I went shopping with a friend from work yesterday. We needed to pick up some snacks for a few upcoming club meetings and other school activities so we headed to the big warehouse store not far from our school. At 1:30 on a Friday afternoon, the place was packed. "Who are all these people?" I wondered aloud as we entered the parking lot.
"It's lunch time," my friend reminded me.
Such a detail is easy to overlook when you have eaten lunch at 10:35 for the last 20 years. My job usually keeps me in my classroom or at my desk, and so it can be disorienting when I leave our massive bunker-like building in the middle of the day, much like being in a different setting with someone you have known primarily at work.
I was trolling the parking lot for a space, any space, when to our right we saw someone leaning over to load his car. As I slowed to see how much more stuff he had and whether it was worth waiting for his spot, my friend shouted out, "Hey! I can see your back AND your crack!" and although her remark was accurate, I was appalled. She laughed uproariously as I zoomed away.
"Hmmm. Maybe not such a good idea." I said.
"I know, right? He totally shouldn't have worn that!" she laughed.
"Oh no," I told her, "I meant you and me shopping together!"
Saturday, March 10, 2012
Friday, March 9, 2012
At Least She Asked
I've been teaching sixth grade a long time, and every year the kids really enjoy writing fictional short stories. We use the writing process: they plan, compose, confer, and revise until their pieces are as polished as possible. Today I had the following conversation with a student as she worked on her first draft:
Student: Will you read this part of my story and tell me if it's okay?
Me (regarding the look on her face with a bit of concern): Sure.
We hold hands as we get to his house. He tells me to come to his house, and I follow him to his room. We have a lot of fun and then we fall asleep in his bed.
Me (with eyebrows raised quite high): If you're asking me if it's appropriate for the characters in your story to have sex, I'm going to have to say no.
Another student (overhearing our conversation): Ewwww! Who wants to read that?
First student: Fine! I'll change it.
In the interest of engaging them in writing they really care about, I give my students a lot of freedom, choice, and leeway when it comes to topic and content, and to be honest, there have certainly been times when I have had to address inappropriate themes and action, but that was definitely a first.
Student: Will you read this part of my story and tell me if it's okay?
Me (regarding the look on her face with a bit of concern): Sure.
We hold hands as we get to his house. He tells me to come to his house, and I follow him to his room. We have a lot of fun and then we fall asleep in his bed.
Me (with eyebrows raised quite high): If you're asking me if it's appropriate for the characters in your story to have sex, I'm going to have to say no.
Another student (overhearing our conversation): Ewwww! Who wants to read that?
First student: Fine! I'll change it.
In the interest of engaging them in writing they really care about, I give my students a lot of freedom, choice, and leeway when it comes to topic and content, and to be honest, there have certainly been times when I have had to address inappropriate themes and action, but that was definitely a first.
Thursday, March 8, 2012
Raising Awareness
Five kids came up to me today to ask if I had ever heard of Joseph Kony. When the first student asked, the name sounded familiar, but I couldn't place it.
"Is he on the other sixth grade team?" I frowned.
"No!" my student answered with barely veiled frustration. "He's this really bad guy in Africa."
My confusion must have been obvious. This was not a student I would ordinarily expect to show an interest in international issues. "Just YouTube it," he told me, "and I'll talk to you tomorrow."
Variations of this scene played out over the course of the day ending with a couple of former students stopping by after the bell. "I know, I know," I said. I promise I'll watch it tonight."
"Good!" one girl told me, "because we want to do something! I'll come talk to you in the morning."
Perhaps many of my readers are already aware of what these kids were talking about. There is a 29 minute video that has gone viral on all the social networks about Ugandan rebel Joseph Kony whose group, the LRS (Lord's Resistance Army) has been kidnapping children for the last 25 years to fight the government. Once I looked it up, I realized that I had indeed heard of him and his atrocities many times over the years.
As I told my students I would, I watched the film tonight, and I too was moved by its message-- I highly recommend it to all-- but more than that, I was impressed by the kids who really got it, enough so that they wanted to do something, and honored that they came to me for help.
Take a look for yourself if you haven't already: Kony 2012. You won't be sorry.
"Is he on the other sixth grade team?" I frowned.
"No!" my student answered with barely veiled frustration. "He's this really bad guy in Africa."
My confusion must have been obvious. This was not a student I would ordinarily expect to show an interest in international issues. "Just YouTube it," he told me, "and I'll talk to you tomorrow."
Variations of this scene played out over the course of the day ending with a couple of former students stopping by after the bell. "I know, I know," I said. I promise I'll watch it tonight."
"Good!" one girl told me, "because we want to do something! I'll come talk to you in the morning."
Perhaps many of my readers are already aware of what these kids were talking about. There is a 29 minute video that has gone viral on all the social networks about Ugandan rebel Joseph Kony whose group, the LRS (Lord's Resistance Army) has been kidnapping children for the last 25 years to fight the government. Once I looked it up, I realized that I had indeed heard of him and his atrocities many times over the years.
As I told my students I would, I watched the film tonight, and I too was moved by its message-- I highly recommend it to all-- but more than that, I was impressed by the kids who really got it, enough so that they wanted to do something, and honored that they came to me for help.
Take a look for yourself if you haven't already: Kony 2012. You won't be sorry.
Wednesday, March 7, 2012
I Asked For It
My students are writing fiction and over the last couple of days they have been experimenting with techniques to develop their characters. As a starting point, we use a list of strategies from Nancie Atwell's Lessons That Change Writers. She suggests Reflection, Dialog, Letters and Journal Entries, Action, Reaction, Other Characters, Quirks, Setting, and Beloved Object as ways to reveal important details about the character to your reader.
As a mini-lesson, I gave the students three short paragraphs from a fiction piece that I am working on and asked them to identify the strategies I had used to help develop the two characters.
Here's the passage:
It was his grandfather who had taught Ned to ride a bike. One evening after dinner when the sky was that watery blue-before-pink, and Ned could tell that his grandfather was tired— he had been working at the waterfront all day— they went out to the quiet side street and up the gentle hill a little ways from his grandparents’ house.
He loved his grandfather and trusted, him, too, but Ned was scared and put his feet down every time. It was so hard to believe that he and his new blue bike could defy gravity and avoid the hard, cold pavement. “Have faith in yourself, Neddy!” his grandfather told him. “Falling and flying are shipmates. Embrace the sweet fall forward.”
When the fireflies came out, there was only time for one more run. The armpits of his grandfather’s shirt were wet, and the old man was breathing hard, and Ned felt that huge, steady hand on his back pulling away like the gangway from a clipper, and this time he wobbled but stayed upright, finally underway, with a fresh breeze at his back. That night, as he rode away from his grandfather who had eased to a stop and was clapping and laughing in his wake, Ned caught a balance he felt that he would never lose.
The number one comment? The grandfather should use more deodorant.
As a mini-lesson, I gave the students three short paragraphs from a fiction piece that I am working on and asked them to identify the strategies I had used to help develop the two characters.
Here's the passage:
It was his grandfather who had taught Ned to ride a bike. One evening after dinner when the sky was that watery blue-before-pink, and Ned could tell that his grandfather was tired— he had been working at the waterfront all day— they went out to the quiet side street and up the gentle hill a little ways from his grandparents’ house.
He loved his grandfather and trusted, him, too, but Ned was scared and put his feet down every time. It was so hard to believe that he and his new blue bike could defy gravity and avoid the hard, cold pavement. “Have faith in yourself, Neddy!” his grandfather told him. “Falling and flying are shipmates. Embrace the sweet fall forward.”
When the fireflies came out, there was only time for one more run. The armpits of his grandfather’s shirt were wet, and the old man was breathing hard, and Ned felt that huge, steady hand on his back pulling away like the gangway from a clipper, and this time he wobbled but stayed upright, finally underway, with a fresh breeze at his back. That night, as he rode away from his grandfather who had eased to a stop and was clapping and laughing in his wake, Ned caught a balance he felt that he would never lose.
The number one comment? The grandfather should use more deodorant.
Tuesday, March 6, 2012
Totally Worth It
Maybe it's a little sentimental, but since I have spent the last six days replying my proverbial butt off to all my students who are participating in the SOLSC challenge, you'll forgive me if I paused a bit longer at this particular post today:
A Big Slice of Me
Ms.S- your reply to my post from yesterday got me thinking about what is important to me and I see that you're right. My family is very important to me and I don't often think of it like that. I mean, how many people in the world think that I am super special? Almost all of them are my family so they are really important. Lots of people say stuff about how evil someone in their family is, or how they hate a sibling. I may be angry at them sometimes, expecially my little sister, but I could never hate her or anyone else in my family. They make me who I am and I need them.
Yes, family is very imporant to me and they are so special that I have decided to spend a whole slice tellling you about how much I love them- too much to fit in this little tiny post. <3 -abby=")</i">
Love it!
A Big Slice of Me
Ms.S- your reply to my post from yesterday got me thinking about what is important to me and I see that you're right. My family is very important to me and I don't often think of it like that. I mean, how many people in the world think that I am super special? Almost all of them are my family so they are really important. Lots of people say stuff about how evil someone in their family is, or how they hate a sibling. I may be angry at them sometimes, expecially my little sister, but I could never hate her or anyone else in my family. They make me who I am and I need them.
Yes, family is very imporant to me and they are so special that I have decided to spend a whole slice tellling you about how much I love them- too much to fit in this little tiny post. <3 -abby=")</i">
Love it!
Monday, March 5, 2012
So They Do Listen
As I mentioned, my students are doing their own SOLSC this month. I introduced it last week and they started it on Thursday, but Friday was conference day and so today was my first chance to touch base with them about the first few days. I had some technical notes about the logistics of the challenge and posting to our class website, and I had a few suggestions about the content of their posts as well.
My commitment to them this month is that I will read and reply to every post, every day. It can become consuming to be sure, but to be able to talk to them knowledgeably about the topics they've chosen to write on is invaluable both in terms of writing instruction and relationship building.
Today my advice was mostly to avoid the bed-to-bed narrative that can be so tempting when no idea immediately presents itself. "Pick something and focus on it!" I encouraged them, and over the course of the day, I tried to point out possibilities when I heard them.
In education, immediate gratification is rare. So often we teach our hearts out knowing that our advice and guidance might not kick in for weeks, months, or even years. Still, we understand and hold on to the frequently immeasurable value of our effort.
You can imagine how I laughed tonight when I was reading through today's posts and found the following two:
The Skate Disastor
By Rania
"Does anybody have any comments or questions about The slice of life challenge?"
I raised my hand up high. "Yes,Rania?"
"Well can you right about anything that hapenned before?"
"Yes you can. Do you mean skate night?"
"Oh yeah."I said outloud.
Ms. S. gave me a puzzled look. Then began to tell her my story. "So I was at skate night and i was having the time of my life there and the next thing you know I was on the ground because I bumped into this little girl and once I said sorry, she got up and looked at me like I was crazy. My friend Annabella was their to witness what happened and of course she started laughing!"
"Ok then Rania you could write about what you were saying," Said Ms.S.
After that I was so excited to write about my skate night discussion with Ms. S.
My Reading Log
By Adrita
"Okay everybody get your reading logs out, get your English binder out, write down the homework and put your big binder on the floor!" Ms. S. said in one big breath. I grabbed the home made log from my binder, skipped writing down the homework as always. Wait I wasn't supposed to say that, oh well! Ms.S. stared at my reading log.
My commitment to them this month is that I will read and reply to every post, every day. It can become consuming to be sure, but to be able to talk to them knowledgeably about the topics they've chosen to write on is invaluable both in terms of writing instruction and relationship building.
Today my advice was mostly to avoid the bed-to-bed narrative that can be so tempting when no idea immediately presents itself. "Pick something and focus on it!" I encouraged them, and over the course of the day, I tried to point out possibilities when I heard them.
In education, immediate gratification is rare. So often we teach our hearts out knowing that our advice and guidance might not kick in for weeks, months, or even years. Still, we understand and hold on to the frequently immeasurable value of our effort.
You can imagine how I laughed tonight when I was reading through today's posts and found the following two:
The Skate Disastor
By Rania
"Does anybody have any comments or questions about The slice of life challenge?"
I raised my hand up high. "Yes,Rania?"
"Well can you right about anything that hapenned before?"
"Yes you can. Do you mean skate night?"
"Oh yeah."I said outloud.
Ms. S. gave me a puzzled look. Then began to tell her my story. "So I was at skate night and i was having the time of my life there and the next thing you know I was on the ground because I bumped into this little girl and once I said sorry, she got up and looked at me like I was crazy. My friend Annabella was their to witness what happened and of course she started laughing!"
"Ok then Rania you could write about what you were saying," Said Ms.S.
After that I was so excited to write about my skate night discussion with Ms. S.
My Reading Log
By Adrita
"Okay everybody get your reading logs out, get your English binder out, write down the homework and put your big binder on the floor!" Ms. S. said in one big breath. I grabbed the home made log from my binder, skipped writing down the homework as always. Wait I wasn't supposed to say that, oh well! Ms.S. stared at my reading log.
"What!" I said breaking out the silence
"Your reading log, it's so unusual!" She said Then I gave her this whole story on how i lost my reading log.
"Well I went with Camilla to the um... movies and the log was in my north face pocket all folded up. So when I went to grab popcorn the log had dropped but I never noticed." In all of my explanation she had just said...
"Well you should write about this for the slice of life challenge!" And here I am writing about it!
THIS STORY MAY BE SLIGHTLY EXAGGERATED!
Sunday, March 4, 2012
The Obvious, Child
I woke up in the middle of the night last night and found it nearly impossible to go back to sleep. At my age, like Paul Simon said, I don't expect to sleep through the night, but I don't expect to lay awake for hours, either. For me, there's always a tipping point when I can tell that I might be up a while. It usually happens when specific things I mean to do both at home and at work start seeping into my consciousness. After that, all the meditation and relaxation breathing in the world won't let me drift off.
In our recent economic downtrend, I've often heard it said that one of the bright spots is an increase in worker productivity; companies are able to do much more with fewer employees. While that looks great on the balance book and sounds even better on the stump in this election year, I can't help wonder about the toll it's taking on the human beings involved in all that production. What is the objective?
This year, for the second in a row, my sixth grade students are participating in our own Slice of Life Challenge, and over the last four days, I've noticed a couple of bothersome trends in their posts. The first is boredom. So many of them write about being chronically bored. Ironically, the second is stress. They feel anxious and over-extended.
I don't think the two are unrelated. It's hard to feel engaged in anything with so much hanging over your head.
At least they're sleeping, though.
In our recent economic downtrend, I've often heard it said that one of the bright spots is an increase in worker productivity; companies are able to do much more with fewer employees. While that looks great on the balance book and sounds even better on the stump in this election year, I can't help wonder about the toll it's taking on the human beings involved in all that production. What is the objective?
This year, for the second in a row, my sixth grade students are participating in our own Slice of Life Challenge, and over the last four days, I've noticed a couple of bothersome trends in their posts. The first is boredom. So many of them write about being chronically bored. Ironically, the second is stress. They feel anxious and over-extended.
I don't think the two are unrelated. It's hard to feel engaged in anything with so much hanging over your head.
At least they're sleeping, though.
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