised a whole new poem based on Wallace Stevens' poem.
Here it is...
Thirteen Ways of Looking at a Slinky (by Liz, Kurtis, Katie, and Dylan)
I.
Among twenty steep stairs
The only bounding thing
was the coil of the Slinky
II.
I was of three minds
Like a Slinky
In which there are three kinks
III.
The Slinky danced in the child's hands
It was a small part of the laughter
IV.
A man and a Slinky
Are one.
A man and a Slinky and stairs
Are one.
V.
I do not know which to prefer
The beauty of silver
or the beauty of springs
The Slinky bouncing
Or just after
VI.
Children filled the long hallway
With ecstatic laughter
The spirals of the Slinky
Crossed it to and fro
The mood
Traced in the spirals
In inequaled happiness
VII.
O thin wire of Poof-Slinky
Why do you imagine Silly Putty?
Do you not see how the Slinky
Falls between the hands
of the people about you
VIII.
I know plastic dolls
And small, bumpy bricks
But I know, too,
That the Slinky is involved
In what I know
IX.
When the Slinky fell out of sight
It marked the edge
Of too many stairs
X.
At the sight of Slinkies
Rolling in fluorescent light
Even the strictest of parents
would cry out joyfully
XI.
He rode over oceans
In a cardboard box
Once a child held him
In that he understood
The meaning of his existance
As Slinky
XII.
The escalator is moving
The Slinky Must be crawling
XIII.
It was dark all day
It was raining
And it was going to rain
The Slinky sat
On the closet shelf
We did a simulation today.
In 465, and that was good, and fun.
I don't have time to really write about that now - but I want to remember that it happened.
I remember one we did in HS too, in Kipp's class.
Here is to Thursday being around the corner : )
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