Tag Archives: reflection

Proof Folger Methods Work: Week in Reflection, 1/20-1/23

Here in America Monday was a school holiday: Martin Luther King, Jr. Day.  I believe some of my students engaged in a service activity.  One was organized by the school.  I did not, and I feel bad about it.  Even if I had just gone around the few blocks around my house and picked up trash, it would have been something.  I will try to be better next year, although to be fair, I have done volunteer work at other times when it hasn’t been a national event, and I try to help others.  Still feel guilty.

So teaching A Midsummer Night’s Dream is quickly becoming the best part of my day.  And maybe I’m not too crazy to think perhaps my students are enjoying it, too.  Here are some comments gleaned from the classroom blog (by the way, the requirement seems to be helping, and I think the students are actually engaging with the blog more):

Mrs. Huff I just wanted to say that I am really enjoying what we are doing in class right now. It was a very unique and different style than i am used to. (Adam E.)

Preparing for the performance that we will get to act out in front of the class on Monday has been a lot of fun. Choosing who gets what part, deciphering whether or not it is apt for a character to cry, laugh, or even move in a certain way at specific points in time, and creating the prop that will be incorporated in the performance have made this project very enjoyable (not to mention that it also helps elucidate scenes and setting contexts that might otherwise be confusing or unclear) . To be honest, before we began MND, I had never thought that studying and analyzing Shakespeare’s works could be this entertaining. Because we have separated into different groups, it will be interesting to see how each group has personalized the scene in their own, unique ways. (Jake S.)

i really liked our pantomime/charades activity in class yesterday. it was fun yet educational and a lot of us participated more. We should do more activities like that in our class! (Mor L.)

I found that by analyzing the text in more detail and actually using the text to act out what was going on really helped me finally understand what we were reading. (Sophie S.)

I thought doing subtext in groups was a lot of fun because it was more hands on then we usually do in Brit Lit. I loved that we weren’t just reading for 45 minutes, but instead actually learning (Sophie S.)

OK, mea culpa if Sophie hasn’t traditionally seen reading as learning, but I think she did mean that the close reading they did to determine subtext was more valuable than reading alone.  It is true, however, that students who are not as, shall we say enthusiastic about my class as I’d like, are starting to show signs of enjoying what they’re learning.  Jake is referring to a presentation these students will do on Monday.  Let me explain what he means.  Mike LoMonico shared this idea with us at the Folger Teaching Shakespeare Institute last summer.  In the TSI, we were given copies of the scene when the plebeian mob kills Cinna the Poet in Julius Caesar along with a checklist of items to include in our presentation of the screen.  The checklist includes the following items:

  • the assigned text from Julius Caesar
  • a contemporary prop
  • a tableau at the beginning of the presentation
  • a tableau at the end of the presentation
  • at least one moment of direct address to the audience
  • at least one unexpected entrance or exit
  • at least one line of unison speaking
  • at least one moment of unison movement
  • at least 10 seconds of silence
  • someone must laugh and someone must cry

Because this class has 15 students (it’s my largest class; don’t throw things—I also have four preps and might have five next year), I recut the scene for three players so I would have even groups.  You may want to figure out how big you want your groups to be and cut accordingly.  You can download my scene for three players or create your own.  The essential idea is to pick a scene from the play you are studying that will work well for this type of exercise.  Some suggestions:

  • Tybalt kills Mercutio in Romeo and Juliet
  • Anything with the three Weird Sisters in Macbeth
  • Cinna the Poet is murdered in Julius Caesar
  • Bottom is transformed into an ass in Midsummer Night’s Dream
  • Petruchio forces Katherine to skip their wedding banquet in Taming of the Shrew
  • The guards see the ghost of Hamlet’s father in Hamlet

Obviously, these are just suggestions.  If you have ideas for scenes that might work for this activity, feel free to share in the comments.

My students have actually been doing a great job.  I have circulated and viewed their practicing, and wow, how wonderful to hear the walls ringing with Shakespeare instead of the usual.  And as Jake said, it will be interesting to see how each group personalizes this scene.  The feedback I am getting all the way around is that acting like this really helps them think about and understand what they’re reading, and they seem more enthusiastic.  Not only that, but their quiz grades are improving.  We started acting with the second act of the play, and the quiz grades improved dramatically.  In fact, the class average on quizzes from Act 1 to Act 2 increased by 16 percentage points from a respectable B- to an astounding A+.  I should add these are not objective quizzes but short answer quizzes.  Therefore, my conclusion is that Folger teaching methods work.  My students learned more and had more fun while learning.  What I need to do is plan for more experiences like this in all my classes.

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I Noticed: Week in Reflection, January 12-16

The title of my post comes from a check-in activity I learned at the Folger Teaching Institute in which I participated last June.  At some point of closure — the end of the day or right before lunch — we gathered in a circle and made a statement about something we had just done beginning with “I noticed…”  I introduced the idea to one of my junior British literature classes.  They are currently studying A Midsummer Night’s Dream.  We had a really good class in which everyone was on their feet acting at some point.  We reviewed subtext and tried some exercises before getting in groups and using subtext and movement to interpret lines from the play.  It was such a good class!  They are usually somewhat reluctant to participate, and I don’t know what was different.  Actually, I have a theory, but I can’t prove it.  My theory is that one or two students who are usually quiet and don’t often participate decided for some reason unknown to me to get into it that day, and the rest of the class just followed their lead.  I can’t explain it.  It was actually kind of strange!  At any rate, it seemed like the perfect time to close up with an “I noticed…”  I hadn’t planned to to do it, but it felt right.  I started with “I noticed how much fun it was when everyone participated and got involved today.”  (Or words to that effect.)  My entire insides screamed YES! when one student said, “I noticed how reading the text and trying different subtexts and acting made it easier to understand the play.”  I liked that one student noticed that his classmates were better actors than he anticipated they would be (he’s a fine actor himself — much acclaim for his work in the play last year).  I felt sad that some students used “I noticed…” to be down about some aspect of themselves.  I can’t remember that anyone used “I noticed…” to to be down on the class, which is good because “I noticed…” carries that risk, I suppose.  It was the best five minutes of my teaching all week.  I need to do it more often.  In case you are curious, my students have read up to the part when Bottom is “translated” and Titania has fallen in love with him.

I worked a bit on next year’s teaching assignments, but whether or not they will actually be used, I have no idea.  It depends on the schedule and enrollment and in terms of students, who signs up for what classes.  Working on Romeo and Juliet is a lot of fun for me, but this time around, I am noticing I am not as much into it as I have been in the past.  After all, this is my tenth year teaching the play, and in some cases, I taught it to several classes.  I am really familiar with it, and I think at this point, I can very nearly teach it in my sleep.  That sounds really boastful, and I don’t mean it that way at all.  I love the kids’ excitement over the play.  It’s hard not to feel enthusiasm when they so clearly enjoy what they’re learning.  But this year, and maybe it’s because I’m teaching MND and Taming of the Shrew, neither of which I’m nearly as familiar with, I am not enjoying it quite as much as I have in the past.  That means one of two things: 1) maybe it would be a good idea for me to get out the ninth grade, or 2) maybe I need to try some new approaches.  The problem with the latter is that I have a really good plan, and it works.  The former seems like a better idea to me given that Romeo and Juliet is the only part of the curriculum in ninth grade that really excites me, and if even my excitement for that play is starting to diminish, perhaps it’s time.  So whether it will happen or not, I can’t say, but my suggested schedule doesn’t include any ninth grade classes.  And perhaps taking some time off teaching it will be good if I wind up in ninth grade again.  If I do teach ninth grade next year, I need to figure out a way to get excited about it.

Taming of the Shrew is going well, too.  We tried physicalizing some lines, something I also learned at Folger.  Folger has a video of Caleen Jennings, who led some of our classes, demonstrating how to physicalize lines, and I shared it with the students.  Their reaction was not what I expected.  They thought it was funny and were excited to try it.  I expected they might be “too cool” for it and think it was weird.  One of my students still has the two lines we tried memorized, and she said it was interesting to see how physicalizing the lines helped.  I tried to talk her into trying it to help her learn her lines for our school play, but she didn’t think she would.  Here’s the video:

So all in all, a really good week with some fun on-your-feet learning and reading.  Is there anything more fun than teaching Shakespeare?  Not in my book, anyway. (Sorry about the pun.  No, I’m not.)

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Week in Reflection, January 5-9, 2009

I’m going to try to bring back my weekly reflections, though after second semester of grad school starts back up, who knows.  Still, I think reflection is a powerful part of being a good teacher, and writing, in my mind, is better than just thinking about it, too.

First, my own teaching.  I started Shakespeare plays in three classes.  My ninth grade class is reading Romeo and Juliet (coincidentally, so is my ninth grade daughter).  This play never gets old for me, and this is my ninth year teaching it.  At this point, I have to admit I do very little tweaking with my unit plans and basically just pull from my memory.  As always, the Folger Shakespeare Library has been and continues to be an excellent resource.

One of my eleventh grade British Literature and Composition classes began The Taming of the Shrew, and I really wish Folger had more stuff for this play.  As it is, I found an excellent unit written by Sydney King of the Oakland Unified School District.  This district has a great site with lots of resources for teachers, and I am glad they appear to have so proactively encouraged their teachers to share.  I discussed this unit in a previous post.  So far, we have finished Act I, and the students are having some trouble with the humor.  I explain, and they look at me like “That’s not funny.”  I am hoping that as we move through the play, they will find it more humorous and enjoy it more.  To be sure, the beginning, with all the strange Italian names and people in disguise, must be somewhat confusing.  I asked them to make a character map and will make copies for the whole class of the best one (plus reward that student).

I began A Midsummer Night’s Dream in my other British Literature and Composition class.  This class does not like to participate.  At all.  Ever.  And if you’re reading this, guys, you know it’s true.  It’s frustrating to call on students to read when my other classes argue over who gets to read, and that’s all I will say about that.  We are doing some engaging work that I perhaps fool myself into thinking that even this class is enjoying a little bit.  I even bravely posted a YouTube video of my group from last summer’s Folger Mini-Teaching Institute acting out scene 1.2 (Bottom and the mechanicals planning Pyramus and Thisbe).  Crickets.

A ranty digression: Even with a new requirement that students must leave one comment per week on the classroom blog, I cannot seem to get my students to use it.  Honestly, when I was in school, if my teacher had a blog for us, I have to say I would have been interested enough to keep up with it.  I just don’t understand the near total lack of interest.  Of course, I know I’m an English teacher and therefore more inherently interested in English than my students, but the fact remains that this is something different that only one other teacher at our school does (that I know of).  It’s a helpful tool.  It’s frustrating to see how little students actually use it.  I just don’t think asking them to use it is asking much, so I increased it to a requirement, and here it is Saturday, and only one student has commented on the blog.  I really, really don’t understand it.

So back to MND.  I haven’t taught this play since my third year of teaching, I think.  I taught it my first year in a poor rural school and my third year in a suburban school.  I actually took my students to see it in Macon, and ran into my former students from the other school!  That was really interesting because they had been sophomores when I taught them, and their senior English teacher had brought them.  The junior class (which I had taught as freshmen) was also there, but I had taught them Romeo and Juliet.  I asked the sophomores if they remembered studying the play, and they did (I think one girl still had Titania’s “Set Your Heart at Rest” speech memorized).  My suburban students were clearly intrigued by these former students of mine, and it was good to see them again.  I remember that months later, after we had switched teachers (at this suburban school, we switched at semesters, and I might get some of the same students back, but most of the time, I got a brand new crop).  One of my students showed me next time I saw her that she still had a copy of the speech in her notebook several months after we had studied the play, and she was very proud of having learned it.  I am hoping that my current students will feel the same way at some point.  At any rate, Friday, we practiced and picked apart those 12 lines, so I hope the students got something out of it.  It’s harder to work with students who are not enthusiastic no matter what I do.

I also have a new Writing Seminar class.  I didn’t used to like teaching Writing Seminar at my school, but after I had done it for a couple of years, it became one of my favorite classes to teach — I lean more now towards running the class like a writing workshop.  My students are currently engaged in the big deal tenth grade research paper, which I teach old-school style with note cards.  At some point down the road, I would like to engage Google Notebooks or Zotero, but at this point I am not able to do that, and that’s all I’ll say about that.  At any rate, it’s something I am very comfortable teaching, and it’s a very important skill.  We have engaged in a unit on understanding plagiarism this week (taken from a recent issue of English Journal, and NCTE’s Web site is taking an absurd amount of time to load, so I’ll have to share the bibliographic details later, as that issue is on my desk at school right now).

I think it has been a good week for the first week back after a vacation.  We had the National Honor Society induction Thursday night.  I have been the NHS adviser at school for a while now, but frankly, it was too much for me this year with department chair and graduate school, and I am not sure I should be doing it anymore.  At any rate, our community service activities and club meetings will be the focus for the rest of the year, and that suits me.  The selection and induction process is more time consuming.

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Year in Reflection

reverseThis was a fairly big year for me.  I went back to school and now have one semester of graduate school under my belt, and I also took on chairmanship of my department, which has brought challenges both expected and unexpected.  I also had the opportunity to go to the NCTE convention for the first time in ten years, and I presented at the GISA convention.

Every year, I make the same resolution, and I keep it for about the same length of time most people keep theirs: to cook more meals.  It’s hard to find the time.  I am not very good at the planning part.  I do well for a while, but then I leave off planning for a while, and resort to picking up junk on the way home.  Plus, I have been getting home later this year with more work to do, and it has caused problems for me as far as cooking meals.  Any tips?  I downloaded a meal spinner app from iTunes for my iPhone.  Maybe it will help; maybe not.  What I need to do is come up with some kind of way to plan meals.  Anyone know of a good program or tip for doing that?

Another thing I want to do is try to grade things faster.  I tend to get backlogged, and then I have to spend a day just plowing through grading.  I would like to get things back to students faster, but I admit that’s really hard for me to do with writing.  I spend a lot of time on it.  I am at least glad that I finished grading before the holidays because it is very hard for me to grade at home — my children see to that.  So, for that matter, does my husband.  Instead, I was able to relax and enjoy the holidays as time off.  Too many of my colleagues are grading papers if Twitter and Facebook are any indication.

I want to spend more time reading.  I am hoping that now that I have an iPhone, I can work through some books using Stanza.  I read 23 books this year, not counting re-reads (I re-read Harry Potter and the Deathly Hallows and Twilight).  That’s not too bad, but if I set aside a little bit more time, I could probably double it.  It’s not a race or anything, but I would like to read more than I do.

I think I did fairly well with my British Literature classes in light of a very short October (filled with days off for Jewish holidays).  I cannot assign homework over Jewish holidays, nor can I assign major assignments to be due the day after a Jewish holiday, and while I understand and respect the reasons for these requests, it does make it hard to move through any material that month.  Next year, they will mostly be on the weekends, so it should be better.  In spite of that, my students still read excerpts from Beowulf and The Canterbury Tales and all of Macbeth.  Next semester I start with A Midsummer Night’s DreamThe Taming of the Shrew in one class and in another.  I do not feel as good about the number of books I was able to teach in my Hero with a Thousand Faces elective, which was seriously curtailed by the holidays.  Still, the students did learn a lot about Joseph Campbell, and I think I accomplished my mail goal of helping them see the movies they watch and the books they read in a different light.  My ninth grade class is going fine — I taught phrases, punctuation (commas, quotation marks, italics/underlining, semicolons, colons, and apostrophes), and two novels — The Bean Trees and The Curious Incident of the Dog in the Night-Time.  All in all, I think I was able to move through a good amount of material in a quality way that helped my students learn it.  I seem to be getting better at that rhythm the longer I teach at my school.  I am hoping some changes we are discussing will help me even more next year.

So that’s it.  My reflection for this year.

Creative Commons License photo credit: maria flying

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Practicing Teaching

My friend and fellow Folger Shakespeare Seminar participant Nicole has a new blog called Practicing Teaching.  Very reflective, and just the kind of thing I want to encourage people who participate in my GISA conference presentation to try for their own professional development.

I submitted a proposal to do the same presentation at the GCTE (Georgia Council of Teachers of English) conference in February.  I’ll let you know if it’s accepted.

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The Value of Floundering Around

Searching the NetI have been plagued with a question over the last few days.  When students ask me questions about computers (mostly software, how-to type questions), I most often take the easy path and show or tell them.  But they don’t remember how to do it later.  So the question that’s been on my mind is how much should I let my students flounder around and try to figure things out?  I mean, that’s how I learned my way around a computer.  I poked and tried until I got it to do what I wanted to.  Sometimes it took hours.  But later on, I was able to do it on my own.  I value that learning in myself, but I don’t think I am fostering it in my students.  If they ask me answers to problems or issues that come up with their reading or writing, I don’t always show or tell.  Sometimes I throw the questions back or tell them to think through it a little harder.  So why don’t I do that with computers?  Should I do that with computers?

To that end, I began a new feature in my classroom blog called Tech Tips.  Each week, I will explain how to do something.  I have already subscribed all my students to the blog, so ostensibly, they should have access to the tips and can make of them what they will.  One of my frustrations as a teacher is how little my students appear to use the classroom blog.  I haven’t yet become so frustrated I felt I should just quit, but I have come close.  Which brings to mind another frustration I have.  Students are willing to learn how to use Facebook or IM, but it frustrates me that they won’t poke around my site and learn to use it as well as they do other tools.

I do think it’s valuable to flounder around and even fail for a while before you get it.  So how do I put that into practice without feeling like I’m being unhelpful?

Creative Commons License photo credit: macluke170

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Education and the Web? Not Really

One of the first classes in my IT program is a course entitled Education and the Web.  Based on the title alone, it was the one class I was really looking forward to because the title led me to believe it would treat up-to-date tools and uses of the Web in education.  How silly of me to leap to that conclusion.

My problem with the class is that I am not learning anything useful about Web tools or education-related sites.  One assignment I found particularly pointless dealt with the difference between the Web and the Internet which basically required some background reading on the history of the Internet (and the Web… because it’s critical for our purposes that we get the difference).  It was mildly interesting, but I didn’t advance my knowledge of how I can use the Web in education.  My biggest issue so far, however, is with the journal of Web sites.  I am required to collect and categorize a minimum of 50 Web sites that are useful in education, providing a link to the URL and a brief description of the site.  OK, no problem.  I am required to do it in Excel.  Can someone please tell me why, in a course called Education and the Web, they didn’t think to ask us to use a social bookmarking service like Delicious?  Delicious would enable me to collect and categorize through tagging.  It also allows for providing a brief description.  The URL and site name would be saved automatically.  What’s more, I could share all of my sites with my classmates as we could have been required to share and subscribe to each other’s feeds.  And we would be using the actual Web to learn more about Education and the Web.  Instead, I’m using Excel?  It reminds me of a remark Will Richardson made about presenters at NECC taking notes in Word.

This whole deal does not inspire confidence.  When the one class I thought might be most useful becomes the one I’m not learning anything from, what do I do?  Will my other classes similarly be at least five years behind the times?  Because that’s deadly for an instructional technology program, in my opinion.  I hope I get a chance to do a course evaluation.  I don’t have a problem with my instructor.  I’m not sure who wrote the course, but my perception is that a department of teachers all teach it at various times, so it may be that my instructor has had little input on the curriculum or it may be that my instructor created the curriculum.  Therefore, I am not sure whether it would be beneficial to advocate for myself and my learning by saying something to my instructor or advisor.  Some people would consider it useful constructive criticism and address the problem.  Others would see it as an attack.  I worry more about my classmates than I do about myself.  I have a pretty decent grasp of how to use the Web effectively for education, and because I keep up with so many savvy folks, I also know about some useful tools.  But what if my classmates were counting on learning the same kind of information in this class?

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Tom Discusses Teacher Shortcuts

I really enjoyed Tom Woodward’s recent post “There Are No Shortcuts at Bionic Teaching,” but I left a comment that really didn’t say all I was thinking.

Tom mentions using fun fonts to make boring content exciting (and has particular ire for Comic Sans).  I have been known to use fun fonts, but I hope I graduated from using them to disguise boring content many years ago.  One of the main issues I had with a recent word processing assignment I did for one of my grad school classes is that it was intended only to see if I could do a variety of different tasks in Word rather than make something attractive, interesting, and substantial in Word.  The resulting document looked like an aesthetic mess to me because I had to single space, double space, triple space; use three different fonts; prove I could bold, italicize, and underline text; and manipulate images for different effects.  I didn’t wind up with a document I could use for anything later.  In fact, I was embarrassed by how it looked (I was following the directions to the letter).  The content was not an important part of the assignment.  I wound up riffing on what I was currently doing with Beowulf in my classes and putting a bunch of Beowulf-related pictures in the document.  I suppose I proved I can use Word to manipulate images and text, but I don’t think the assignment proved I can use it well to create a document that has substantial content and an attractive design.

That said, I don’t use Comic Sans because I teach high school, and I consider it an elementary font, but I don’t have any particular hatred for it.  Still, I think Tom’s larger idea is that some of us create documents that are crammed full of proof that we can manipulate images and text, but that contain little substantial content.  In the interest of full disclosure, though I labored over this decision, you can download a PDF of the document I created here, but I removed my required heading because I think it’s the polite thing to do.  I also removed the file name from the footer because even though my files cannot be accessed except by my teachers and me, I don’t want to give folks who are interested the encouragement to try to break into my files.  By the way, inserting the file name in the footer of only the last page was the only new thing I learned in doing this assignment.  How useful a skill is it?  I don’t know.  We’ll have to see.

Tom also skewers using technology to make a boring assignment interesting.  Too many teachers fall prey to this trap with Power Point.  I have seen more Power Point presentations that make me want to tear my eyes out!  I would much rather listen to someone talk without visuals at all than view a poorly designed Power Point.  I think this guy captures Death by Power Point really well:

And this guy shows how you can use it effectively to enhance a presentation:

I liked what Tom said about “digital native/digital immigrant” terminology.  I have yet to meet more than a handful of students who know as much or more about technology than I do, and that’s not boasting — it’s an observation.  Granted, I think I know a bit more than the average teacher, but everything I know I taught myself by playing around with it.  I haven’t worked with too many students who are willing to play around with a bit of code or a piece of software to see what happens.  To my discredit, I admit sometimes (a lot of times), I take the easy way out of showing them instead of letting them struggle with it a bit.  How much better would they learn if I asked them to teach themselves a bit?  Likewise, teachers labeling themselves digital immigrants can be a way of giving themselves a pass on being ignorant about technology.  I’m not saying teachers all need to be Vicki Davis (though she’s wonderful and it would be great if more of us were on her level), but I think we’re past the point at which it’s OK to be a complete luddite.

As an addendum to Tom’s admonition about “faking it,” as he did, I can say only that when you genuinely like and understand something the students like, and connection is genuine, it’s wonderful.  I don’t pretend to be up on everything my students listen to, but the ones who like classic rock know I’m a pretty good resource, and if they have a question, they ask me.  That’s genuine interest.  I can talk about my passions, and Tom is right — that’s what students are interested in seeing — not that I like what they like or that I’ve latched on to the latest trend in education.  I can remember vividly the occasions when I saw my teachers’ passions shared and finding what they had to say intriguing even if I didn’t necessarily share that passion.  A good case in point was a recent class of my own that was derailed by a passionate discussion between a visiting teacher and me about why it is important that “Han shot first.”  Truly, the students couldn’t have cared less about the issue (we are going to study Star Wars in that class beginning next week — it’s my Hero elective class), and most of them haven’t even seen the movie (!!!), but they remarked later on how interesting the discussion was.  I felt like a failure after letting my class go off on such a long tangent (we discussed The Iliad very little that day), but perhaps it will be valuable in some other way down the road.  At any rate, they saw two individuals talk about an issue they both knew a lot about and felt really strongly about, and I think their interest in studying the movie is piqued.  And I suppose we were both certainly really ourselves in front of the students.

If you want to a see a teacher who is passionate about what he does and uses technology effectively not only to create handouts that are informative and attractive but also to have his students create thoughtful presentations with Power Point, you need to check out my friend Joe Scotese’s site.  He blows me away.  To me, Joe is a perfect of example of avoiding the shortcuts Tom discusses in his post.  At any rate, Tom’s post resonated with me so strongly that all I could really do was agree at the time.  After spending a couple of days thinking about it, I decided that for all the reasons I have discussed, Tom’s shortcuts shortchange our students, and they don’t make us good teachers or help our students learn.

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The Calm Before the Storm

Somehow it seems appropriate that the very outer bands of Tropical Storm Fay brought some sprinkles and a few gusts of wind today, as this weekend is my last before I begin working on my master’s degree, and it really does feel like the calm before the storm.  Classes start Monday.  I have been so busy this week, and I already feel behind.  I have had to start making to-do lists.  I know some people swear by them, but I haven’t really needed to use them often in the past.  It feels very good to cross items off that list.  I hope I haven’t bitten off more than I can chew — I already feel busy without worrying about my own studies!

I have found blogging to be important for my own teaching practice.  This space helps me be reflective and connect, and after doing it for three years, I have discovered I need it.

I guess blogging needs to have an important position on my to-do list.

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Writing and Reflecting

After I viewed some pieces on the DVD that accompanies Penny Kittle’s Write Beside Them, I thought about my improvement as a teacher over the last few years, and I have decided that a lucky confluence of two events contributed to making me a better teacher: I began teaching at Weber four years ago, and a year later I began writing this blog.

Working at my school with an administration that has supported my efforts to grow and try new things, like blogging and wikis and other ideas, has been so freeing, and if I had not found Weber, I wonder if I would be blogging now or trying some of the other things I’ve tried.  In fact, I wonder if I would be teaching.

Here I am, in the middle of July, and I’m blogging about education and reading education books and blogs.  Why?  I can take a vacation, right?  The thing is, I really want to be back in school and try it all over again.  I am lucky in that my school doesn’t mind that I blog.  This is huge in an era when blogs are routinely blocked at schools, never mind encouraged.  I have always been able to blog about my journey as an educator, here, under my real name, and not worry about it.

And the blogging is what really made me a better educator.  I really began thinking and reflecting about my practice in a way I hadn’t done before.  I read professional literature and wrote about it here.  I jumped in and took risks with projects, and even if they failed, I felt better for having tried.  I shared.  I asked questions.  I helped.  I got feedback.  The audience I have here has truly been helpful to me as I struggled to figure out who I was as an educator and what I wanted to do.

I am excited about the next school year already.  Each year is better than the last.  I am learning and growing all the time.  Blogging has energized me and made me excited about my career.  I have struggled with my career in the past and even quit teaching for a time.  Now I just can’t imagine doing anything else, and this reflection, this space to think and discuss ideas, has given that to me.

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