Tag Archives: reflection

Week in Reflection, May 12-16

We’re truly in the home stretch now.  My own students have two more weeks of regular classes.  My children have just one more week.

Once again, poetry has been squished in at the end of the year.  I suppose this happens because poetry is generally short, and teachers can expose students to poetry (and do a pretty fair job) in a short period of time.  Still, if I teach 9th grade again next year, literature in general, and poetry in particular, is something I want to focus on improving.  In our curriculum, which emphasizes a grammar survey and composition, literature tends to get the short shrift, but with careful planning, it doesn’t have to.  I have to say I did a much better job this year than I have in the past with integrating more literature; however, room for improvement exists, and I will make it a focus next year if I teach the same course(s).

I had the opportunity to teach my colleague’s British literature class, which was a real treat for me.  Because I think the lesson is potentially useful, I will post it soon.  I taught Robert Browning’s dramatic monologue “Porphyria’s Lover.”

In true “what works with one class doesn’t work with all of them” fashion, I am trying an SAT introduction unit with my own tenth grade class that worked beautifully in a colleague’s tenth grade class when I took it over for a couple of weeks.  My perception is that my own class resents the instruction.  That could be because of the time of year, and perhaps they would resent whatever I cooked up for the final few weeks, but it puzzles and bothers me that something that was so well-received and appreciated by one class is borderline rejected by the other.  I suppose I need to think about this unit over the weekend.

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Week in Reflection, May 5-9

I try to write these reflections on the weekend, but perhaps I can be forgiven for skipping Mother’s Day weekend.  This time of year is so busy for teachers, isn’t it?  Even as things are wrapping up, which should make me feel lighter, I seem to have more to do than ever.

I have already reflected a little bit on last week in a previous post.

One thing that’s been on my mind this week is that it is taking quite a while for Amazon to ship my copy of Write Beside Them.  I would like to have it by June, so I am starting to wonder if I shouldn’t cancel my order and order directly from Heinemann.  I was so excited to save money by ordering from Amazon, but it’s taking unusually long, and I feel I should apologize to folks who ordered the book through my referral.

As I write this, I find I am not feeling particularly reflective at all because I can barely remember what I taught last week.  I think I will chalk it up to the time of year.  I do know that utilizing backward design has made all the difference in my teaching this year.  At this time of year when students have one eye on the calendar (and so do their teachers) and the other out the window, I am pleased to say we’re still learning and thinking and writing and reading.

Each year gets better, but I’ll save that reflection for the end.

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Week in Reflection, April 28-May 2

Our Spring Break was last week, so I didn’t post a reflection.  As this was the week of our return to school, and we have also entered that final stretch of the year, I’m not sure either I or the students were as plugged in as usual.

My seniors basically have two weeks left because our school allows them to finish early.  Next week and the week after, they will be working on a final paper for me.  This week, we finished watching A Streetcar Named Desire, and I was struck again by Brando’s performance.  You probably know this bit of trivia, but Brando was the sole member of the core cast not to receive an Academy Award, though he was nominated.  Vivian Leigh won Best Actress for her portrayal of Blanche; Kim Hunter won Best Supporting Actress for her portrayal of Stella; and Karl Malden won Best Supporting Actor for his portrayal of Mitch.  The Best Actor award that year, however, went to Humphrey Bogart for his performance in The African Queen.

My ninth grade students are working through grammar.  One class finished up phrases and started on clauses.  The other class learned about active and passive voice and began discussion of Toni Morrison’s first novel, The Bluest Eye.

The tenth grade writing class I teach presented Power Point presentations.  So often our kids add animations, busy backgrounds, and too much text, then read the text rather than use it as a guide for the audience.  Despite my instructing students on the perils of Death by Power Point, a few of their presentations included some of the problems I’ve mentioned, and I am frustrated that I somehow was not able to communicate how to avoid these issues to my students.  Also, I am frustrated by the fact that in order to be successful, they had to unlearn bad Power Point habits, which may explain why all of them weren’t successful.  We need to teach kids how to use Power Point correctly from the start.  I think too many teachers are a little too impressed by all the bells and whistles and actually reward students for making cluttered, busy, and ultimately unreadable presentations because they themselves don’t know how to do some of the things the students do, thus the teachers assume it’s hard and took a lot of time and effort.  Let’s face it, our students have become accustomed to being rewarded for style over substance.

The last two days of the week, my writing class began a unit on SAT preparation and practice.  I have evaluated SAT essays in the past, and as I haven’t done so for quite some time, I suppose it’s safe to disclose this fact.  Students generally find this unit to be very helpful.  I have been using Sadlier-Oxford’s helpful Grammar and Writing for Standardized Tests as a guide; I highly recommend this book, as it focuses on the SAT’s writing section (error correction, sentence and paragraph correction, and essay).

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Week in Reflection, April 14-17

This time of year, I find that I’m not blogging as much as I would like because I’m so exhausted.  You know, people talk about what a perk it is for teachers to have breaks in the winter and spring and a longer one in the summer — usually people who don’t teach, by the way.  These breaks are absolutely necessary to rejuvenate.  I think teachers put a lot of themselves into their work.  Having to be “on” so much of the time wears me out, and I don’t think I’m the only one.  Every time I take any sort of Myers-Briggs test, I always come out INFP.  If you aren’t up on the parlance, that basically means I am introverted, and I find social situations tiring.  People suck the energy right out of me, and you can’t get more people-oriented than teaching.  This article in The Atlantic actually did a lot in terms of helping me understand why I’m so tired at the end of a school day, and as the end of the school year ends, it seems to get worse.  As a result  of this exhaustion, blogging is one of those things that tends to go by the wayside.

I read the blogs of other teachers and feel inspired by what they are doing — especially descriptions of lessons and ideas for teaching –and I want to contribute, too.  Maybe this week will afford me some time to do so, as I am (finally) on spring break!  Why so late?  Passover falls late this year in the Jewish calendar, and my school, as a Jewish school, follows the Jewish calendar.  Our break starts tomorrow.

Teaching the week before spring break is always difficult.  I came home today and took a nap. This week, my seniors finished reading A Streetcar Named Desire, and we began watching the excellent Elia Kazan production.  One forgets how attractive Marlon Brando was.  Every time I watch that movie, I am amazed all over again by his embodiment of the role of Stanley Kowalski.  One of my students pronounced the play her favorite piece of the year, and another quickly agreed.  I really enjoy teaching the play, too, if for no other reason than the opportunity to see the excellent movie again at the end.

My writing class was creating Power Point presentations.  I have seen a lot of death by Power Point lately, and we can’t very well blame the presenters if they are never effectively taught how to create a Power Point presentation that works.  A cursory glance at my students’ works in progress tells me that most of them understood not to cram too much information on a slide or use busy backgrounds, but I’m not sure all of them heard this message, and I am puzzled — I thought I really emphasized that part.

I have been teaching verbals, clauses, and misplaced modifiers.  I struggle with this part of our curriculum every year — not because I don’t understand it or because I don’t impart it with some success.  I struggle with its usefulness.  If a student is using gerunds correctly when he or she writes, is it imperative that they be able to label them as subjects, direct objects, indirect objects, predicate nominatives, and objects of prepositions?  Yet, it is part of the curriculum, and therefore, part of my teaching.  I find it much more useful to spend time on the nuts and bolts of writing that students struggle with — commas, for instance.  I thought I created a fairly effective unit for teaching commas, but I find over the course of the year that students are still not consistently applying rules for using commas.  Marking comma errors hasn’t done much to help my students learn to use commas.  Suggestions are welcome.

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Week in Reflection: March 24-28, 2008

The end of this week leaves me feeling somewhat exhausted. I was rear-ended last weekend, and I have been dealing with the problems that entails — reporting the accident, waiting for the police report so I can file a claim with the other guy’s insurance, getting an estimate for damage (nearly $1300), and worrying about the fact that no one knows I’m signaling with my left turn signal, thereby making changing lanes and turning left more awkward and stressful.

My tenth grade students handed in the final draft of their research papers. I know it felt strange to be handing that assignment in after working on it for so long. I can tell that my students learned a great deal from the process.

My freshman are learning all about phrases and working on The Catcher in the Rye. I am not 100% satisfied with how phrases are going because my students come from such disparate backgrounds, depending upon the teachers they have had before. Students who ordinarily catch on quickly and do well on other aspects of my class are feeling awkward about their knowledge and understanding through no fault of their own. I agreed to meet them for some review at lunch some day next week, so I hope that will help.

My seniors are engaged in an assignment I called “Flat World Willy.” After reading Death of a Salesman, students looked at the play’s continuing relevance to our own society through an examination of outsourcing and globalization. They read an excerpt from The World is Flat (the chapter entitled “The Untouchables”), viewed Karl Fisch and Scott McLeod’s “Did You Know?” (which they really enjoyed), viewed part of an episode of The Simpsons called “Kiss Kiss Bang Bangalore” (which examines outsourcing in a humorous way), and viewed a Discovery Times special “The Other Side of Outsourcing” (Thomas Friedman). They are creating handbooks for either high school graduates or college graduates that will help the grads navigate the job pool in the age of globalization and outsourcing, ensuring that a) the grads will always have a job, and b) the grads won’t end up like Willy Loman. I think they are having fun with it, and what I have seen so far of their planning looks really good.

I’m so tired. Lots of stuff going on right now, and it’s sapping my energy. This is the time of year when it’s easy for teachers to get burned out. The first rule is to take care of yourself. You can’t be an effective teacher if you don’t.

Update, 3:41 P.M.: I keep forgetting to mention my 9th graders’ Romeo and Juliet diaries have been appearing bit by bit at the Room 303 Blog. It helps to scroll down because the entries are posted chronologically.

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Week in Reflection: March 10-14, 2008

This week, one of my ninth grade classes finished The Catcher and the Rye, and we began discussing it in class.  We also studied adjective and adverb phrases.  The students really enjoyed the discussion of the novel, and I think they liked the book a great deal.  That novel always seems to be popular, especially with boys.  It brings up a good point.  A lot of what we read in school isn’t necessarily appealing to boys.  I think my male students enjoyed Romeo and Juliet and The Odyssey.  I really do try to think about how to draw boys in when we study literature.  The discussions this week went very well.

My tenth grade writing students watched The Freedom Writers.  I know a lot of people don’t like the movie, but I do, and the students were rapt.  We had a really good, insightful discussion about the movie on Friday.  One student in particular really seemed to be able to understand the motivations of Erin Gruwell’s department head.  He said he was playing “devil’s advocate,” but his points were all well taken — why shouldn’t the students move on to a new teacher?  Wouldn’t that be the ultimate test of how ready they were?  Is it really good to have the same teacher all four years?  He also wondered about the issue of seniority.  Was Gruwell getting a “promotion”?  The department head certainly considered it to be one.  Laying aside the assertion that she deserved one (I think she did great work), she had only been teaching two years.  Another issue that concerned the students was the practicality of what Gruwell did — in the movie, her marriage falls apart due to neglect on her part, and she has to take two extra jobs to pay for what her students need.  My students saw the good that resulted from these choices, but they were, I think, right to question the cost.  I thought the students had some really good insights into what they were seeing.

My seniors finished Death of a Salesman.  I wasn’t sure how they would like it, but I think discussing how it is the story of many people today really hooked them, which isn’t terribly easy to do with seniors at this time of year.  I am really excited about this unit, so it could be that my own enthusiasm showed.  I also spent a lot of time planning it — thinking of questions for discussion, assessments, etc. — and that always pays off.  It was remarked by someone who shall remain anonymous that I had put a lot of work into the unit, and I think the insinuation was that given the climate (seniors just ready to graduate and move on with the next stage of life), I probably wasted my time.  I don’t think so.  I think we have to work even harder as teachers to engage students when they are distracted by this future that’s just out of their reach.  They can’t help their feelings — and I had the same ones when I was a senior.  It’s a really exciting time.  I envy them getting to go off to college for the first time, learning so much, figuring out who they are.  I had a great college experience, and I wish I could do it again.

I obtained permission from one of my ninth grade classes to post their writing at a blog I have admittedly only occasionally used for student writing.  The last posts are reflections of the novel The Adventures of Huckleberry Finn done a year ago.  The writing I will be posting is collected from creative writing diaries from characters in Romeo and Juliet.  I plan to post one diary entry a day beginning on Tuesday.  If you are interested in reading them, you might want to pop over to the Room 303 Blog and subscribe to our RSS feed.  I don’t have e-mail subscription set up on that blog.

I have been approached to do a blogging project with a teacher in Hawaii, and I am really interested.  I would like my students to have their own blogs for written reflection, but sometimes I feel like I should have established that early on, and how do you do that?  I should think it would be great for interaction, discussion, exploration, and reflection.  Does anyone know if I can do that with Moodle?  I hesitate to put students in the position of public reflection if they feel uncomfortable about it, but if we can do it just within our community, I don’t think there would be a problem.

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Week in Reflection: February 25-29, 2008

The Lamppost Blogger recently mentioned a weekly goal to be reflective about the week’s teaching.  I love the idea and decided to steal it, and I meant to start yesterday, too, but the day got away from me.

I am really happy with the unit I have written on Death of a Salesman.  My main worry at this point is that it coincides with a strange time at my school.  Seniors are given the option to finish high school in Israel through a partnership with a high school there, and Friday was the last day for these seniors.  Frankly, it feels as though the seniors who have decided to finish school here have checked out already.  With three months still to go before they graduate, it is a little early to stop learning.  My worry is that students won’t get all they can out of the unit because they are not prepared to put much into it.  I suppose that is the bane of a twelfth grade teacher’s existence, but it’s frustrating.

By far my most successful lesson this week involved me being utterly silent as my 9th grade students conducted a Socratic seminar around the question Who is most responsible for the deaths of Romeo and Juliet?  The discussion was a treat to listen to.  Students were turning to the text.  They knew it backward and forward.  They were citing evidence.  They were debating.  They also told me they had fun.  I am sure they learned much more through preparing for this discussion than they would have studying for a test, and I think the assessment has more real-world applications, anyway.  They wouldn’t let me record it, probably knowing I would share it on my blog!  You can read a description of the assignment here: Teaching Romeo and Juliet: Part Four and a reflection from last year here: Who Killed Romeo and Juliet?

I don’t feel good about leaving school early on Friday.  I had to — I actually have a mild concussion.  I got bonked on the head Thursday night when a glass full of pens and change fell off my bookshelf and hit my head, but I didn’t think it was too bad until the next day when I felt sort of dizzy and queasy.  Finally, I felt too bad to carry on, so I asked a colleague to teach my writing class about documentation and Works Cited pages.  I am sure she did a great job, but I hate feeling as though I let my students down, even when it couldn’t be helped.

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Happy New Year

This year, I had the opportunity to teach British literature for the first time — the course that made me want to teach English — and I had a wonderful time.  I will be handing the course over to a colleague, and I hope she will enjoy it, too.

I also had the opportunity to go on a trip with the juniors last January.

My students collaborated with the Reflective Teacher’s class on a Holocaust project and with students at Neveh Channah Torah High School for Girls on a Israel/Judaism project.

I had the opportunity to meet up with other edubloggers at EduBloggerCon.

I was delighted to be invited to blog with Grant Wiggins.  My teaching practices were transformed by his book with writing partner Jay McTighe, Understanding by Design, and I consider it one of my greatest accomplishments this year that the UbD Educators wiki was established, even if it became somewhat quiet.  I hope it will catch on, and I still occasionally receive requests to join it.

In the coming year, it is my hope that my proposal for a course centered around Joseph Campbell’s The Hero With a Thousand Faces will be accepted and that I will be teaching British literature again.  I would also love the opportunity to participate in more Flat Classroom projects with other schools and teachers — interested parties feel free to contact me.  I am looking forward to reading The World is Flat by Thomas Friedman as part of an online PLU course I am taking beginning next week.

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