New Year’s Resolutions

Posted on | January 3, 2010 | 2 Comments

Every year I make insane New Year’s resolutions about writing, reading, losing weight, teaching, etc., and every year I do a few of them well and totally drop the ball on some of the others.  As a result of my resolutions, for instance, I am 50 pounds lighter than I was 2 years ago, and I have taken on a writing project by entering the Jazzbots competition and earning a spot as a writer for that blog.  However, I’ve also failed miserably at finishing my novel and at reading 45 books a year.  So, resolutions are a hit-and-miss affair with me.

That said, I want to do my resolutions a little bit differently this year.  Following the GTD idea of dealing in action steps, I want to break my resolutions down to actions that I can do and track everyday.  My thinking is that if I can simplify these goals down to action steps that I can track, I can hold myself more accountable and hopefully be more successful in accomplishing them.

So, without further ado, here are my trackable action steps for my 2010 New Year’s resolutions:

• I will begin each weekday with a workout before I go to school.
• I will do a 20 minute yoga flow before bed each night.
• I will read for a minimum of 30 minutes every weekday.  This time can be spent on books I’m teaching.
• I will write for a minimum of 30 minutes every weekday.
• I will track what I eat and drink daily for 6 weeks (I want to see exactly what’s going in, so I can make changes as needed).
• I will do a weekly GTD review in order to keep myself and all of my projects current (I’ve been struggling with this one).
• I will document my successes and failures on each of these and report them on this blog.

My hope is that I will improve myself physically and mentally if I do each of these consistently, and by making myself accountable, I hope that I will be consistent in executing each of these action steps.

Happy New Year!

Reading Guides for The Giver

Posted on | December 5, 2009 | No Comments

When teaching a novel in class, I’ve used a number of different techniques for ensuring that my students read at home and understand the material that they read.  When I first started teaching, I would give in-depth quizzes to make sure that the students had read, but I noticed that students had some problems with how specific the questions were even if they had read.  So, to remedy that, I started giving the same quizzes as take-home reading guides to be filled out by the student while they read.  These have been more effective at ensuring understanding, and then in class, I use them to guide my discussion and lecture on the reading.

That said, I’d like to start sharing some of these reading guides.  The first are for the novel The Giver by Lois Lowry.  I discussed teaching this novel a little in my last post.  These reading guides follow the novel in order and were written for my 6th and 7th grade class.  They did a good job reading the book and answering the questions this year.  Enjoy.

Right-click on this link and select “Save Target As” to download: Reading Guides for The Giver

I would appreciate any feedback on these reading guides to help me improve them.  Thanks.

Teaching Utopian Literature

Posted on | November 18, 2009 | 1 Comment

I took a class on young people’s literature when I was in college.  My favorite professor (Dave Lee, Utah’s famous Pig Poet) taught the class, and I was excited to get to read some novels written for teenagers instead of the more difficult novels that I usually read for my other English classes.  The class spanned two weeks at the beginning of summer, and then we had the rest of the summer to complete our project for a final grade.

The project for the class was to read 40 books from all different genre of young people’s literature.  40 was a benchmark, and we were told that a lot of weight would be given to the length of books that we read (ie. reading 40 Dr. Seuss books wasn’t going to cut it).  After reading, we were to collect information about each book in a card file that we could use during our teaching career.  The file was to include details on the book, a summary, analysis, and a rating system.  I still have my card file to this day and still use it as a resource.

As I embarked on this summer of reading, I called my mom who has taught elementary school for thirty-something years and asked her for some suggestions of books to read.  The first book that she suggested was Lois Lowry’s novel The Giver.  She even had a copy that I could borrow.

The Giver tells the story of a futuristic utopia where people have given up all of their meaningful choices in order to have safety and stability.  At first, the community seems appealing–everyone gets along, the place is well-ordered, and everyone seems happy.  However, as the novel progresses, the façade is stripped away, and the community is shown for what it is: a place of repression, deception, and sinister violence.  The story centers around a 12-year-old boy, Jonas, who learns the dark secrets of the community when he is chosen to be the Receiver of Memory, the one member of the community who carries the memories of the distant past before the utopia was established.  As he trains for his new job, he becomes disillusioned with his society and tries to find a way to change it with the help of the old Receiver, whom he calls The Giver.

I fell in love with this novel when I read it that summer, and I have sought out books like it ever since.  The concept of a Utopian society intrigues me, and I love to read novels that center around the idea of a “perfect” society.  Novels like Aldous Huxley’s Brave New World, George Orwell’s 1984, and Ayn Rand’s Anthem all deal with societies that have given up all of their essential liberties in order to live with relative stability and safety (even though the horrors of 1984 and Anthem are apparent even to those within the societies themselves).

As I’ve looked for novels to teach in my classroom, I’ve turned back to these novels and taught them with a lot of success.  I feel that these novels are beneficial because of some of the themes that they all seem to share: the power of the individual, the need for critical thinking, the importance of freedom and choices, the importance of family and other relationships (every society in these books tries to limit the connections that people can make with others), the need for and true nature of diversity, and the importance of questioning authority.

In each of these novels, someone in the society tries to break free or start a change.  In order to accomplish this, they turn to many of the values listed above, and they also learn to do, think, and act for themselves without resigning themselves to any fate that has been foisted upon them.  I believe that it’s critical for the students that I teach to learn these values of individualism and critical thinking, and I believe that these books can be a gateway to help them learn and internalize these lessons.

There are quite a few quotes that talk about the lessons that can be gleaned from Utopian literature.  Here are three of my favorites:

“Wanting to be someone else is a waste of who you are.”–Kurt Cobain

“Never doubt that a small group of thoughtful, committed people can change the world.  Indeed, it is the only thing that ever has.”–Margaret Mead

“Those who would give up essential liberty to purchase a little temporary safety deserve neither liberty nor safety.”–FDR

Along with being novels that teach about some of these core values that I believe are so important, these novels are also great works of literature that allow me to teach concepts like figurative language, pacing, symbolism, character, plot, and theme.  They are like the ultimate two-for-one deal where teaching English is concerned.

Aside from all that, my students love them.  They enjoy that the novels are interesting and thought provoking.  I think they also enjoy the science fiction that is present in so many of these novels.  I continually have students mention that these novels were their favorites that we covered as a class, and they often ask for other Utopian books that they can read on their own.  To me, that is the ultimate success.

My Letter-Grade Loathing

Posted on | November 5, 2009 | 2 Comments

A student asked me last week if I would give a student a failing grade who had given the best effort that they could but still fallen short.  I thought for a few moments before saying, “that’s a really good question.”  I then went on to explain that I probably wouldn’t give a failing grade in the above situation, but that I thought that that particular situation was very rare because most students who give an honest, complete effort will earn a passing grade.

My student’s astute question illustrates a bigger issue than how much leniency should be shown to a student who tries really hard but doesn’t really get the material at the appropriate level.  It illustrates the inability of letter grades to do what we want or expect them to do.

I believe that most people involved in the education of a child–teachers, parents, administrators, etc.–expect grades to show how well a student understands the material from a given class.  They expect a student who gets an “A” in my English class to be competent in the principles of language arts, which means that they should be good readers, writers, and communicators.  They should also have a solid grasp of grammar, punctuation, and usage.

The problem with this concept of grades is that in a lot of classes, effort plays a bigger role than knowledge.  A student who comes to class, does the work (even if not at a really high level, but with good effort), and studies for assessments will generally get a good grade.  This grade doesn’t always mean that the student has understood the material at an appropriate level (as illustrated by the estimated 6,000,000 middle and high school students who are not reading on grade level).  While these students get good grades and will probably ultimately be successful, there is another group of students that isn’t fully serviced by the letter grade system: students who know the material but choose not to put forth the effort in class or on assignments.  These students are often gifted, talented, and extremely smart.  They are often bored with what school has to offer them, so they act out, sleep, or don’t show up in class.  Then, at the end of the year, these same students show up for the end-of-year testing and get scores higher than most of their peers.

I have taught of few of these types of students (and, I believe that if you ask my mother and many of my teachers, they would tell you that I was that type of student), and while they are infuriating from a teacher’s perspective–my tenth-grade English teacher called me a “rat” in my yearbook for not putting forth the requisite effort in her class and for not living up to my potential–they also can bring a lot to the classroom if we as teachers can engage them on a level that is both interesting and challenging.

This year I have had one of these types of students in my class.  It seems like he spends 90% of his effort trying to get out of work and the other 10% having thoughtful discussions with me about the material that we are covering, most of which he hasn’t read but has picked up in class while his head was on his desk and I thought he was sleeping.  He actually suggested to me that he would do better in class if I would just pick random topics each day for us to discuss and debate.  He and I have widely differing views on the world, but we are always able to be civil in our discussions, and he wanted to bring some of our out-of-classroom debates on politics, philosophy, current events, and other controversial issues into the classroom.

While I thought the idea was good, I have struggled to implement it in a meaningful way.  Obviously I can’t just pick random topics (I teach English, not debate), but many of the novels that we study have interesting thematic elements that can be discussed in that way.  I have been able to start a few of these discussions and have been surprised at this student who becomes attentive and very active in the classwork when it is done in that manner.  He still doesn’t read, and he never does homework, but he knows how to process information and communicate effectively, using critical thinking skills to come up with interesting and provocative discussion points.  In other words, he knows how to do most of the things in the core curriculum for language arts, and he has proven this knowledge on end-of-year tests over the last few years.

So, the question is how do I grade him.  He knows the material for the most part, but he only completes about 30% of the work that I assign.  Do I grade his knowledge or his effort?  I don’t know the answer to that question, and it is one that I have wrestled with for a long time.  I wish that there was an easy answer, but I’m afraid there’s not.  All I can do is continue to challenge kids to think and try to engage them with different learning strategies (like the debates that engage the student mentioned above); however, I still think that the system fails these unique kids to some extent, just like it fails their counterparts who get good grades for working hard but still read at a sixth-grade level when they graduate high school.

First Quarter Reflection (Part 2)

Posted on | November 3, 2009 | 2 Comments

In the first part of my reflection on first quarter, I talked about the successes that I’d had integrating a project-based curriculum in my classes and talked about a couple of things that I would have done differently.  In this post, I want to talk about the classroom management goals that I had at the beginning of the year and my progress (or lack thereof) on them.

The Cesar Milan Angle: Classroom Management Awareness

In my original post, I had three goals of classroom management, and I would like to follow up on them.  I haven’t been as successful in implementing these goals as I was on the project-based curriculum goals, but I will report on my successes and failures here.

Goal 1: Remain calm at all times

For the most part, I’ve done this.  I’m quite laid back by nature, so remaining calm isn’t that difficult.  However, I have had some times that I got angry and reacted with a more negative energy than I had wanted.  At these times, I have noticed that the students don’t respond the way that I want them to, so I’ve always tried to keep these times to a minimum.  I think I’ve been successful.

Goal 2: Be aware of position in the classroom.

This part has had some interesting results.  I really have four places in my classroom that I teach from.  Mostly, I teach in the front of my room behind my podium with my SmartBoard behind me that I can work on.  However, on other occasions, I will sit on a desk in the front corner of my room (I like to do this when I’m reading to my students), stand in the back of the room (either while showing something on the board that doesn’t need me up by it or if there are issues in the room), or I will sit in my desk (usually if giving a writing prompt or while the students are working on their own).  Of the four locations in my room, the least effective, from a classroom management perspective, is at my desk (surprise, surprise); however, the most effective seems to be either in the back of the room or sitting on a desk in the front.  I think that part of why it is more effective is because I’m closer to the students and able to engage with them more.  I will continue to monitor this.  I might even try a few different locations.

Goal 3: Be prepared.

I’ve never done this as well as I wanted to.  Ideally, I would have two to four weeks of lesson plans prepared at all times and be on the ball everyday.  Unfortunately, that doesn’t happen in the real world, and I have 7 classes that I have to prepare for every single day.  For the most part, I have been fairly well prepared this year, better than in year’s past; however, I still could work on this.  Everyday I would like to sit down, reflect on the day, grade the work that I have collected, and plan for the coming day.  If I could do that consistently, I would be quite happy.  I still have a ways to go.

Overall, first quarter was a success, but there is still a long ways to go in the year before I will be willing to call it complete and successful.  There’s always more to do.

First Quarter Reflection (Part 1)

Posted on | October 20, 2009 | 1 Comment

Well, the first quarter of school ends on Thursday, and it’s time to reflect on how it has gone and where I need to go from here.  One of the obvious things that needs to improve in the coming months is my blog post frequency.  I can’t believe this is my fourth post since June.  That’s pathetic.  Since I’ve been writing at Jazzbots as well, my loyalties have been split, but I’m recommitting to write for both more regularly.  My goal will be to write something everyday, which should lead to more posts here and at Jazzbots.

So, with my lack of writing out of the way, I need to look at the first quarter of school, how it went, and what I would like to change from here forward.  I will use the goals from my first post as the meter for success.

The GTD Angle: Project-based Education

Overall, I have felt that my attempts at instituting a project-based curriculum in my English classes has been fairly successful.  All of my classes are working on quarter-end projects right now that demonstrate learning and understanding of the principles of English Language Arts.  I began the year by having my students write a persuasive essay to act as a baseline by which to judge the students and to measure their progress throughout the year.  I gave them instruction on what I expected, talked them through a process, and graded the results.  What I didn’t do was give a whole lot of individual help because I wanted to see what each student was capable of on his or her own, hoping to have an accurate baseline.

After collecting these essays, I assigned each class a book to read.  My sixth and seventh grade class read A Wrinkle in Time by Madeleine L’Engle; my eighth and ninth grade class read The Diary of Anne Frank: The Definitive Edition; and my high schoolers read Anthem by Ayn Rand.  The students read the books and completed reading guides as they read.  I was especially impressed by my high school students who got into Rand’s work, often getting in some spirited debates and discussions on the topic.  I enjoyed the time spent talking with them.

As each class finished reading, I assigned them a project based on a theme (or themes) from the books that they had read.  For my two younger classes, I didn’t give them a choice on what type of project they would do.  I assigned them a specific project and gave them a rubric that detailed precisely what I wanted from them.  As they have worked on those projects, many have come to me for suggestions and feedback, and for the most part, I think that they have taken my suggestions seriously and worked hard to improve their work.  I’m hoping that when I collect the projects at the end of the week, I will be impressed.  I will update that in a future post (which I will be writing this week, right?).

My older class was given a sheet offering them the choice between five projects.  They were each to choose one, and I provided rubrics for those projects as well.  They have also, for the most part, worked hard and should impress with their final products.

So, overall, I believe that my project-based curriculum has been successful; however, there are a few changes that I need to make.  1) I would like to give the project lists and rubrics out at approximately the same time that I assign the book.  I believe that would help the students plan for their projects better, which has been a potential problem that we have had this quarter.  2) I need to create (or find) some worksheets that help students to plan effectively in their execution of a project.  These worksheets would seek to guide the students in their planning and give them some tools to be more effective.

I will update my progress on these goals in the future (because I’m going to write more often, right?).  The second part of this reflection dealing with my Cesar Milan goals will be here in the next couple of days.

The Wall of Shame

Posted on | September 19, 2009 | No Comments

When I was in college, I took a copy editing class from the Journalism department.  As part of the class, the professor offered extra credit for “copy editing the world.”  Any student in the class would get one point extra credit for finding grammatical/spelling/punctuation problems in published works.  I don’t remember how many things that I found, but I remember thinking it was a cool assignment.

This year I decided to steal the idea and to adapt it for my classes, which are grades 6-12.  To do this, I came up with the idea of a “Wall of Shame.”  Thanks to the help of my very creative wife, I was able to create a bulletin board for the purpose of displaying any items that my students find that brings shame to their writer because of their grammatical/spelling/punctuation errors.

With this newly designed bulletin board, I challenged my students to find errors in writing that is meant for the public to read: books, magazines, websites, billboards, posters, worksheets, handouts, etc.  For every error that they find and tell me how to correct, I will post it on the wall and give them 2 extra credit points.  If they find an error from me, their humble teacher, they get 3 points.  This program allows them to get a little extra credit for using their copy editing skills in the real world.

So far, the students have responded well.  I have one student who has already found 10-11 items and many others who have at least found one.  The students are excited about the possibility of getting extra credit, and they seem to be looking for errors in a lot of different places.  The web has produced most of them because of its openness to let people post anything they want without the assistance of a copy editor.

My hope is that the wall will get filled up throughout the year, and we’ll have to start expanding out onto other walls in my classroom.

The First Two Weeks of School

Posted on | September 10, 2009 | 4 Comments

As usual, this school year snuck up on me a little bit.  It seemed like I was doing well at getting ready, and then school just started without warning and without allowing me time to finish all of my summer projects.  I can’t believe that it would do that to me after all of my years of service.

Anyway, I wasn’t completely prepared for school to start, but I wasn’t caught as off guard as I have been in the past.  In keeping with my goals from my previous post, I set off to establish a list of “rules, boundaries, and limitations” for my class that would help me to have a good relationship with my students and a successful year.

I go through this little ritual every year to one degree or another.  My first year teaching, I established a set of totally idealistic expectations for my students:

1. Respect everyone
2. Work hard
3. Think outside your comfort zone
4. Don’t fear success

While these four expectations are good and helped me be successful in my first year, I found out that “Respect everyone” doesn’t cover as much ground as I thought it would.  Sometimes as teachers we need to be really specific, and defining what we mean by “respect” is one of those times.  During that first year, I had to define some specific rules to help me to maintain that respect.  I had to have rules about gum chewing, food, drinks, late work, tardiness, etc.  Even though I still believe that these are all covered in the idea of respect, I had to make sure that my students understood the intracacies of that first little rule.

So, with that in mind, I have started all of my other school years with more specific rules about student behavior.  This came to a head last year when my list of rules was like 20 items long, including the rather pedantic “don’t throw anything at the waste basket.”  These rules worked and helped to maintain the kind of control that I wanted in class, but it also put me at odds with my students to some degree.  They saw me as less of an advocate and more of a dictator that was micromanaging every facet of their school day.

With that as a lead up, this year I decided to do something a little bit different.  I decided that I wanted to go back to a more idealistic set of expectations and let the students help me come up with the little stuff.  On the first day of school, I led with my “respect everyone” pitch, challenged the students to work hard, and asked them to think outside the box in what they did.  Then, we spent the rest of the class defining what “respect” was and what specific applications it could have in class.  Suprisingly, all of my classes came up with a similar set of rules:

• No talking out of turn or disrupting students who are working
• Gum, drinks, and food are okay as long as they don’t make a mess or become a distraction
• Late work will be docked a percentage for every day late.  If it is five or more days late, no credit will be awarded.
• No throwing things at the waste basket (I was a little surprised that this one survived)
• Bell quizzes will be given daily to assure that students arrive on time to class (as opposed to dealing with tardiness with detention or some other punitive idea)

They also came up with some consequences ranging from being removed from class to sit with the principal, to calling parents, to suspension.

Overall, I was impressed with my students’ handling of the situation, and I have seen over the past couple of weeks that they have obeyed the rules to an astonishing degree.  I believe that they feel a certain ownership of these policies and have a better motivation to live by them because of that.  I can’t believe that it took me six years to realize that this is a good idea.

The Plan: Teaching students, executives, and dogs

Posted on | June 24, 2009 | 5 Comments

The last 5 years have been full of changes for me professionally.  I began my teaching career in 2004 at Lake Powell School, a small, K-12 school in southern Utah.  Initially, the plan was to stay there a year or two, long enough to take advantage of the free rent provided by the school district in order to get out of debt.  I never planned to stay longer than two years.

That being said, I’ve now been in Lake Powell for 5 years and am preparing to begin my 6th year of teaching.  During my time at Lake Powell School, I’ve learned a lot about teaching, tried lots of different strategies, read lots of books on teaching, and had my fair share of successes and failures.  From all of that work, however, I have come to a profound (if somewhat obvious) conclusion: students have to want to learn in order to succeed, and my job as a teacher is to help them want it.  Both parts of the conclusion are crucial in the education of a student.  Far too many students fail because of lack of desire, and far too many teachers believe that they can’t do anything with that lack of desire.  I’m hoping to change that.

Since realizing that my job isn’t just imparting knowledge, I have looked for strategies to motivate students and to help them want to succeed.  Some of these strategies have come from outside of the teaching profession.  In fact, two of my largest influences have been David Allen and the strategies he lays out in his Getting Things Done program and Cesar Millan, the calm, assertive host of The Dog Whisperer on the National Geographic Channel.

I was first exposed to the work of David Allen when I downloaded his book Getting Things Done from Audible.  I’ve spent a lot of time reading books on productivity, and have been thoroughly disappointed by most of them; however, I enjoyed Allen’s book and his method because it is full of simple, common sense ideas that I was able to institute into my life and work.  I started using the GTD system last summer, and I have been successful at getting a lot of things in order that I had never really been on top of.  My email inbox is still clean after a year, whereas before it had been full of 200-300 messages that I hadn’t read and didn’t really care about.  My desktop at school and at home is clean and organized, I know what I should be doing and what I’m not doing at any given time, and I have collected  and organized all of my incoming stuff into a reliable system to help me deal with it.  I’m not a perfect GTD practitioner yet, but as I’ve continued to improve, my life has gotten easier and more productive.  I hope to pass some of this enthusiasm on to my students.

In order to do that, this coming school year, I plan on instituting a project-based curriculum in all of my classes.  Since Allen’s GTD system is based on project planning and execution, a project-based curriculum should help me teach many of the GTD concepts alongside the English curriculum that the state requires.  I’m hoping that the marriage of the two disciplines will be smooth and effective.  I will continue to report on my progress.

My introduction to Cesar Millan and his work came from a collegue at school.   I had been having some trouble training my black lab, who had a bad habit of bolting out the door everytime it was open (she still does that on occassion, but she is getting better).  I started to watch Cesar’s show and was intrigued by how quickly he could connect to and gain the trust of the dogs that he worked with.  But, what impressed me the most (and still does) is how Cesar’s interactions with some of the toughest, most unruly dogs on the planet are so calm.  He never raises his voice, never reacts negatively to a dog even when bitten, and always projects a positive energy that reaches not only the dogs he works with but also their owners.  He has truly become one of my heroes since I’m a dog owner, but he is also my hero because of what his methods can teach me about teaching.

Incorporating the Dog Whisperer’s methods in the classroom isn’t a simple proposition; however, there are a couple of simple goals that I would like to work on with my students this year.

1. I want to remain calm at all times.  I don’t often lose my temper in a classroom, but I’ve noticed that even if I get agitated and hide it, the students pick up on that energy and respond in kind.  I’m working toward carrying myself in the calm, assertive manner that Cesar discusses at length in his show.
2. I want to be more aware of my position in my classroom.  I’ve learned that my physical position in the room greatly affects how the students respond.  I’m going to experiment a little in this area to see which positions are the most conducive to student cooperation and learning.  I will report my findings here.
3. I want to really focus on preparation this year.  Part of Cesar’s success is his preparation that he brings to every situation.   I plan on posting a lot of my preparation here in the form of unit plans and other lesson plans.

So, that’s the plan for this year and for this blog.  I plan on merging the philosophies of GTD and The Dog Whisperer along with my own teaching strategies and personality.  I’m not sure where the great experiment will lead, but I feel it will make me a better teacher.  I also hope that by reporting my progress on this blog along with my analysis of my teaching methods, I will be able to better serve my students and help them to be motivated, successful learners.

Welcome to my journey.

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• Reading Guides for The Giver
• Teaching Utopian Literature
• My Letter-Grade Loathing
• First Quarter Reflection (Part 2)

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