I mentioned on Twitter tonight that I have some mixed feelings about these kinds of awards. I think often this particular awards competition turns into a popularity contest. As far as I know, this is the first time I’ve ever been shortlisted for any sort of Edublog award, but I see a lot of the same names appear on these award shortlists over and over. Also, I don’t know about a Lifetime Achievement Award. Education blogging has only been around about ten years or so, and Lifetime Achievement doesn’t seem like the best language to use. I also don’t really think these awards are necessarily about good or helpful writing or tweeting.
Don’t get me wrong: I’m honored that any readers enjoyed this blog enough to feel it deserved to be nominated for the award. As far as I’m concerned, if I was that helpful to anyone, then I won.
I think Edublogs does good work, and I think it’s nice that they recognize the hard work of other bloggers, even bloggers that don’t use their service, but I also don’t like the idea of “competition” for this sort of thing. I like to see blogging, tweeting, and wikis as collaborative, as conversations. I like to reflect here, to share resources. If there were any awards for blogging when I started doing it five and a half years ago, then I didn’t know about them. I would hate to think anyone was motivated by these awards (and I actually don’t believe that). Who knows? Maybe it bothers me that this blog has never been recognized until now—I fully admit my ambivalent feelings about blog awards could be tied to the fact that I haven’t won one. If I had, perhaps I might value them more highly.
I think this kind of thing is different from teaching awards, such as teacher of the year. The process for selection is so different. As far as I know, the process is blind in that judges evaluate the parts of a TOY application without knowing the nominees or perhaps even knowing the names of the nominees. The application package I submitted included a description of a typical day in my classroom, two letters of recommendation (one from a student and one from my headmaster), my philosophy of education, and descriptions of two sample lessons. I have no idea how many people were in the running for the award. I can tell you that I tied for GCTE’s Secondary Teacher of the Year. The reason GCTE selected me for the NCTE Secondary Section Teacher of Excellent Award is that they could not recognize both of their winners for the ToE award, so they took a revote, and I was selected. That award means a lot to me because I was selected by other English teachers—my peers.
While Edublogs awards work in a similar fashion, I think it is dominated (and understandably so) by “tech” folks—instructional technologists, technology educators, and ISTE folks. They would, after all, be the most comfortable with blogging, at least early on. Older blogs have an edge in this competition, and most of those older blogs are owned by tech folks. But tech folks aren’t the only ones with great ideas and knowledge to share, and I think in recognizing these same people over and over, we are missing out on some great new voices or even some older voices who for whatever reason are not nominated.
One of the reasons this blog has a high page rank in Google is that it’s been around for five years, so lots of people have linked to it (and thank you!). If I’m honest with myself, I’m not sure it is the best teacher’s blog out there, or even the best English teacher’s blog—it is, however, one of the oldest. I’ve been very absent from writing here as I attended graduate school. I have felt uninspired with regards to this blog, too. As a result, I haven’t posted a whole lot on this blog in the last year or two. I do feel that may have changed in the last week, but the year as a whole has not been a stellar blogging year for me, at least not here (my book blog is quite another story, and frankly, I think the nomination and shortlisting process for Book Blogger Appreciation Week is much more sound and thorough—and no, that blog wasn’t nominated for a Book Blogger Award because I didn’t submit my blog for one). Actually, I think Silvia Tolisano’s Langwitches blog has probably been the most influential teacher’s blog I’ve read in the last year. Plus the witches are extremely cute. It has a great design and great writing. And she updates frequently.
Thank you for reading. Thank you for nominating me.
Samuel Taylor Coleridge once said “Shakespeare knew the human mind, and its most minute and intimate workings, and he never introduces a word, or a thought, in vain or out of place; if we do not understand him, it is our own fault.” Harold Bloom credits Shakespeare with inventing humanity. Certainly there is no writer I enjoy teaching more than Shakespeare. Part of what makes Shakespeare special is the way that people from all walks of life can find themselves in his works and can connect their own lives to those of characters created hundreds of years ago. One of the more compelling stories I’ve heard regarding Shakespeare’s ability to impact lives is that of Prison Performing Arts, an organization I’ve discussed before. If you aren’t familiar with their work, please listen to this episode of This American Life and come back. I will wait. You must hear it.
Anyone who has ever listened to that program can never forget James Word, the man who played Laertes and credits Prison Performing Arts with helping him “see options” and to express himself. He says that “The delivery of the message, through Shakespeare and mythology, taught me life’s lessons.” I receive a newsletter from Prison Performing Arts as a supporter of their organization, and in the recent issue, Ann Haubrich has written an update on James Word. He has been released from prison and is attending college full time. He mentioned earning an A on his first English paper, which absolutely thrilled me to learn, and he discussed his desire to start a theater program for young people at his father’s church. As Word says, “If you can catch them while they’re young, before they get sent to prison, they can recognize their potential and be saved.”
It may sound idealistic, but it obviously works. Prison Performing Arts works with people that most of society has given up on, and it’s encouraging to read about their successes. I came home to find this letter in my mailbox after a great day teaching Shakespeare. My students have finished Act 1 of Macbeth, and I gave them a quiz over Act 1 from Shakespeare Set Free Volume 1. I read an article in the September 2010 issue of English Journal by Timothy Quinn and Todd Eckerson about collaborative reading quizzes. I applied this strategy to this quiz over Act 1. The students talked about each of the quotes and came to a consensus about who said the lines, to whom the speaker was speaking, and what the context of the quote was. Both of my classes earned perfect scores on the quiz. Obviously, it means that the methods in the Shakespeare Set Free unit work for helping students remember the language and learn the story. If you could have been a fly on the wall listening to my students talking about the play, I think you’d have enjoyed their discussion. It was especially interesting to hear them figure out when they were initially mistaken about a quote and discuss it. I never said a word. They conducted the discussion and reached the answers on their own.
I felt incredibly lucky to be able to teach Shakespeare to my students. Shakespeare belongs to everybody, from prison inmates to Jewish high school students. As Ben Jonson observed, “He was not of an age, but for all time.” His ability to teach us about ourselves, and the richness of his language and his themes never grow old. To paraphrase Domitius Enobarbus in Antony and Cleopatra, “Age cannot wither [him], nor custom stale / [His] infinite variety.”