So, I'm home for my last Thanksgiving break as a student, which is kind of weird. Anyway, I have massive amounts of homework to do - thus taking away time that I get to spend with my family and/or friends that I haven't really seen that much since I moved to school. Why do teaches insist on assiging homework over breaks. Yea, the students have time to work on it, but shouldn't they be allowed to relax? I'm pretty sure that is why a break is created for kids - and teachers...just to give some time off so that school can be more productive.
When I was a freshmen at CSU, a good friend of mine was killed in an avalanche. I've dealt with deaths before - of people I care about from my own grandparents, to a friend's mother, as well as a few aquaintences...and nothing has hit me as hard as losing Patrick. I can't think of a single day that I don't think about him and his family. Although this isn't directly related to giving homework, I've never treasured life on earth so much as the years following the death of my friend. Life is sometimes too short, and you never know when something might hit like that...it makes me think that the time that students get to spend with their families is that much more important ... and although we all love our subjects - sometimes it is the simple things in life that are the most important. As teachers, I think we owe some time to the kids.
that's all for now.
Wednesday, November 26, 2008
Friday, November 21, 2008
Concert found poetry
So last night I attended the CSU Wind Ensemble and Symphonic Band concert. I love music (this is the second semester since the sixth grade that I haven't been in the band) but sometimes I struggle to sit completely still in concerts when I'm listening. It makes my mind soar and I become crazy creative, so I think that my problem stems from all of my creative whatevers being stimulated. Usually, I bring some paper and draw or write poems as the inspiration hits me. Last night, while going through my usual concert-attending regimen, I was reading through the descriptions of all the pieces and composers. Suddenly, I was hit with a truck of thought that made me think...if we can do found poetry with primary source documents, why not with anything? So...I tried it, and I think it came out super super well.
Here is one from Percy Granger (a composer...1882-1962...super fascinating and weird if you want to look him up) write up...
Australia's
Sensational pianist
Innovation and experimentation
WWII outbreak
toured and promoted
folk music
The following is from a Concerto For Bassoon by Gordon Jacob (1895-1984)
Bounding Bassoon
Beautiful
Sustained
Suspending movement
quick and different
thick, crisp melodies
burst
ENTHUSIASM
The last one is from Gustav Holst's (1874-1934) First Suite in Eb (which, as a side note is one of my favorite pieces of all time - I got to play this horn solo for an honor band I was in sophomore year in high school. I really great to like it a lot and it is definitely worth listening to you ... as are the planets if you haven't yet listened to that)
Holst
Composer and Friend
Leading cornerstone of thrilling style
Played exceptionally
Variation on wind
Lyrics and themes
British Music
So, what the heck does this have to do with history? Well, a few things. First of all I think it is really important that music is shared with students in the history classroom. I may have said it before...but students understand music. As soon as they can get their ipod in their ears, they're all about it, constantly sharing things with their friends, etc. If we want to connect with our students, we need to find things that connect to them. Although they may not be into classical music, this may help them paint a picture of the past in their minds which is very important when it comes to them actually understanding history.
Secondly - I think that it shows that found poetry can be 'found' almost anywhere. These bios of pieces and composers were short...two or less paragraphs, but they reflect the ideas presented in the paragraphs. I really think that the more times students engage in activities such as this, the more they will be able to understand the material.
I am really attracted to all of the ways we've learned to bring poetry into the history classroom. Part of it, I think, is because I think it is 'new' and not something that I've ever done with history before. The other part is that I've been writing poems of various forms since I was in fourth grade - so it is something that feels comfortable to me, and I like mixing my love of history with the love I feel for poetry.
Here is one from Percy Granger (a composer...1882-1962...super fascinating and weird if you want to look him up) write up...
Australia's
Sensational pianist
Innovation and experimentation
WWII outbreak
toured and promoted
folk music
The following is from a Concerto For Bassoon by Gordon Jacob (1895-1984)
Bounding Bassoon
Beautiful
Sustained
Suspending movement
quick and different
thick, crisp melodies
burst
ENTHUSIASM
The last one is from Gustav Holst's (1874-1934) First Suite in Eb (which, as a side note is one of my favorite pieces of all time - I got to play this horn solo for an honor band I was in sophomore year in high school. I really great to like it a lot and it is definitely worth listening to you ... as are the planets if you haven't yet listened to that)
Holst
Composer and Friend
Leading cornerstone of thrilling style
Played exceptionally
Variation on wind
Lyrics and themes
British Music
So, what the heck does this have to do with history? Well, a few things. First of all I think it is really important that music is shared with students in the history classroom. I may have said it before...but students understand music. As soon as they can get their ipod in their ears, they're all about it, constantly sharing things with their friends, etc. If we want to connect with our students, we need to find things that connect to them. Although they may not be into classical music, this may help them paint a picture of the past in their minds which is very important when it comes to them actually understanding history.
Secondly - I think that it shows that found poetry can be 'found' almost anywhere. These bios of pieces and composers were short...two or less paragraphs, but they reflect the ideas presented in the paragraphs. I really think that the more times students engage in activities such as this, the more they will be able to understand the material.
I am really attracted to all of the ways we've learned to bring poetry into the history classroom. Part of it, I think, is because I think it is 'new' and not something that I've ever done with history before. The other part is that I've been writing poems of various forms since I was in fourth grade - so it is something that feels comfortable to me, and I like mixing my love of history with the love I feel for poetry.
Wednesday, November 19, 2008
Ready to go?
So the countdown to my student teaching began when I first came to CSU in 2005, and it has been slowly moving semester by semester. Now, the number is down to a month and a few weeks which leaves me in several states.
1. Excitement
2. Complete and utter panic
I suppose these feelings are normal, but that doesn't mean that I enjoy being panicked. In fact, the most frustrating thing for me is not knowing what is going to happen to me after May, which oddly enough panics me more than anything. So, I go home for winter break and stay there through May, and I have two preps and four classes - that's fantastic. But then what? I have no clue. I want a high school job very much so. I love working with my junior high kids when I'm coaching, but I don't like them as much as I do high school kids. High School kids have issues with just about everything that you can think of...and I like that. I like helping them pick themselves up and reach higher than they thought that they could. Which I know is not for everyone, but that is always where my heart has been.
I am so excited to be in the classroom all the time. In fact, I have approximately a thousand things to do for my classes right now, but I can't think about the stuff I have to do without defaulting to my lesson plans for January. I'm going to get the class on day one, which is awesome and terrifying, and I need to finish all the stuff that I am doing before I start thinking about that (too much, anyway).
Perhaps one of the best things about the spring (besides getting to teach) is that I have the opportunity to coach as well. This is going to create a lot of work, but hopefully I'll get a coaching job along with my teaching job, so it is something that I feel like I should be experiencing. Besides, life for me without lacrosse would be somewhat destroyed and strange. The total upside is that I get to be head coach of an 8th grade team and be an assistant coach for the high school program that I went thorough which is awesome. I have a lot of respect for my coach and feel some sense of honor that I get to work with him again - on the other side of the line. He taught me a lot, and I am looking forward to what else I can learn from him.
The feelings of being really really excited and really really nervous leave me nothing but tired. I feel like I'm going to do just fine, but sometimes feeling that solves nothing.
1. Excitement
2. Complete and utter panic
I suppose these feelings are normal, but that doesn't mean that I enjoy being panicked. In fact, the most frustrating thing for me is not knowing what is going to happen to me after May, which oddly enough panics me more than anything. So, I go home for winter break and stay there through May, and I have two preps and four classes - that's fantastic. But then what? I have no clue. I want a high school job very much so. I love working with my junior high kids when I'm coaching, but I don't like them as much as I do high school kids. High School kids have issues with just about everything that you can think of...and I like that. I like helping them pick themselves up and reach higher than they thought that they could. Which I know is not for everyone, but that is always where my heart has been.
I am so excited to be in the classroom all the time. In fact, I have approximately a thousand things to do for my classes right now, but I can't think about the stuff I have to do without defaulting to my lesson plans for January. I'm going to get the class on day one, which is awesome and terrifying, and I need to finish all the stuff that I am doing before I start thinking about that (too much, anyway).
Perhaps one of the best things about the spring (besides getting to teach) is that I have the opportunity to coach as well. This is going to create a lot of work, but hopefully I'll get a coaching job along with my teaching job, so it is something that I feel like I should be experiencing. Besides, life for me without lacrosse would be somewhat destroyed and strange. The total upside is that I get to be head coach of an 8th grade team and be an assistant coach for the high school program that I went thorough which is awesome. I have a lot of respect for my coach and feel some sense of honor that I get to work with him again - on the other side of the line. He taught me a lot, and I am looking forward to what else I can learn from him.
The feelings of being really really excited and really really nervous leave me nothing but tired. I feel like I'm going to do just fine, but sometimes feeling that solves nothing.
Wednesday, November 12, 2008
Geography
So - when I was younger, one of my MOST HATED things was the five themes of geography. I remember in 8th grade, sitting in the class going over the five themes and having to memorize them etc. I was thinking about that today, as we are going over things in methods class on how to run a geography class that is effective - and I spent part of my drive home today thinking about why I hated the five themes SO much.
I think the biggest reason was that I didn't understand what they were. All I understood was that there were five of them, and they had kind of weird names and it was boring. I think the essential question here is - what are ways that we can make the five themes make SENSE to kids...it should be interesting, yes, but they also need to understand what they are, and what they mean.
By far the hardest two for EVERYONE to understand is: PLACE and LOCATION
Who the heck came up with those names? I mean, seriously, if a room full of history ed majors can't distinguish very well, how the heck are middle schoolers supposed to understand? How can we make the two understandable to students? I think we should begin by teaching place. Have kids draw a picture of their room - that is a special place to them...or just their favorite 'place'. Later, you can find the location of that place...if that makes sense. Coors Field is my favorite place...its location? 20th and Blake Street in Denver, CO. It seems simple, but to me it made sense, and I think it will to kids too.
Movement is fairly easy - we discussed it in class today. There are a lot of ways that you can connect movement to the other social studies disciplines...history with trade routes, immigration, etc...
Human Environmental Interaction is probably my favorite to teach kids as the concept is fairly simple, but the words are really huge. I think that, younger kids especailly, feel a sense of accomplishment when they understand and learn the meaning of big words. I can still rememeber learning to spell "Mississippi" when I was young and I think I ran around the house spelling it about 218665464 times before my mother finally was able to shut me up. By then, I had found my new favorite word "ColoradoRockies" - and no, I could not spell one without the other... and there is this strange little tune I made up that I sang all the letters to.
Region can be tough, but fun. I think students can learn fairly easy to understand what those things mean - especially when they look at things that are relevant to THIER life. For example, if you asked kids what region Colorado is in, many of them (living here of course) would say 'west'. While this is how WE identify ourselves, many other places aroudn the US would qualify us as 'midwest' or 'southwest'. Students could be asked to explain how we could fit into ALL of the categories. They could also look at a map of a specific area and try to create as many different regions as they can...among other things.
I think geography could be a lot of fun to teach. I would actually love to teach a class on culture someday - introducing students to four or five different cultures over the course of a sememster where they learn simple words - facts about the country or countries/religions - how they dress - customs- foods- etc. I think it would be wonderful to find people who are from a culture to come in and speak with the students. I think this sort of a class is really missing from our schools and that American students tend to be wayyyyyyyyyy too ethnocentric sometimes. I learned a lot when I was teaching in Japan, and I hope that someday I can get kids immersed in other cultures - even if it just happens though a school and a classroom...it could really help their future as an American and as a citizen of the world.
I think the biggest reason was that I didn't understand what they were. All I understood was that there were five of them, and they had kind of weird names and it was boring. I think the essential question here is - what are ways that we can make the five themes make SENSE to kids...it should be interesting, yes, but they also need to understand what they are, and what they mean.
By far the hardest two for EVERYONE to understand is: PLACE and LOCATION
Who the heck came up with those names? I mean, seriously, if a room full of history ed majors can't distinguish very well, how the heck are middle schoolers supposed to understand? How can we make the two understandable to students? I think we should begin by teaching place. Have kids draw a picture of their room - that is a special place to them...or just their favorite 'place'. Later, you can find the location of that place...if that makes sense. Coors Field is my favorite place...its location? 20th and Blake Street in Denver, CO. It seems simple, but to me it made sense, and I think it will to kids too.
Movement is fairly easy - we discussed it in class today. There are a lot of ways that you can connect movement to the other social studies disciplines...history with trade routes, immigration, etc...
Human Environmental Interaction is probably my favorite to teach kids as the concept is fairly simple, but the words are really huge. I think that, younger kids especailly, feel a sense of accomplishment when they understand and learn the meaning of big words. I can still rememeber learning to spell "Mississippi" when I was young and I think I ran around the house spelling it about 218665464 times before my mother finally was able to shut me up. By then, I had found my new favorite word "ColoradoRockies" - and no, I could not spell one without the other... and there is this strange little tune I made up that I sang all the letters to.
Region can be tough, but fun. I think students can learn fairly easy to understand what those things mean - especially when they look at things that are relevant to THIER life. For example, if you asked kids what region Colorado is in, many of them (living here of course) would say 'west'. While this is how WE identify ourselves, many other places aroudn the US would qualify us as 'midwest' or 'southwest'. Students could be asked to explain how we could fit into ALL of the categories. They could also look at a map of a specific area and try to create as many different regions as they can...among other things.
I think geography could be a lot of fun to teach. I would actually love to teach a class on culture someday - introducing students to four or five different cultures over the course of a sememster where they learn simple words - facts about the country or countries/religions - how they dress - customs- foods- etc. I think it would be wonderful to find people who are from a culture to come in and speak with the students. I think this sort of a class is really missing from our schools and that American students tend to be wayyyyyyyyyy too ethnocentric sometimes. I learned a lot when I was teaching in Japan, and I hope that someday I can get kids immersed in other cultures - even if it just happens though a school and a classroom...it could really help their future as an American and as a citizen of the world.
Monday, November 10, 2008
Teacher's edition text books
For next semester... I am taking on two classes.
1. Honors World History
2. U.S. History
I'll have two sections of each, and I was given books by the teachers I'll be working with. For the U.S. history course, I was given the teacher's edition which is about the size of Alaska. I am amazed at what is inside this thing! I guess from a lot of the books that were teacher's editions that I've been able to look at - I drew the idea that there wasn't any information inside that would be helpful. However, inside they've got a 'pacing guide' with activities that have been "Teacher Tested" and then lists the teacher and the location as well as the instructions on what you're supposed to do. How helpful is that? They also have different activities laced throughout...some specifically for normal scheduling and some for block periods. Not all of these things are ideas that I would use, but some of them are outstanding. Reading through the different activities has also helped me get my head around block scheduling a little more.
Above all, there is one thing in this that I love more than anything. They have, every chapter or so, a list of books for the teacher. What an easy way to find a book that will help deepen OUR knowledge of whatever subject we're teaching about.
So far, that is my only revelation of the day...although I'm sure that there will be more soon :)
1. Honors World History
2. U.S. History
I'll have two sections of each, and I was given books by the teachers I'll be working with. For the U.S. history course, I was given the teacher's edition which is about the size of Alaska. I am amazed at what is inside this thing! I guess from a lot of the books that were teacher's editions that I've been able to look at - I drew the idea that there wasn't any information inside that would be helpful. However, inside they've got a 'pacing guide' with activities that have been "Teacher Tested" and then lists the teacher and the location as well as the instructions on what you're supposed to do. How helpful is that? They also have different activities laced throughout...some specifically for normal scheduling and some for block periods. Not all of these things are ideas that I would use, but some of them are outstanding. Reading through the different activities has also helped me get my head around block scheduling a little more.
Above all, there is one thing in this that I love more than anything. They have, every chapter or so, a list of books for the teacher. What an easy way to find a book that will help deepen OUR knowledge of whatever subject we're teaching about.
So far, that is my only revelation of the day...although I'm sure that there will be more soon :)
Sunday, November 9, 2008
here we go
Coming up with new activities for classrooms is one of my favorite things in the whole world. I get really nervous sometimes though - as I worry things will blow up in my face. I suppose I shouldn't be nervous about that because things are going to blow up. It has happened in lacrosse, and it will happen in the classroom - although I hope it happens as few times as possible. As I think about student teaching ... and teaching ... I get a little apprehensive. However, through that, it is nice to have friends and other peers who I know are the same situation...and I know that we'll be able to share lessons and units, which makes the entire situation not so daunting.
I think that technology is amazing, and one thing I look forward to is being able to use that technology to integrate my history classroom with other history classrooms. My friend K and I have spoken about having our students communicate with each other using the internet. What a great opportunity will it be for students to work with each other at different schools :)
Right now, I am working on my Revolutionary War unit for Teaching History. It is fun to put together, but frustrating. It also shows me what my workload is going to be like in the spring, and makes me wish that I had picked something that I'll be teaching in the spring...but this unit will be of help when I get my first job net fall (hopefully!) I wish that I knew the kids I was planning this unit for. It has a fair amount of group collaboration, which I think is important. However, if the students really don't respond well to working in groups...it will have to be tweaked...which is really no big deal. I wish that I could try this out on students and see if it actually worked :)
Student teaching gets closer every single day, and I get a little bit more nervous every day. I will be teaching and coaching lacrosse, which will be a reality for me - but it will be tough this spring. I'll be working with a 7th and 8th grade team as a head coach, and then I will also assistant coach at the high school I'm working at. This will be the first time I'll be back to lacrosse 6 days a week since I played in high school myself...and it will be nice. I always feel better when I can get out and run around. Plus, I love the coaching environment - and actually feel more comfortable there than I do when I'm in a classroom as of right now. I'm going to visit my new students this week...which should be fun. I am nervous that they'll be upset about having a student teacher, which I guess is a legitimate concern, but I am hoping that everything will go smoothly. I'm really excited about the two teachers I am working with - I think I am going to learn a lot, and they are going to let me loose, which is nice. It would be really difficult for me to try to fit into someone else's style I think.
I suppose that is all for tonight. Time to get some sleep so I can keep plugging away tomorrow!
I think that technology is amazing, and one thing I look forward to is being able to use that technology to integrate my history classroom with other history classrooms. My friend K and I have spoken about having our students communicate with each other using the internet. What a great opportunity will it be for students to work with each other at different schools :)
Right now, I am working on my Revolutionary War unit for Teaching History. It is fun to put together, but frustrating. It also shows me what my workload is going to be like in the spring, and makes me wish that I had picked something that I'll be teaching in the spring...but this unit will be of help when I get my first job net fall (hopefully!) I wish that I knew the kids I was planning this unit for. It has a fair amount of group collaboration, which I think is important. However, if the students really don't respond well to working in groups...it will have to be tweaked...which is really no big deal. I wish that I could try this out on students and see if it actually worked :)
Student teaching gets closer every single day, and I get a little bit more nervous every day. I will be teaching and coaching lacrosse, which will be a reality for me - but it will be tough this spring. I'll be working with a 7th and 8th grade team as a head coach, and then I will also assistant coach at the high school I'm working at. This will be the first time I'll be back to lacrosse 6 days a week since I played in high school myself...and it will be nice. I always feel better when I can get out and run around. Plus, I love the coaching environment - and actually feel more comfortable there than I do when I'm in a classroom as of right now. I'm going to visit my new students this week...which should be fun. I am nervous that they'll be upset about having a student teacher, which I guess is a legitimate concern, but I am hoping that everything will go smoothly. I'm really excited about the two teachers I am working with - I think I am going to learn a lot, and they are going to let me loose, which is nice. It would be really difficult for me to try to fit into someone else's style I think.
I suppose that is all for tonight. Time to get some sleep so I can keep plugging away tomorrow!
Thursday, November 6, 2008
:)
I love LOVE LOVE working in the classroom.
Every Tuesday and Thursday when I come home from working with students, I am so excited to get in there with my OWN kids ALL the time.
Nothing profound today...just this interaction that took place in the US history classroom I work in.
Student to Teacher: Hey, did you know that guy?
Teacher: Who? (Turns around to look at a poster) Sitting Bull?
Student: Yea.
Teacher: haha...no.
That's all.
Every Tuesday and Thursday when I come home from working with students, I am so excited to get in there with my OWN kids ALL the time.
Nothing profound today...just this interaction that took place in the US history classroom I work in.
Student to Teacher: Hey, did you know that guy?
Teacher: Who? (Turns around to look at a poster) Sitting Bull?
Student: Yea.
Teacher: haha...no.
That's all.
Monday, November 3, 2008
Found Poems
So, apparently my favorite mode of content things are poems. I think that's because I've always loved poetry - and I remember keeping a poetry journal when I was little...especially fourth grade for some reason. Anyway.
These are really good to use with a primary source. Today K and I worked on the Gulf of Tonkin Resolution. You read the document and select 50 words, and then create a poem from that.
Here is ours.
Assisting Security
Communist threat to freedom
Political desires in Asia
Necessary force against attackers
President
Obligations to promote peace
Concurrent ambitions in Vietnam
Security
National defense
Deliberate Resolution
To prevent territorial agression
Pretty cool, huh? I think so :)
These are really good to use with a primary source. Today K and I worked on the Gulf of Tonkin Resolution. You read the document and select 50 words, and then create a poem from that.
Here is ours.
Assisting Security
Communist threat to freedom
Political desires in Asia
Necessary force against attackers
President
Obligations to promote peace
Concurrent ambitions in Vietnam
Security
National defense
Deliberate Resolution
To prevent territorial agression
Pretty cool, huh? I think so :)
Sunday, November 2, 2008
Election Tuesday!
I love being wrapped up in future history. Like right now, we're in the center of it with this big election. I've been following and chronicling for many many months now, and it is really hard for me to believe that it is about to come to an end. As I was pondering a lesson I may be teaching on Tuesday in a history class, I don't wonder if we should all take a moment to talk about the election in our classes?
Last thursday, I spent nearly an hour explaining political parties, the electoral college, and other election-related things to kids in the US history class I work in. It was amazing to me that they knew as little as they did about our political system...but then I thought for a moment and came to this realization: I know so much about the government because I love politics and government! By the time kids are in high school, chances are they will have had four or five presidential elections go on IN THEIR WHOLE LIFE! This isn't a yearly thing by any means ---
By the time we're adults...we get sick of the advertisements and constant "breaking news" that isn't breaking or news, and we want the election to come so we can vote, become happy or sad, and move on with our lives. Some students feel that way too, no doubt. However, there are a lot of kids who just want to understand what is going on...so my question is this:
Why not spend some time in ANY classroom helping kids to understand our system of government? Won't this help their education ... and their want/need to vote?
Here is a list of things the kids thought on Thursday about our system of gov't (they're juniors in HS)
-If you register for a political party, you HAVE TO vote for them when you cast your ballot
-Electoral College = Popular vote
-You have to register with a party when you register to vote
-You have to tell people how you voted when they ask (esp. parents!)
-The states that are "blue" or "red" will FOR SURE go that way in the election
-What do you mean that Bush didn't win the popular vote in 2000??? (this made me feel old)
-There are only two political parties that have ever mattered
-It is not ok to be an independent voter
-You can't change your political affiliation once you register
-What happens to you if you don't vote?
-What happens if you get in line and then the polls close?
-Does everyone get the same ballot?
There were more, but I can't think of them at the time.
That's all for now...but I'm still thinking!!
Last thursday, I spent nearly an hour explaining political parties, the electoral college, and other election-related things to kids in the US history class I work in. It was amazing to me that they knew as little as they did about our political system...but then I thought for a moment and came to this realization: I know so much about the government because I love politics and government! By the time kids are in high school, chances are they will have had four or five presidential elections go on IN THEIR WHOLE LIFE! This isn't a yearly thing by any means ---
By the time we're adults...we get sick of the advertisements and constant "breaking news" that isn't breaking or news, and we want the election to come so we can vote, become happy or sad, and move on with our lives. Some students feel that way too, no doubt. However, there are a lot of kids who just want to understand what is going on...so my question is this:
Why not spend some time in ANY classroom helping kids to understand our system of government? Won't this help their education ... and their want/need to vote?
Here is a list of things the kids thought on Thursday about our system of gov't (they're juniors in HS)
-If you register for a political party, you HAVE TO vote for them when you cast your ballot
-Electoral College = Popular vote
-You have to register with a party when you register to vote
-You have to tell people how you voted when they ask (esp. parents!)
-The states that are "blue" or "red" will FOR SURE go that way in the election
-What do you mean that Bush didn't win the popular vote in 2000??? (this made me feel old)
-There are only two political parties that have ever mattered
-It is not ok to be an independent voter
-You can't change your political affiliation once you register
-What happens to you if you don't vote?
-What happens if you get in line and then the polls close?
-Does everyone get the same ballot?
There were more, but I can't think of them at the time.
That's all for now...but I'm still thinking!!
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