A recent emergency prompted a bit of searching on the internet. The topic is teenage suicide/suicide prevention/statistics and resources for teachers and parents. The lesson I've learned as a teacher is that sometimes it helps a student to hear how much they've scared you when they've tried to hurt themselves. Sometimes they just need to know that someone cared.
This is not a complete list of resources for educators, but these are the ones that resonated with me this week.
http://www.teachervision.fen.com/education-and-social-issues/mental-health/57088.html?detoured=1
http://www.teachervision.fen.com/education-and-social-issues/mental-health/57090.html
http://www.jedfoundation.org/assets/Programs/Program_downloads/SafeguardingYourStudents.pdf
http://www.allacademic.com/meta/p_mla_apa_research_citation/1/7/5/4/7/p175475_index.html
http://www.counselling.cam.ac.uk/suiciderisk.html
Another lesson learned is that the risk is greatest when the student is in recovery and seeming to do well; multiplied by a previous serious attempt.
Sunday, November 08, 2009
Friday, October 30, 2009
dedication
A recent post from an Art Ed colleague still in the teacher-prep program highlights a theme for the week at this school. Dedication. She posted her frustration at others for their attitudes toward the job: teach the content, not the student. Your job ends when the lesson plan is done, or the chapter is complete.
I understand her frustration - as there are plenty of teachers who just teach the content, only teach the book, and have no involvement with their colleagues, students, or school leaders, further than that. My only encouragement to her is that when her student teaching is up, her dedication to the students and to the school make her a more desirable candidate when she goes for the job interview - and it will possibly be considered if further budget cuts come up in the following academic years.
Other things I can mention to her is that the students also will see the involvement and dedication - and they will also notice the lack thereof. We all understand family obligations, and the need for a disconnect from the profession. However, a connection on your own terms, (dedication, involvement) can bring a good perspective of how important you are to a student or two, how much you personally impact the school, and a reminder of how much the parents are glad that you are teaching their children. The job can be stressful and isolating enough: why would you miss out on an opportunity to get that positive feedback?
I understand her frustration - as there are plenty of teachers who just teach the content, only teach the book, and have no involvement with their colleagues, students, or school leaders, further than that. My only encouragement to her is that when her student teaching is up, her dedication to the students and to the school make her a more desirable candidate when she goes for the job interview - and it will possibly be considered if further budget cuts come up in the following academic years.
Other things I can mention to her is that the students also will see the involvement and dedication - and they will also notice the lack thereof. We all understand family obligations, and the need for a disconnect from the profession. However, a connection on your own terms, (dedication, involvement) can bring a good perspective of how important you are to a student or two, how much you personally impact the school, and a reminder of how much the parents are glad that you are teaching their children. The job can be stressful and isolating enough: why would you miss out on an opportunity to get that positive feedback?
Sunday, October 11, 2009
linking up and linking in
I've updated the Twitter account, and posted another tweet. I realize it will take time before I really get-into the Twitter, but I've got a start for now. I'm also a big fan of Alyson Stanfield's Art Biz Coach podcasts. I've gotta confess, I really dig being able to think ahead about my own art, and envision selling my creations again. For when I'm ready to begin, I went to buy a pack of canvases - and the easel is up and waiting.
The focus has been on teaching over the past five years. It's good to envision what got me into teaching Art in the first place - making art.
Also a good addition to getting back into the Art community is offering some of my services up to the grad students at my Uni. I have some skills that they may not yet, and likewise.
In the meantime, I have works to grade, grades to enter, and a day off to get some chores done. My students are going to approach Art Criticism this week, then begin another project. Time is flying so fast in a condensed semester-long course.
The focus has been on teaching over the past five years. It's good to envision what got me into teaching Art in the first place - making art.
Also a good addition to getting back into the Art community is offering some of my services up to the grad students at my Uni. I have some skills that they may not yet, and likewise.
In the meantime, I have works to grade, grades to enter, and a day off to get some chores done. My students are going to approach Art Criticism this week, then begin another project. Time is flying so fast in a condensed semester-long course.
Sunday, September 20, 2009
the Hunter debate
The thought occurred to me personally in a recent 8-hour meeting on lesson planning. Madeline Hunter was once again touted as the goddess of all lesson planning. From all I recall in Art Education, Madeline Hunter's format is of the devil. I can see the value for linear planning, and addressing standards that are so conceptually deconstructed that anyone could walk in and teach the prescribed standard; check, got it, you've shown your proving behavior, now let's move on to the next to-do item. However, does demonstrating a trite proving behavior actually prove learning? So, because Hunter's format is "of the devil" in ArtEd., we avoided it.
At this meeting, though - with our WASC process beginning this year, I asked myself "why?" ... "Why does Hunter break everything down to the millionth iota of information?" "Why are other content standards written like checklists?" and the most dangerous one from the Art Ed perspective... "Why doesn't Madeline Hunter's format fit for Art Ed?" I feel like I'm painting myself in a corner with questions. Here comes the great debate over the Art lesson plan - lessons plans are supposed to be for a say/week - this is for a unit of instruction, you're teaching too many things at once: color theory and how to hold a paintbrush should be different lessons." All these thoughts and questions... and the great Hunter debate has not yet an answer for me.
At this meeting, though - with our WASC process beginning this year, I asked myself "why?" ... "Why does Hunter break everything down to the millionth iota of information?" "Why are other content standards written like checklists?" and the most dangerous one from the Art Ed perspective... "Why doesn't Madeline Hunter's format fit for Art Ed?" I feel like I'm painting myself in a corner with questions. Here comes the great debate over the Art lesson plan - lessons plans are supposed to be for a say/week - this is for a unit of instruction, you're teaching too many things at once: color theory and how to hold a paintbrush should be different lessons." All these thoughts and questions... and the great Hunter debate has not yet an answer for me.
teach me to think
I've discovered that most of my students share my disdain for being 'told' by an authority what is good, and what isn't - what's good art, what's not. Mine is not the voice of approval for style, or legitimacy of an image as art in the classroom. Excellent! We begin with a victory, a grand neo-post-modern victory.
Now, to get the fourteen-year-olds to say what's what, and back it up.While teaching people to make and support a judgement, often younger ones will want to take the lazy way out; "I just like it more than the other one, I don't know why." I adore using Visual Thinking Strategies to assist in creating narratives and risk-taking without judgement. A few good rounds of VTS will usually break the ice in beginning to recover imaginative thinking skills and evidence gathering. Now, to take that and bring it to the next level of creating an argument and backing it up.
I'm hoping that my new strategy of collaborative blogging will help inspire the students to really drum up some good discussions and thoughts about how we value what we see, and experience.
Now, to get the fourteen-year-olds to say what's what, and back it up.While teaching people to make and support a judgement, often younger ones will want to take the lazy way out; "I just like it more than the other one, I don't know why." I adore using Visual Thinking Strategies to assist in creating narratives and risk-taking without judgement. A few good rounds of VTS will usually break the ice in beginning to recover imaginative thinking skills and evidence gathering. Now, to take that and bring it to the next level of creating an argument and backing it up.
I'm hoping that my new strategy of collaborative blogging will help inspire the students to really drum up some good discussions and thoughts about how we value what we see, and experience.
Wednesday, August 26, 2009
resources, resources
I love collaborating with my colleagues.
Google Docs is a widely used tool for us in this arena. It makes so little work of having to form documents as a committee, take presentation notes, work on a policy with many people all at once, and also to share resources. The process eliminates so much wasted time. It's almost like a work-based chat room, but with the focus on creating and refining the document smoothly and efficiently. Kudos again to google!
Another resource shared today from our Science guy is Thinkfinity! We received an introductory training session, and two hours later, we're still playing with the applications on our SMARTboards. While the Art content was directed toward inclusion of Art education in other content areas :( the information is relevant, helpful, and timely.
Google Docs is a widely used tool for us in this arena. It makes so little work of having to form documents as a committee, take presentation notes, work on a policy with many people all at once, and also to share resources. The process eliminates so much wasted time. It's almost like a work-based chat room, but with the focus on creating and refining the document smoothly and efficiently. Kudos again to google!
Another resource shared today from our Science guy is Thinkfinity! We received an introductory training session, and two hours later, we're still playing with the applications on our SMARTboards. While the Art content was directed toward inclusion of Art education in other content areas :( the information is relevant, helpful, and timely.
legal documents and gMail
For those of us whom have multiple e-mail accounts; hotmail, work, professional society accounts, etc. Most e-mail services are now allowing you to import your e-mail from other accounts, and to send from your original account too!
This is probably old news for many people, but it became a great help for me today. I have 100mb available on my work account. Inbox, Sent Mail, and anything sent to the Deleted folder - it can all only total 100mb. E-mails from parents and/or students can be legal documents - and you never know when they will be necessary!
I signed up for a gMail account from google. This is the e-mail google offers, and you no longer need to be invited to join. My hotmail accounts, and work accounts are now forwarded to there, where e-mail isn't deleted, but archived! I also have 8000mb for use with all my e-mails. At the end of each semester, I can archive the work e-mail and burn a back-up disk, whereas I did not have the ability to do that from our work e-mail system.
Of course, of course, all this is limited in most schools by a very strict firewall and highly limited access to the internet. However, if you do have the access and ability, make it easier on yourself!
This is probably old news for many people, but it became a great help for me today. I have 100mb available on my work account. Inbox, Sent Mail, and anything sent to the Deleted folder - it can all only total 100mb. E-mails from parents and/or students can be legal documents - and you never know when they will be necessary!
I signed up for a gMail account from google. This is the e-mail google offers, and you no longer need to be invited to join. My hotmail accounts, and work accounts are now forwarded to there, where e-mail isn't deleted, but archived! I also have 8000mb for use with all my e-mails. At the end of each semester, I can archive the work e-mail and burn a back-up disk, whereas I did not have the ability to do that from our work e-mail system.
Of course, of course, all this is limited in most schools by a very strict firewall and highly limited access to the internet. However, if you do have the access and ability, make it easier on yourself!
Saturday, August 22, 2009
new growth, little sprouts
I'm sitting out on the patio of my apartment this morning, enjoying the cool weather from the high marine layer. I don't enjoy my patio as much as I ought to - it's a very public place, viewable by anyone passing by. A small brick wall, and a low hedge separate the public from the semi-private space. When we moved in, we chose this particular unit because of the beautiful maple tree that provides a leafy green shade. I'm glad to be out here now before the leaves drop in the fall.
So, this hedge has a lot of new growth. Perky leaves of a lighter green that are sprouting up from the old dark green hedge. The leaves are so new and healthy, that I'm hoping they won't be trimmed anytime soon. They're not quite baby leaves, almost full-sized, but still that gorgeous light green that radiates youth, energy, optimism.
Suddenly, I think of my incoming Freshmen students. I can't wait to meet them!
I finally caved against the ridiculous internal battle of whether to buy an easel or not to buy an easel. My table-sized easel is perfect for how I paint now - definitely not as large as when I was in school, and now with acrylics instead of oil; a change prompted by pregnancy, and now continued because 3-year olds are neither patient, nor disinterested in painting.
Having a work-in-progress out and readily accessible when returning home from the school is far more satisfying than flopping down in front of the TV, trying to dull away the stress of the day. As I sat in front of the easel, thinking I'd get about twenty minutes of painting in before having to return to chores, I felt my entire mood relaxing a lot faster than it used to. I processed thoughts internally with the paintbrush in my hands and some music on in the background. Amazingly, my three year-old became inspired and began drawing next to me. An hour had passed before we realized it, and all was calm in our home. What a difference it made in the day!
So, this hedge has a lot of new growth. Perky leaves of a lighter green that are sprouting up from the old dark green hedge. The leaves are so new and healthy, that I'm hoping they won't be trimmed anytime soon. They're not quite baby leaves, almost full-sized, but still that gorgeous light green that radiates youth, energy, optimism.
Suddenly, I think of my incoming Freshmen students. I can't wait to meet them!
I finally caved against the ridiculous internal battle of whether to buy an easel or not to buy an easel. My table-sized easel is perfect for how I paint now - definitely not as large as when I was in school, and now with acrylics instead of oil; a change prompted by pregnancy, and now continued because 3-year olds are neither patient, nor disinterested in painting.
Having a work-in-progress out and readily accessible when returning home from the school is far more satisfying than flopping down in front of the TV, trying to dull away the stress of the day. As I sat in front of the easel, thinking I'd get about twenty minutes of painting in before having to return to chores, I felt my entire mood relaxing a lot faster than it used to. I processed thoughts internally with the paintbrush in my hands and some music on in the background. Amazingly, my three year-old became inspired and began drawing next to me. An hour had passed before we realized it, and all was calm in our home. What a difference it made in the day!
Thursday, August 20, 2009
sifting through the curriculum
The new academic year presents teachers with a good opportunity for reflection on the curriculum. As Art Educators we have a bit more flexibility here then educators in most other content areas.
Personally, I'll be changing my grading policy. I'm going to try basing my own system on point values only - not weighing grades. I'm not sure it will make a difference on my end of the grade dance, but it may make a great deal of difference to the parents and students. Hopefully it will clarify the students' stance in class prior to progress reports. Even with Powerschool online grading where parents and students have 24/7 access to grades, the weighted grades confused a great deal of our students and parents.
I'm also incorporating guided blogging, where the students and I reflect together on the topics and current events in our content area. I'm excited in learning about the research: students who blog interactively with their teacher improve their writing skills at a much faster rate!
The head of our English Department requested that we teachers all bring in and have on display our own college papers, marked up by our professors. It brings a human perspective, shows where we have made errors, and where we have succeeded. We have many areas to support literacy at our small little school.
Lots of planning and paperwork to do prior to day one, but it's well underway!
Personally, I'll be changing my grading policy. I'm going to try basing my own system on point values only - not weighing grades. I'm not sure it will make a difference on my end of the grade dance, but it may make a great deal of difference to the parents and students. Hopefully it will clarify the students' stance in class prior to progress reports. Even with Powerschool online grading where parents and students have 24/7 access to grades, the weighted grades confused a great deal of our students and parents.
I'm also incorporating guided blogging, where the students and I reflect together on the topics and current events in our content area. I'm excited in learning about the research: students who blog interactively with their teacher improve their writing skills at a much faster rate!
The head of our English Department requested that we teachers all bring in and have on display our own college papers, marked up by our professors. It brings a human perspective, shows where we have made errors, and where we have succeeded. We have many areas to support literacy at our small little school.
Lots of planning and paperwork to do prior to day one, but it's well underway!
Thursday, August 06, 2009
The beauty of the mythical Phoenix
It's amazing how renewal sometimes will surprise you. Like the mythical Phoenix bird.
A few weeks ago, the '79 VW Bus caught on fire. The fuel lines were new, we don't know what caused the fire - but I left the bonnet unlocked and someone may have tampered with the engine. It doesn't matter now. It's completely destroyed. The very next day, my Friend Joey posted some works of his on his FB profile. The Phoenix Woman is the image shown here. Joey Gonzalez is an amazing artist, and I hope he will sell me a print, (or a copy of the digital file)!
Because of the Bus' destruction - complete destruction - I bought a new car. While I was completely happy with my "hippy-mobile" , commuting 60 miles a day in L.A. traffic, I am so spoiled now with a 5-star safety rating, ac, power windows, power steering, airbags, and an integrated system for my iPod (books and podcasts during the commute!)
I also actually filled up my Mac mini's hard drive so much with the images and comic books that I CRASHED IT! A few hours at InVision Mac Services in Tustin, CA (HIGHLY RECOMMENDED) I have a MUCH bigger hard drive, and 2 gigs of ram. What I had with my mini was fabulous, now it's super-charged, ready to podcast and host sites, get back to digitizing my student's art, creating my own digital works, and keeping current with how to use the shiny new tools.
Destruction can be helpful at times. It makes room for bringing in something new.
Now, how can I incorporate this into my teaching or curriculum?
*in my experience, InVision's staff is far superior in support, knowledge, and helpfulness than any Mac store I've been to!
Sunday, July 12, 2009
ArtEducation2.0
I've recently had the time to explore the Art Education 2.0 social networking site. The site fosters collaboration with Art Education professionals, and focuses on the use of new technology in art classrooms.
It is a fabulous resource with many ideas and collaborative opportunities. There's a group beginning on how to use the Twitter application in your art classroom. Another group is working as a Special Interest group for ISTE.
Check out the sites and sign up!
It is a fabulous resource with many ideas and collaborative opportunities. There's a group beginning on how to use the Twitter application in your art classroom. Another group is working as a Special Interest group for ISTE.
Check out the sites and sign up!
Friday, July 03, 2009
picking up the paintbrushes
When the burn-out sets in, or the exhaustion, hiding away works for recuperation only for a short while. Painting is a great way for me to get back some liveliness that may have been lost throughout the academic year. Hopefully I'll be able to make some real progress this weekend, and have pics to post on Monday.
Happy Independence Day!
Happy Independence Day!
Saturday, June 27, 2009
A week without students, summer has begun
While each summer can slightly feel like a loss (loss of the daily routine, loss of contact with students, etc.) my teacher husband has been touched by loss. One of his students was killed while visiting family out-of-state. Wrong place, wrong time. Completely unexpected.
My husband's school is smaller than the one I work at, and they're famously close with one another. The students are very supportive of each other, and quite a true family. They'll all be in our prayers as they try to make sense of this loss.
I admit I worry about the livelihood of a few of my students. One or two in particular, I wonder if they're returning to school in the Fall, (any school if not ours) and hoping they don't get involved in anything they can't use their brains to get out of over the summer. I don't want to lose them. It's too easy in their neighborhood to get caught up in things that are destructive to their future. I hope they're as stubborn with their goals as they were with me at times in the classroom.
My husband's school is smaller than the one I work at, and they're famously close with one another. The students are very supportive of each other, and quite a true family. They'll all be in our prayers as they try to make sense of this loss.
I admit I worry about the livelihood of a few of my students. One or two in particular, I wonder if they're returning to school in the Fall, (any school if not ours) and hoping they don't get involved in anything they can't use their brains to get out of over the summer. I don't want to lose them. It's too easy in their neighborhood to get caught up in things that are destructive to their future. I hope they're as stubborn with their goals as they were with me at times in the classroom.
Wednesday, June 24, 2009
Color Theory and the Classroom
I'll be researching the effect of the colors that surround us, and how they can help promote learning or concentration. It sounds a little kooky, but there may be something to it.
I've noticed an improvement in student concentration when my classroom is cleaner, better organized. Personally, being surrounded in cool colors and flourescent lights has a negative effect on my mood and energy level. It really hurts my eyes, too. Being an Art Teacher, I tend to be protective of my eyes and my hands.
Most importantly for our site: What colors and patterns help to combat the eye strain that is associated with frequent computer usage?
I also want to put together a few really good examples of classroom displays. Word walls, achievement boards, focus of the unit, or content-based vignettes could be very helpful. Use of SDAIE techniques in this application is appropriate. I'm absolutely welcoming links and/or pics to great looking classrooms and classroom displays. I'll be creating a PD session on this topic, and will share the vodcast/presentation with contributors.
I've noticed an improvement in student concentration when my classroom is cleaner, better organized. Personally, being surrounded in cool colors and flourescent lights has a negative effect on my mood and energy level. It really hurts my eyes, too. Being an Art Teacher, I tend to be protective of my eyes and my hands.
Most importantly for our site: What colors and patterns help to combat the eye strain that is associated with frequent computer usage?
I also want to put together a few really good examples of classroom displays. Word walls, achievement boards, focus of the unit, or content-based vignettes could be very helpful. Use of SDAIE techniques in this application is appropriate. I'm absolutely welcoming links and/or pics to great looking classrooms and classroom displays. I'll be creating a PD session on this topic, and will share the vodcast/presentation with contributors.
Monday, June 15, 2009
BTSA and other maladies
I'll admit that my BTSA portfolio is ready for review, and not ready too. It seems pretty unreasonable to get a years' worth of work done in three months, while starting a new school. Review is Wednesday, hope I'll be all ready by then.
Keeping my energy up this late in the year requires a little more effort. It's hard to leave for the long drive in the morning when my DH gets to stay home (his classes at his school are complete.) Almost everything (except BTSA) is caught up, and I think I'll be able to walk out, turn in my keys for the summer, and have a great getaway weekend in Sedona. I'm tempted to stay much longer than two nights, though.
It's time. Time for friends and family, and weddings, and Oak Creek, and a road trip, and dancing beneath the trees next to the creek on an early summer evening.
I'll be switching a few things up for the curriculum next year: going from a modified block-schedule to a 4x4 block. This means doing a one-year curriculum meeting every-other-day within one semester meeting every day. Should be smooth... just faster?
I am loving the image by Waterhouse of Psyche entering Cupid's garden posted to the left. Peeking in, but not yet there. Feels like me right now, peeking in, but not yet there.
Keeping my energy up this late in the year requires a little more effort. It's hard to leave for the long drive in the morning when my DH gets to stay home (his classes at his school are complete.) Almost everything (except BTSA) is caught up, and I think I'll be able to walk out, turn in my keys for the summer, and have a great getaway weekend in Sedona. I'm tempted to stay much longer than two nights, though.
It's time. Time for friends and family, and weddings, and Oak Creek, and a road trip, and dancing beneath the trees next to the creek on an early summer evening.
I'll be switching a few things up for the curriculum next year: going from a modified block-schedule to a 4x4 block. This means doing a one-year curriculum meeting every-other-day within one semester meeting every day. Should be smooth... just faster?
I am loving the image by Waterhouse of Psyche entering Cupid's garden posted to the left. Peeking in, but not yet there. Feels like me right now, peeking in, but not yet there.
Saturday, June 06, 2009
Another step forward
I've created my google account, linked this blog, and finally have begun searching for rss feeds. No longer kicking and screaming as I join the new century of technology - but dreaming of how to incorporate what I learn and use with the tech not only in my teaching, but my daily life. More importantly, how can I bring my '79 VW Bus into the new millennium without ruining it.
Yes, I've seen the '64 that was redone. (see the link) I've contacted VW and the company that did the installations. Whatever magic they've worked on the bus, they're not yet open to sharing, or taking me on as a client. What a pity. It would make the daily commute so much sweeter.
Baby steps, baby steps: I still need to get the bus painted, and a few minor tweaks here and there. Baby steps with technology, too. The "Flylady' motto seems appropriate; "you are not behind, just jump in where you are."
Yes, I've seen the '64 that was redone. (see the link) I've contacted VW and the company that did the installations. Whatever magic they've worked on the bus, they're not yet open to sharing, or taking me on as a client. What a pity. It would make the daily commute so much sweeter.
Baby steps, baby steps: I still need to get the bus painted, and a few minor tweaks here and there. Baby steps with technology, too. The "Flylady' motto seems appropriate; "you are not behind, just jump in where you are."
Sunday, May 31, 2009
welcoming June, looking ahead
I revved up the good old iBook I received as a hand-me-down. It's a generous tradition that we pass on too. The investment in keeping the iBook alive and usable for my applications is well worth the minor expense. I also invested in some minor tech gizmos to help keep my content area tech-savvy. With the continuation of traditional art media next year, I don't want to "get behind" in the upkeep of creating a tech school.
My focus will be on creating pod and vodcasts to demonstrate or introduce techniques, and also to connect what is learned in the classroom with outside influences. Hopefully once I learn how to podcast (which I hear is very easy) my students will be able to contribute to the process also by creating their own podcasts.
My focus will be on creating pod and vodcasts to demonstrate or introduce techniques, and also to connect what is learned in the classroom with outside influences. Hopefully once I learn how to podcast (which I hear is very easy) my students will be able to contribute to the process also by creating their own podcasts.
from 5/28
5/28
I have to sometimes take a look back to see the balance of situations. For example, a particular student will behave some of the time like a small cat, cuddling up next to you being as sweet as can be as long as it suits her needs. Then for a few weeks, she’s ferociously manipulative, fabricates very elaborate situations and perspectives, - and will work so hard to defend them as the lies crumble around her. This pendulum swing has occurred with each of her teachers, all at different times.
It helps to see that the last time the swing over to the dark-side occurred, it lasted for about two or three weeks, and dissipated. We’re probably at the 2 week point now. Maybe she will be going on a three-week episode.
I can see the balance of the situation in that it is not only me as one of her teachers that has experienced this situation, and the problems it has created in the classroom. I can also see that some of the students’ balance is that she is getting more attention as she creates her negative behavior swings. We’re not heaping as much attention on her when she’s at the positive end of the pendulum swing. She's just finally doing as is expected, so she's left alone. We move on and get back to work.
The school has had to set up some pretty punitive consequences in response to behavioral issues. However, we don’t have as many positive consequences established as we have punitive consequences. It’s amazing how attending to the consequences has sapped energy and funding away from rewards. That can happen so easily, and so quickly in schools.
It’s a lot of work to keep positive sometimes (usually during March and in May/June). I remember how much work my master teacher put into creating the positive environment. As a school we have done well and we have done poorly in creating a positive and negative balance. The year is not closed, yet.
I have to sometimes take a look back to see the balance of situations. For example, a particular student will behave some of the time like a small cat, cuddling up next to you being as sweet as can be as long as it suits her needs. Then for a few weeks, she’s ferociously manipulative, fabricates very elaborate situations and perspectives, - and will work so hard to defend them as the lies crumble around her. This pendulum swing has occurred with each of her teachers, all at different times.
It helps to see that the last time the swing over to the dark-side occurred, it lasted for about two or three weeks, and dissipated. We’re probably at the 2 week point now. Maybe she will be going on a three-week episode.
I can see the balance of the situation in that it is not only me as one of her teachers that has experienced this situation, and the problems it has created in the classroom. I can also see that some of the students’ balance is that she is getting more attention as she creates her negative behavior swings. We’re not heaping as much attention on her when she’s at the positive end of the pendulum swing. She's just finally doing as is expected, so she's left alone. We move on and get back to work.
The school has had to set up some pretty punitive consequences in response to behavioral issues. However, we don’t have as many positive consequences established as we have punitive consequences. It’s amazing how attending to the consequences has sapped energy and funding away from rewards. That can happen so easily, and so quickly in schools.
It’s a lot of work to keep positive sometimes (usually during March and in May/June). I remember how much work my master teacher put into creating the positive environment. As a school we have done well and we have done poorly in creating a positive and negative balance. The year is not closed, yet.
from 5/26
5/26
There are those isolated incidents where I question if I prepared my students well enough to complete independent learning tasks. Then there are times like today. I KNOW I prepared them to do their work. We spoke in class. I posted it in the gradebook. I posted it on the class page. I e-mailed all my students, twice. Not a single student brought in the work required. Not one.
I thought it was just me. After stepping into another classroom today, I discovered I was in good company. I heard the same things announced from that teacher. “I’m not moving back your deadlines. You have to be responsible for your project.”
Many teachers here report that the students just showed up and are not ready to learn. No pencils. No homework. No books. Even my mom reports the same situation with her students – 90 miles away. It must have been the three-day-weekend. Maybe it’s because it’s almost June, and we’re almost mentally done – teachers and students alike.
I used to say “I love Freshmen; baked, broiled, or fried.” Now I say “Freshmen are an acquired taste.” I wonder what I’ll say next year.
There are those isolated incidents where I question if I prepared my students well enough to complete independent learning tasks. Then there are times like today. I KNOW I prepared them to do their work. We spoke in class. I posted it in the gradebook. I posted it on the class page. I e-mailed all my students, twice. Not a single student brought in the work required. Not one.
I thought it was just me. After stepping into another classroom today, I discovered I was in good company. I heard the same things announced from that teacher. “I’m not moving back your deadlines. You have to be responsible for your project.”
Many teachers here report that the students just showed up and are not ready to learn. No pencils. No homework. No books. Even my mom reports the same situation with her students – 90 miles away. It must have been the three-day-weekend. Maybe it’s because it’s almost June, and we’re almost mentally done – teachers and students alike.
I used to say “I love Freshmen; baked, broiled, or fried.” Now I say “Freshmen are an acquired taste.” I wonder what I’ll say next year.
from 5/13
5/13
The end of my second year is approaching. While going from traditional media to a digital media has not yet happened this year, the return to traditional media was great. I was able to experiment a little with my curriculum and pedagogy. In reflection, the risks I took really paid off; the student work demonstrated real growth and learning. I also really got to explore and utilize technology each and every day in the classroom.
The summer break will be eight weeks of time with my sonwhich I am thrilled about! I'll also take on a student's challenge of completing a painting a week, and filming it for YouTube demonstrations. I am also excited to be creating some podcasts and vodcasts for the classroom lessons.
Using YouTube in the classroom to demonstrate has been really helpful this year. Demonstrating drawing on teh SMARTboard has also been invaluable. I have access to the Senteo response devices (little remote controls for the students to answer your own multiple-choice tests that you create within the program) however, it hasn't yet fit the way I have taught... changes are underway.
The end of my second year is approaching. While going from traditional media to a digital media has not yet happened this year, the return to traditional media was great. I was able to experiment a little with my curriculum and pedagogy. In reflection, the risks I took really paid off; the student work demonstrated real growth and learning. I also really got to explore and utilize technology each and every day in the classroom.
The summer break will be eight weeks of time with my sonwhich I am thrilled about! I'll also take on a student's challenge of completing a painting a week, and filming it for YouTube demonstrations. I am also excited to be creating some podcasts and vodcasts for the classroom lessons.
Using YouTube in the classroom to demonstrate has been really helpful this year. Demonstrating drawing on teh SMARTboard has also been invaluable. I have access to the Senteo response devices (little remote controls for the students to answer your own multiple-choice tests that you create within the program) however, it hasn't yet fit the way I have taught... changes are underway.
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