Things That Sputter and Spin Into Life

2011-12-22T18:17:00.000-08:00

personal commentary on consumerism & the holidays

2011-12-16T11:23:00.000-08:00

I recently taught a lesson on the personal commentary genre, using the inquiry method of teaching championed by Katie Wood Ray, among others. We used a great PC on consumerism and the holidays. The link to that is here, in case you'd like to check it out: http://www.npr.org/blogs/13.7/2011/12/06/142890136/pepper-spraying-the-holidays-time-and-the-ethic-of-consumption?sc=emaf

It's just money

2011-12-16T07:37:00.000-08:00

Since many of you have asked, here is the outcome of my meeting yesterday with the Jeffco's executive director of finances.
1) I was one of ~12 people in the second largest CO school district to which this salary mistake happened. Whatever that means. The irony of how the mistake was found should also not go unmentioned.
2) Usually, once the mistake is uncovered, the deduction (they call it "correction") begins that next month. In my case, the mistake was found sometime in September and it was rolling around in negotiations and legal red tape, largely because of my principal and Amy Weber's advocacy (thanks, Rod!) since then. My case was even taken so far as Jeffco's superintendent.
3) I will be losing between $250.00-$300.00 per month after taxes, beginning in my January pay period. That's bad.
4) salaries in the District are frozen until...sometime around the next ice age. So that's bad, too. However...
4) I will not be required to pay back the salary discrepency from 2007 to now, so that's good.
5) Legal action on my part would not yield positive results on any level, so that nuclear option is off the table, which my principal will be pleased to find out :)
6) Though my salary has been drastically reduced, at least I still have two secure jobs in a world where millions of highly qualified people find themselves unemployed, so that's good. (It's clear that I'm trying to find that elusive "silver lining" people talk so much of these days, and that's good).

Thanks for all your support through this. I'm looking for more holiday hours at my second job, Alisa is making some "creative" budget decisions, and most of our Christmas presents will be organically-produced this year. (Read: hand-made). No way around this being a real kick in the head, but it's forcing my family to think about what really matters and what is only superfluous...so that's good, too.

Greetings from Nirvana

2011-12-03T08:43:00.000-08:00

One of our charges as educators is to be agents for change. For this week's journal, please explain something that you will advocate for in relation to the ideas you've read about and explored this week. Change does not always need to be on a grand scale - start small! Perhaps you will have a conversation with a colleague, bring an article to discuss at your next department meeting, or schedule a time to discuss something with your instructional coach or an administrator. What is something that you are thinking about as a result of your learning from this session and what is your plan of action for initiating change?

Sometimes, I just get tired of writing the same-ole-same-ole. I wrote this journal entry for my Advanced Genre Study class from the perspective of one lucky guy who has attained Nirvana. Nice work, buddy.

In one of my previous lives, I was a secret agent for a certain world super power government. That is as specific as I can be, due to the constant vigilance of that government's agents monitoring my activities even beyond the grave. Sorry). Anyway, in doing that work, I was often backed into the existential corner of 'kill or be killed'. This is never a comfortable place to be, as either outcome is preferable only to a nice night alone with a dull razor blade and the Lady Gaga Pandora station. But I digress...

On these occasions, I found it necessary to suspend certain beliefs and philosophies in order to complete the missions assigned to me. Oftentimes, I felt like a traitor even to my own country, the one that paid my heating bills and fed my pet iguana. When the smoke cleared, though, I usually realized that the reason I was struggling with my beliefs was that those beliefs were outdated or in desperate need of revision. Example: war is about economic gain, whether I liked it or not, and oil fuels the choice of which African nation to assist. Life is harsh, and letting go of comfortable paradigms to which we hold dedications is painful.

Those years of deep inner turmoil and moral dilemmas wormed their way deeply into subsequent lives, and I'm sure I could benefit from some counseling, even three lifetimes later. It certainly affected my lives as a Green Peace boat captain, refuse collector with Western Disposal, and my just-completed life as a Colorado public school teacher. I just couldn't stop teaching like a piece of 20th century masking tape, even when, if I looked out at my students and their work, a newer, more adhesive adhesive was required. I did what I did without question. I had the mythology memorized and the rationale ready. And I truly believed. Truly. That should count for something...shouldn't it?

Back then, it wasn't my life on the line, just my posterity. What would I leave for the future? What would I leave behind? One thing I decided--no matter how much I loved teaching poetry, classics of literature and analysis of those things, and having my kids write about those subject, I would not do that [much?] anymore. I decided to make a shift toward relevancy and practicality.

Being English department head at my campus, the shift was a bit easier, not having to convince the Tall People in the building in this profitable course of action. I began slipping pills in the drinks of my department through off-hand comments in meetings about how students were more invested if the writing was realistic and relevant, and the true value is in process over product. I even once espoused the idea that not all our students are going to grow up to be literature critics. Weird, that. ("Look! An elephant!"). I gave them pdfs of articles and snippets from professional journals about 21st century learning and writing, even going so far as to share a chapter by Peggy Kittle about her struggle letting go of the old and embracing the new. Finally, I led the charge by pilot teaching cornerstone genres in class, and supported them all when it became a mandate one year later. Little did I know that those small things would earn me a place in the all-beautiful Beauty of Nothingness. It's pretty much all it's cracked up to be. Except there's not any non-dairy creamer.

Writing From Nirvana,
You Can Call Me Al, who had his coffin lined with books, still.

PS-For this particular educational shift, I have a few people to thank. First, Deborah Dean for her dense but studied thoughts on genre theory and how to teach it, especially her considerations on how to make genre study practical and contextual, not isolated and forced. She also made an appropriately big deal about having mentor texts and exemplars available for kids to review and even emulate to a point. (This was all found in chapter 3 of her work Genre Theory). I also appreciate Peggy Kittle and her educational masterpiece Write Beside Them. She enlightened me and emboldened me with her ideas of why we must, and how to break out of the norm and head into true relevance in writing instruction. She put the cost out on the table: 1) we risk students becoming topic dependent and 2) the writing task will become the driver of revision. Bad karma, there. Those attitudes, she asserts, will only persist our students to keep on "playing school". She says "if we try to craft meaning from our lives right beside them, they'll see that story is more than formula and writing is more than an activity, and it will entice more students into rigorous work" (154), very much encouraged me to jump off the ledge into the Great Wide Open. Apologies to James Bond, The Buddha, and Tom Petty.

more on the concept-based curriculum

2011-12-02T07:59:00.000-08:00

The concept-based curriculum is designed this way:

CONCEPT-BASED FRAMEWORK

OVERARCHING UNDERSTANDINGS
-deep, enduring understandings that represent
-the essence and complexity of a discipline(40-year learnings)

BIG IDEAS
-are the same, P-12
-single word or phrase
-represent core concepts of a discipline
-represent 40-year learnings

OVERARCHING ESSENTIAL QUESTIONS
-written in grade bands
-not unit-specific
-are "broad and deep questionsthat remain alive in the disciplineperhaps forever" (from UBD)

ORGANIZING CONCEPTS
-a word or phrase that spans multiple grade levels, though it may not be used every year.
-are "clustered under Organizing Concepts in a planning template
-makes connections more clear and planning easier
-help make connections to previous and future units

thinking about genre study

2011-12-02T07:42:00.000-08:00

Recently, my school district has taken a different direction with our curriculum. We're focusing on the concept-based approach, as opposed to the standards-based approach.
This switch has definitely affected the way we're doing business in the classroom. In Language Arts, we've chosen one genre to study each quarter. The hope and expectation is that, within the genre study, we will be able to hit on the valuable (and CSAP test-able!) skills students need in order to write that genre, and that those skills will be transferrable to other writing tasks. The other hope is that this approach will be embraced by students as being more practical and compelling. That's the hope.
As with any systemic change like this, there is a lot of confusion, trepidation, and sideways glances from the interested parties being asked to change their ways. Teachers are mostly positive and willing to make the shift, but it's not easy, emotionally or pedegogically. We're in our fifth month of implementation and it's a thumpy-bumpy success, so far. More later...

promises, promises

2010-10-08T08:00:00.000-07:00

I promise this year to:
-not be as sarcastic (That should be a breeze!) Oops.
-talk less, take in more
-recognize that our kids do not learn in a personal vacuum, and be sensitive to that

I'm sure there's more I need to promise, but that's good for now.

What are some of your professional promises this year? Comment below.

my student teacher's list of epiphanies

2010-02-18T18:13:00.001-08:00

I asked my student teacher, we'll call her Tatum, what she's learned so far about teaching. She was happy to respond. (Very insightful things here, person-we're-calling-Tatum. You're gonna do great!)

List of Epiphanies

Your lessons very rarely turn out the way that you planned. You are always revising or throwing things out between classes or even for the next time you teach it.

This may sound ignorant, but I thought that honors would be easier because they are advanced. I am finding out that they are almost more complicated that the other classes. I think in part it is because they know they are smart, and they have really test the waters. They require a lot of differentiation to be pushed and challenged. This class has definitely challenged me as a new teacher.

Not really an epiphany, but I have learned that students change a lot throughout the year. One student may have been extremely unmotivated at the beginning of the year and pulled a 180 by the end, or vice versa. It has been amazing to see the growth is some of them.

The relationships are hard. I have learned that it is hard to build a relationship with the students that can be both nice but strict (approachable vs. authoritative) I have established relationships with many of the students, but have struggled with "bringing the hammer down" on some of the kids.

It takes soooo much energy to teach! You have to be on your toes everyday. It is something that you have to become accustomed to.

Their minds and thoughts intrigue me! It is amazing how intelligent these kids really are. I didn't expect to learn so much from them.

Classroom management is something that teachers are always working on. There are a lot of techniques to try out and some work better than others.

You have to keep your students engaged or you will lose them! I have to work on my closings with this aspect. I have learned that while the time I want to give them to work on a paper is useful time, they do not always use it effectively. I have to give them less time for certain things.

Do the assignments yourself first! How much time did it take you?

I didn't expect it to be so hard teaching the content. I know how to do these things, but how do you break it down for someone else? This is something that I need to really work on. I do a lot of research on the topics before I teach it! I am guessing it becomes easier the longer you are teaching (hoping anyway).

Organization is key!! Know what you are teaching, know what the kids are doing, have a pocket of tricks just in case.

-Tatum D

thoughts from one entering the fray

2009-11-03T22:06:00.000-08:00

Difficulties of Language Today

We never really think about language when we speak as something that we need to worry about. As kids we were taught to think about it in our writing. Our writing usually differs from our speaking in many ways, as we have the chance to think about what we are writing and we can go back and edit it. However, when you are speaking to someone, you can not go back and edit it. It is now out it the open for your audience to hear, no matter how appropriate or inappropriate it may seem.

As a child or a teenager, we do not usually get corrected in our speaking, except for the minor implication in your language arts class, “ you do not say me and my friend, you say my friend and I”. You continue to say my friend and I until the day you are corrected to me and my friend. It is so confusing! Then we become young adults and try to fit into the “adult” world. The adult world consists of slang that offends people, work appropriate language, family appropriate language, blog appropriate language, and many more! How do we know when to use what?

The first time I ever offended someone with language was at my job in a dentist office. I was maybe 22 or 23 years old. I do accounting and billing and deal with some difficult people and insurance companies, but for the most part it is pretty smooth sailing. Just like any day, I had a couple come in who wanted to apply for a loan. In this particular case, I had to call the loan company to have a verbal confirmation from the patient. The woman from the loan company answered the phone, and I politely said, “These people are here to apply for a loan, and it came back requesting a phone call”. I continued the conversation and finished their application. As soon as I got off the phone, the gentleman I was helping preceded to scream at me and tell me I was racist. I had no idea what he was talking about! He said I classified them as “Mexicans” when I said “these people”. I was shocked and so embarrassed; never in my life would I ever be racist. He continued to put me in my place for a few more minutes as I was extremely apologetic and my face was on fire.

Working in an environment where I am generally the minority, a young, white, female, I have really had to change my tone of speaking and act like I know what I am talking about (even if I don't). As a teacher, my language has also had to change quite a bit. Where as at my job at a dentist office I deal with adults, I now have to deal with teenagers. When in front of a group of 13 year olds, I have had to slow down my speaking as well as watch how I am wording certain things. For example: “What questions do you have?” rather than, “Do you have any questions?” When you say “what” versus “do”, it makes the students feel more comfortable, and believe it or not, they actually ask questions when you word it this way. I have also had to think about how I address the students. I catch myself saying “You guys” all the time. I have been told this puts me at the same level as them rather than at a “teacher level”. I am still working on ways to improve speaking to my students as a whole. It has been a difficult and new thing for me. Not only do you have to change the way you word questions, but you have to be direct. I always include a please; however, it has been brought to my attention that I say things such as, “Can you, um, please get out your journals when you are ready?” Do you really think 13 year olds will respond to this? Not so much. As a new teacher, you do not think about these things until someone brings them to your attention or you receive a wave of blank faces in the crowd.

The English language is fascinating in so many ways, and yet so difficult! In today's society we have to learn to think about everything we say, how we say it, and to whom we say it to. When we are put in a different environment, whether it is a new job, a new city, a new country, we have to think about our language skills.

Tatum Dean,
Teacher Candidate,
University of Colorado, Denver

You know it's a good day at school when...

2009-11-03T22:01:00.000-08:00

Words of Wisdom from The Ones That Matter

2009-05-26T07:56:00.000-07:00

Here's my annual entry for students to share their ideas about good teaching. They are posted exactly as written by them, and no coersion or "leading the witness" was allowed.
Enjoy the humor, insight and the stinging. -Clint

--------------------------
Brett H-
Include students in your activities like English does. It helps me learn better and more stuff.

Blake G$$$-
I learned that fear is respect. If someone is absolutly terrified of you, that's good. So crack the whip the very first day and then "be lax" throughout the year. Then you're golden, baby...

Megan G-
We have other activities besides school. I know that if we didn't have homework we wouldn't be able to do the fun activities during class but don't overload us. We also have other classes...

Jordan P-
Try to be the most fun and interesting teacher on your team. Stuents will respect you and will do their best.
-----------------------
There, you have it.
Have a great summer, everyone!!

Why Students Should Read Shakespeare

2009-05-12T09:04:00.000-07:00

"The very reasons teachers enjoy teaching William Shakespeare's plays and poems are the very reasons students should be reading them, according to Standards 1, 2, and 3 of the NCTE/IRA Standards for the English Language Arts. Besides, after 400 years the bard still speaks to us, even on Twitter.com!"

from: NCTE Inbox e-newsletter: April 14, 2009

Poem In Your Pocket Day

2009-03-20T13:40:00.000-07:00

Get Ready for Poem in Your Pocket Day!
Invite students and colleagues to choose a favorite poem and carry it in their pockets to celebrate the Poem in Your Pocket Day on April 30, sponsored by the Academy of American Poets. During the day, encourage readers to unfold and read their pocketed poems in celebration of the visions of poets.

http://tinyurl.com/poem-inyourpocket

Need I say more?

2008-11-11T11:51:00.000-08:00

http://vodpod.com/watch/1124504-the-6-phases-of-teaching
It's from Teacher Tube, therefore is safe.

Does it really bear repeating?

2008-10-20T22:09:00.000-07:00

I was thinking the other day on the way home from school about how often I re-state a student's response in class, when they said it wonderfully the first time. Then I thought how demoralizing that must be, to think my own words were not good enough for public consumption. So I decided to re-double my efforts to just let their words stand and do the job they're supposed to do and, if they don't speak loud enough, ask them to speak up or have them turn around to the majority of the class, and if they weren't specific enough, to ask them to elaborate, or ask a friend to help. That way, the student's words are the catalyst for the class's learning, not my compulsive re-statement of those words.

Things Students Need From Teachers!

2008-05-15T13:07:00.000-07:00

Greetings-I decided that all the assuming, research and ruminations from teachers about students was missing the very persons' point of view that really mattered: the students themselves. Here, I remedy my omission, free from editorial comment, and in their fullness. Thanks go to the wonderful and astute members of my 6th period:

Hola como esta! My name is Ethan and I have some suggestions for you...be nice we deserve to have a nice and caring enviroment in which to grow and prosper! We learn better this way!

-Ethan

Unlike some people here, I just want to say 1 thing. Give the students less homework!!! They will like you a lot more.

-Katelyn

O.K. Homework is ok. All I have to add is stay out of the students' buisness!! They hate it when you butt in and talk about personal stuff. You can be friends without being too personal!!

Lastly, review all material monthly.

-Lacey :)

Kids enjoy having fun in class you dont have to make class boring all the time; it's no fun!

:0 look how sweet my smile is; it's better than Lacey's!

-Jenni

I think that it is better to work with a silent room and it is easier to concentrate with dimmed lights!!!

-Kevin

Hello! I think that teachers should be less harsh and not yell as much because it totally kills my "mellow" and everyone else's. Teacher's are way too impatient. Let me finish my darn conversation!

-Abby :D

I think that teachers should stay happy & positive. SMILE MORE!!!! But don't be too creepy because you'll get rumors about you being spread!

-Fallon <3

Komo Vanno Le Cosea. I would be a lot better if teachers were cheery and HAPPY!!!! If you are happy, then EVERYONE will be happy! Robby says HI!!! : P

~Erin

There you have it. Have a great summer, everyone!

some thoughts to share, part 5

2008-03-14T13:52:00.000-07:00

ALWAYS have a back-up plan. You'll be glad you did, and you'll use it often...especially when dealing with technology!

Make sure that YOU, not the class, are determining the volume level of your instruction. This, for me, deserves constant reminding!

Have the following already posted on walls:
-large numbers 1-6. This way, any groups you create already know where to meet.
-"Yes" and "No" signs. It's easy to group students along a continuum using this method.
-"Consultation Station", as it's great to have a place set aside for teacher-student or peer consultation time.

After giving directions, don't answer any questions for the first 20 secconds or so. This seems harsh, but it will encourage students to
1-critically think and review what you said
2-do their own information seeking within their peer group, which is powerful for both parties
3-free you up to deal with other issues.
(Disclaimer-This is NOT to say you shouldn't be present, directive, and available for your students).

During Socratic seminars (and other student-driven discussions), I notice that many students look right at the teacher when they are speaking. Do your best to minimize visual contact with the student who is speaking. This sends the message that students, not you, are the center or the driving force of the discussion, and that the interaction should happen on a peer level.

multiple choice strategies

2008-03-07T07:36:00.000-08:00

testimonial by real-live student about the value of these strategies:

These strategies have helped me in many ways. The thing that has helped me the most is the hint "NEVER CHANGE YOUR ANSWER UNLESS YOU HAVE NEW EVIDENCE." This has helped me with CSAP and other really important tests that I know I have ACED! I have put this on the blog mostly because I have worked hard on this and really picked up on it, so you should, too.

P.S.- Mr.Locks' class rules!

This has been written by: Daniel M

Strategies for Dealing with Multiple Choice Tests

-Use a little common sense and prior knowledge!

-Before making your choice, read the whole paragraph using the word you’re considering to confirm it makes the most sense of all your choices.

-Skip over the questions you don’t know and come back to them later. Remember to mark the questions your skipping! Why skip over a question?
1-You’re wasting time and stalling out…(and momentum is valuable when taking a test).
2-As you continue, future questions on the test may reveal clues about the question, and help you answer it.

-We can’t overstate how important using context clues are for leading a successful life...oh, yeah...and for passing tests in school!

-Watch exclusive and inclusive wording. (Things like ‘all’, none’, ‘every’).

-Beware of the 'none of the above' and ‘all of the above’ answer options. (The EX- and INCLUSIVES)

-Never change your answer unless you have new evidence for changing it!

-If the question is long and involved, annotate the stem before attempting to answer it. Yes, this takes more time, but it’s worth it!

very cool quotes about reading, writing, and grace

2008-02-28T10:53:00.000-08:00

Anyone who tells a story speaks a new world into being.
-Michael Williams

I need to learn to take risks in my writing.
-Andrea, Drake Middle School student

I recently read an interview in which the Nobel Prize-winning novelist Toni Morrison was asked why she had become a great writer, what books she had read, what method she had used to structure her practice. She laughed and said, “Oh, no, that is not why I am a great writer. I am a great writer because when I was a little girl and walked into a room where my father was sitting, his eyes would light up. That is why I am a great writer. That is why. There isn’t any other reason.”
-Don Miller-Searching For God Knows What, pg 128

"Writing -- or at least, going for Natalie Goldberg's "jugular" -- requires a degree of fearlessness. Sometimes I feel like I should be wearing a helmet."
-Megan Freeman

modification ideas

2008-02-01T08:47:00.000-08:00

I've been working with a team of teachers to come up with some concrete ways to modify tests for struggling students. Here's a few basic points of modification we came up with:
1. Use larger print (14 or even 16 pt font, and absolutely no smaller than 12 pt).
2. Helvetica, Arial or Times New Roman is the easiest to read for most students.
3. Use double- instead of a single-spacing between test items.
4. Limit short answer and essay-type questions. #1, 2, and 3 all create a lighter, more breathable test that is less intimidating for those students that experience test anxiety or struggle with the material.
5. Keep categories together (T/F, mult choice, short answers, etc).
6. Include a section for purpose/learning goals below the title of the test.
7. Keep it short--i.e. be purposeful. Stick to questions that show learning most effectively, and eliminate duplicate and confusing questions.
8. For espeically struggling students, allow them to draw their answers instead of writing them, when appropriate.
9. Before handing it to the students, take the test in the persona of those students. Step into their shoes. This is humbling, revealing, and instructive for us as test designers...and as people.
10. Other thoughts?

some thoughts to share, pt 4

2008-01-25T12:57:00.000-08:00

Sentence fluency and syntax exercise: Place the word "even" in different positions of the following sentence. Then, discuss the merits, liabilities and the altered nuance caused by the various placements:

--even-- This is better than it was yesterday.
-------------------------------------------------------------

I've found I need to be careful about re-stating students' verbal responses to my questions. Putting their words into my own can, in their eyes, completely nullify their input, and disarm their pride of participation. Instead, I'm trying to--
1. leave room for silence. Let the student's response sit with the class for a while...longer, usually, than I am comfortable with! Hopefully, this will generate some questions or further thoughts from others.
2. ask another student to 're-state' what they heard their peer say. It seems this could be a great way to keep students interested...fear of the exposure of being lost. 'Probaly need to be gentle with this strategy, though.
3. give the students a quickwrite over the student's statement/response.
-------------------------------------
Words That Work 3 Ways
Once we've got the 8 parts of speech down, it's fun to find words that serve as multiple parts of speech, like "land", "sting", "plant", and "lock". I find that there are many words that can function as either a noun, adjective, or verb, depending on the placement in the sentence. The kids enjoy the hunt.

some thoughts to share, pt 3

2007-12-19T11:18:00.001-08:00

Here are more exciting and effective things I've done (or try to do) while teaching. Enjoy.

1. Set up your room in a way that facilitates teacher (and student) movement around the room.

2. If a student asks you a question you've just explained to another person, politely direct them to that person. This works especially well during group work by saving you from having to repeat the same thing numerous times. It also allows for an element of peer tutoring, which is great! (Make sure to check in on the students later).

3. "Wait time" for student response should be ~7 seconds...which may feel like an eternity because people generally fear silence. This is also the reason that Jimmy will finally erupt in an amazing display of compelling monologue at about 6.5 seconds.

4. Don't usually call on the "hand raisers". This will break a long-standing "If I don't raise my hand or make eye contact, I'm safe from the wrath of the teacher's questioning" strategy. (And, don't worry, those "hand-raisers" will not be daunted; it's in their blood and you will not break their spirit by not calling on them). My rule of thumb: I call on the "hand-callers" ~40% and the "duck and covers" the rest of the time. (Rule of thumb subject to revision, based on subject matter, time remaining in class, kid chemistry, and a varietal mix of other things).

5. Keep a close watch on your voice decible level. I sometimes find myself a slave to my perception, especially when I think our class is mentally wandering away. Kids will always push you to new heights of volume. Don't let them.

6. To facilitate an environment of collaboration and mutual respect, I refer to our class as "our" class, not "my" class.

7. I've got a few signs up in our classroom. I consider them pretty darned important to keeping order and upholding rigor and high expectations. Here they are. You can have them, if you want:
When you think you're done, you're probably not. (our class motto)
Don't watch the clock, just do what it does: keep going! -Sam Levinson
What have you learned today, Tabe bu Jua? (from the book Ishmael by Daniel Quinn)
Ask three, THEN me. (Thank you, Megan Freeman!)
Knowledge is power. -Alex Pope?
Knowing stuff is cool!

some thoughts to share, pt 2

2007-11-04T19:58:00.001-08:00

In these dark economic times, here are some things we can all do to save the planet...and our department budget:

-To Save Paper
Print back and front.
Print multiple rubrics or assignments/page.
Use the digital projector to project Word docs the students don't necessarily need copies of. If they do want one, ask them to email you and you can send it as an attachment.

-To Save Toner
Print/copy with toner set to 'light'. This will be dark enough for most copies. (In some cases, you may have to change this on your printer or copier preferences).

And now, the best for last--not really saving paper or toner, but our sanity:
-Don't do anything a student can do.

some thoughts to share, pt 1

2007-11-04T18:35:00.001-08:00

So I know all of us have wonderful strategies and ideas to share, whether we're seasoned professionals or just entering the halls of employment spry and fresh from the halls of academia. I'm excited to share what I've learned so far and I expect to get some great pearls of wisdom from others of you! CAVEAT: Do all these things work all the time in all situations? No way. But when they do, which is more often than not, it's GREAT! Here are some useful tid bits I've found about teaching:

--If you ask students NOT to do something, you've got to give them a viable alternative TO do.
--Don't ask: "Are there any questions?" Ask:"What questions do you have?"
--Don't couch behavior issues in the negative (irony intended). EX: Instead of "Don't talk while you're doing this!", try "Let's practice silence during this activity."
--Retain your adult vocabulary, but make sure to offer synonyms and context clues. This becomes natural after a while and it makes them feel 'grown up'. Really! I've heard that from many of my students.
--I like to use the question "Is there anything for the good of the group?"
--With students engaging in public speaking: "You may proceed when you have an attentive audience."
--stand: teach to the low, differentiate to the high. honors: teach to the high, differentiate to the low. (I'm not totally bought into this in its present incarnation...)
--Give kids 'just nearly enough' time to do a group assignment. That way, the urgency is preserved and you will get better work from them and have fewer classroom management issues (and when you extend time for another 45 seconds, you'll be their hero!)

--Try to be at the opposite end of the room from a student who has the floor. That way, waves of the conversation are extended all through the room. More students are 'geographically involved' with the discussion.

--(Painful lesson not-yet-learned) Front-load your rubric-based assignments with thoughtful, tested and complete rubrics. Ultimately, it will save you more time in the end...

Final Fine details on our Fine Final Conversation Cafe

2007-05-07T09:59:00.000-07:00

On Tuesday, I'll be the "30-something" guy in a black polo shirt sitting at a big table and looking over a stack of senior essay prompts. There will be a copy of Beloved on the table, as well.

'Looking forward to seeing you!

Clint

Readability Scale built into Microsoft Word?!

2007-04-27T11:47:00.000-07:00

Check this out, if interested: "You can also check the readability level of a passage using the Flesch-Kincaid Reading Level built into the newer versions of Microsoft® Word...To display readability statistics...

* On the Tools menu, click Options, and click the Spelling & Grammar tab.
* Select the Show readability statistics check box, and then click OK.
* On the Tools menu, click Spelling and Grammar .

When Microsoft® Word finishes checking spelling and grammar, it displays information about the reading level of the document."

retrieved from: http://school.discovery.com/schrockguide/fry/fry.html

final meeting of the Cafe!

2007-04-23T10:03:00.000-07:00

The final conversation cafe of the year will be held on Tuesday, May 8th at the Southern Sun Brew Pub in Boulder from 4:00-5:00. This has become a great forum for the collegial kicking around of ideas, issues and solutions, and I have very much enjoyed your company. We're currently taking topic ideas for this final meeting. Feel free to email me your suggestions.

If you can't make it, some of our past discussions can be viewed on http://thingsthatsputter.blogspot.com/

BVSD English Conversation Cafe
Tuesday, May 8th
4:00-5:00
Southern Sun Brew Pub
627 South Broadway
Boulder, CO 80305
(303) 543-0886
http://www.mapquest.com/maps/map.adp?country=US&addtohistory=&formtype=address&searchtype=address&cat=&address=627%20S%20Broadway%20St&city=Boulder&state=CO&zipcode=80305-5944&searchtab=home

End of Year

2007-04-19T07:38:00.000-07:00

"Doth the wind sit in this corner?" (Shakespeare, Much Ado About Nothing)

As the year begins to wind down, (therefore UP!), I wanted to wish you all a happy winding.
See you soon!
Clint

Thanks for the emails!

2007-04-19T07:30:00.000-07:00

The discussion on passive/active voice as an entry point to the whole 'linking verb' issue was helpful. We'll be meeting for the final time this year in early May. I'm open to suggestions regarding cafe topics. ??
Clint

Tone Words and Linking Verbs

2007-02-08T19:59:00.000-08:00

Greetings!

 
As we talked about at the Cafe last Tuesday, here are a couple of
websites for use with mood/tone study...apart from the ones in the
writer's handbooks we looked at on Tuesday which were, of course,
capital in and of themselves. I enjoyed our talk and hope to see
you at the next meeting!

http://www1.fccj.edu/shughes/tone_words_to_know.htm

http://www.flashcardexchange.com/flashcards/list/268995

Continuing our discussion...Does anyone have more amazing strategies
for purging those pesky linking verbs from student writing? 

Have a good Thursday-

enlightening responses to writing prompt

2007-01-30T07:02:00.000-08:00

We can learn much from the children:

I offer these student responses to (what is apparently) a lesson closure prompt somewhere along the lines of "What have you learned so far in our exciting unit about the ocean?"

Enjoy, and I hope to see you on the 6th!
--------------------------------------------------------------------

1) Sharks are ugly and mean, and have big teeth, just like Emily Richardson. She's not my friend no more. (Kylie age 6)

2) When ships had sails, they used to use the trade winds to cross the ocean. Sometimes, when the wind didn't blow, the sailors would whistle to make the wind come. My brother said they would be better off eating beans. (William age 7)

3) I like mermaids. They are beautiful, and I like their shiny tails. How do mermaids get pregnant? (Helen age 6)

And, finally, in an attempt to remind us of the choppy seas some of our students have to overcome in order to get their education:

4) I'm not going to write about the sea. My baby brother is always screaming and being sick, my Dad keeps shouting at my Mom, and my big sister has just got pregnant, so I can't think what to write. (Amy age 6)

next meeting of the group!

2007-01-22T23:42:00.000-08:00

Greetings, coworkers!

The next meeting of the BVSD English teachers' Conversation Café is just around the corner!

This group has become a rich conduit of collective knowledge, experience, and passion for the purpose of idea-sharing across the District. I believe we all benefit when great minds connect!

Our next meeting will be Tuesday, February 6th at Cafe Sole in S. Boulder, beginning at 4:00. 'Hope you can make it, and feel free to bring a friend.

If you can't attend this month's meeting, you can view a diary of our conversation at www.thingsthatsputter.blogspot.com

Sincerely,
Clint Locks, moderator

Metaphors, for your consideration

2006-12-06T22:26:00.000-08:00

Metaphors from Real Life...
(or so it claims)
Use in class or just for fun:

Every year, English teachers from across the country
can submit their collections of actual analogies and
metaphors found in high school essays. These excerpts
are published each year to the amusement of Teachers
across the country. Here are last year's winners....

1. Her face was a perfect oval, like a circle
that had its two sides gently compressed by a
Thigh Master.
2. His thoughts tumbled in his head, making and
breaking alliances like underpants in a dryer without
Cling Free.
3. He spoke with the wisdom that can only come from
experience, like a guy who went blind because he looked
at a solar eclipse without one of those boxes with a
pinhole in it and now goes around the country speaking
at high schools about the dangers of looking at a solar
eclipse without one of those boxes with a pinhole in it.
4. She grew on him like she was a colony of E. Coli, and
he was room-temperature Canadian beef.
5. Her vocabulary was as bad as, like, whatever.
6. He was as tall as a six-foot, three-inch tree.
7. The revelation that his marriage of 30 years had
disintegrated came as a rude shock, like the roaming
charges that appear on your cell phone bill when you
make a long distance call from Mexico.
(My personal favorite):
8. The little boat gently drifted across the pond
exactly the way a bowling ball wouldn't.
9. From the attic came an unearthly howl. The whole
scene had an eerie, surreal quality, like when you're
on vacation in another city and Jeopardy comes on at
7:00 p.m. instead of 7:30.
10. Long separated by cruel fate, the star-crossed
lovers raced across the grassy field toward each other
like two freight trains, one having left Cleveland at
6:36 p.m. traveling at 55 mph, the other from Topeka at
4:19 p.m. at a speed of 35 mph.
11. John and Mary had never met. They were like two
hummingbirds who had also never met.
12. He fell for her like his heart was a mob informant,
and she was the East River.
13. Even in his last years, Granddad had a mind like a
steel trap, only one that had been left out so long, it
had rusted shut.
14. Shots rang out, as shots are wont to do.
15. The plan was simple, like my brother-in-law Phil.
But unlike Phil, this plan just might work.
16. The young fighter had a hungry look, the kind you
get from not eating for a while.
17. He was as lame as a duck. Not the metaphorical lame
duck, either, but a real duck that was actually lame,
maybe from stepping on a land mine or something.
18. The ballerina rose gracefully en Pointe and extended
one slender leg behind her, like a dog at a fire hydrant.
19. It was an American tradition, like fathers chasing
kids around with power tools.
20. He was deeply in love. When she spoke, he thought he
heard chimes ringing, as if she were a garbage truck
backing up.

Hee, hee.

Conversation Cafe This Coming Tuesday!

2006-11-01T05:57:00.000-08:00

Inaugural Meeting This Week!

The first meeting of the BVSD English teachers' Conversation Café is just around the corner!

My vision for this group is that it would serve as a rich conduit of collective knowledge, experience, and passion for the purpose of idea-sharing across the District. I believe we all benefit when great minds connect!

Our first meeting will be next Tuesday, November 7th at Cafe Sole in S. Boulder, beginning at 4:15. 'Hope you can make it! Feel free to bring a friend.

If you can't attend this month's meeting, you can view a diary of our conversation at www.thingsthatsputter.blogspot.com

Sincerely,
Clint

book recommendation from Courtney

2006-10-27T11:08:00.000-07:00

bk rec:
My mother-in-law, who is second only to Kristie in number of books read per year, sent me a copy of Francine Prose's Reading Like a Writer: a guide for people who love books and for those who want to write them (isn't her last name just perfect?). I'm only a few chapters in, but I've really been enjoying it -- and I'm using a three-paragraph cutting from her first chapter, titled (can you believe it?) "Close Reading," on Monday with my kids. If you can locate a copy, I'd highly recommend it; I'd also be willing to share my copy around the department if you're interested. (p.s. this counts as professional development hours, right? Reading something related to your curriculum?)

Courtney :)

WELCOME TO "Things That Sputter and Spin Into Life"

2006-10-26T12:13:00.000-07:00

The idea is just that: to wind up ideas and let them fly. Maybe we'll start a great conversation. Maybe we'll solve some problems. Maybe we'll create something beautiful. Maybe we'll create a monster...Maybe we'll start a revolution! (Boy, I hope so!)

Who wants to go first..?