I have the site completely uploaded now. If you see any misdirected URLs or obvious mistakes, please e-mail me so I can get it straightened out.
Now I need to get to work on summer planning stuff; I’ve been procrastinating.
Site Building
I want to thank anyone who happens to be coming by for their patience as I build this site. There are currently some holes and dead ends, and I am well aware that it is frustrating for browsers. Building a site is slow work.
I am still working on my Lesson Plans page, but an incomplete version of my Ideas page is available. Currently, I have several links to ideas for teaching units in American literature. You can find links to a lot of my lesson plans on those pages.
I have several online units or ideas available already:
Standardized Testing Hurting Our Students
The Montgomery Advertiser reports that students are increasingly unprepared for college, and many blame standardized tests. It should come as no surprise to any teacher that our nation’s focus on standardized testing is hurting our students’ success in college. Instead of teaching real critical thinking skills and writing, we teach to the test out of fear. Ideally, if we teach objectives required by our curriculum, students should be prepared for standardized tests; however, many of us with jobs and schools on the line because of NCLB are too afraid not to teach to the test.
One of the things I’ve noticed since teaching at a private school is that students are much better served by learning how to write well than by taking a language arts test mandated by the state. Georgia has high school graduation tests, as well as writing tests in the 5th, 8th, and 11th grades, and end-of-course tests. Over time, the curriculum has been eroded by all the test preps. My students are mandated to take the PSAT and have the option to take the SAT or ACT. Most do, because they are college-bound students. It has been so freeing not to worry about constant tests.
I wish we could figure out how to hold schools accountable through some other means. It would be better for our students, many of whom wind up in remedial classes in college because we have not properly prepared them.
The Teacher’s Daybook
While perusing the most recent issue of English Journal, I saw an ad for The Teacher’s Daybook (purchase from Amazon). I went to the publisher’s website only to discover that it was not for sale. As soon as it became available, I ordered it. The year has not yet started, so I’ll have to update my relative happiness with it periodically on this blog; however, so far, I am extremely happy with it.One of its strongest features is its insistence, if used as the author intended, to make the user more reflective about his/her teaching. I am fairly reflective already, but I realized this will really make me think about my lessons and my efficacy as a teacher. Another strong feature is it aids the user in maintaining balance between all the roles in his/her life.
Nice bonuses include reproducible handouts, which are also available on the website that accompanies the daybook. It is also spiral bound, so it lies flat, and it has three holes punched in it so that it may be kept in a notebook. There is much more space for weekly plans than in any school or district-purchased planning books I have owned. It is simply packed with tips for organization.
Perhaps the strongest recommendation I can give it is that the daybook’s author, Jim Burke, uses it himself. He has a great website with lots of handouts; his collection of handouts on note-taking techniques is especially valuable.
Teaching Grammar in Context
I have recently finished Constance Weaver’s 1996 book Teaching Grammar in Context (purchase from Amazon). While I agree a great deal with Weaver’s arguments and hope to implement many of her ideas in my own classroom, I would like to see more studies on the efficacy of her methods. In many schools, the curriculum dictates teaching grammar in isolation, at least part of the time, and my experience at a private school, has been that many of my students had a good grasp of concepts taught in isolation. They did not, however, consisently implement the things they learned or that we reviewed in their writing.
I found the section on the history of the teaching of grammar very interesting, and I might share that with students. All in all, I highly recommend this book to English language arts teachers at all levels.