Reflecting: An Introduction

Map or No Map, I’m Counting On English

Since the start of the semester, and in fact, since the start of my career as a graduate student, my bearings have been lost. I’m not sure anymore where I stand in this huge debate about English, and I’m not sure it’s a question that can be answered in a single reflection, either. I am pretty sure that this type of question is one of those soul-searching, combing the depths of the earth, lost in Keatsian melancholy types of questions that I will spend the rest of my life, if not my career, searching for the answer. Now that technology, and all of its eccentricities and complications, has landed itself firmly in the center of my map of English, I think I’ve decided that the map has changed. It is no longer flat and one-dimensional, and it does not merely point out authors and pedagogies; in fact, it doesn’t exist anymore. I think I am through with this map. What this map represents is the old English: the rote memorization, five-paragraph expository essay, and Shakespeare’s “Julius Caesar” compounded with debates on leadership and political motives.
Now that technology has become supremely accessible for students and teachers alike, though in different ways as we have suggested with the characterizations of Digital Natives and Immigrants, there can no longer be a map. If there is a map of English, it has radically changed, incorporating new literacies, mulitmodal ways of thinking, and new ways of considering how students learn. No, there is no map of English, as Kelly thinks.
Instead, there is a path of English, one that allows for teachers to be on a spectrum of Technologically-Savvy to Where do you put the floppy disk in this computer? In this spectrum, there are markers, points that determine how far you are. Some of the markers may be “can successfully complete an iMovie in a graduate class” and other may be “likes wikis, but doesn’t know how to incorporate them in a meaningful way.” However, the difficulty with this path, is that there is never a final destination. There will never be a spot on this path that says: “You made it! You know everything about technology that there is to know!” Because five seconds later, new technologies, new programs, and new ideas will have been created, and all of a sudden, your newly-acquired knowledge is obsolete. And then, you start over again. From the beginning.

Project: Pixel Poetry

-- Visual literacies are great at stimulating reader response, right?

• What did you learn in the doing?

I learned that using iMovie is an experience in and of itself. The little technical issues, like not being able to add music tracks after compressing the file into Quicktime, was frustrating, and fortunately, I had a previous version available to re-adjust with music included ("La Belle Dame" went through numerous revisions as I experimented with form). I also learned that hypertext and flash poetry were not what I was doing. So, in the interest of having a definitive project, I created my own type of poetry using visual stimulation of images, music, and transitions to create a more powerful viewing of three poems. I am pleased I was successful at that. Also, I learned that creating a companion website using Google Pages was quite easy. The only problem I am having is uploading my monstrous files onto the pages so that the poems can be viewed outside of a mac computer.

• What more would you like to learn?

I would like to learn how to more successfully compress my files for uploading to my website. There has to be an easier way to do that. Also, I would like to learn more about what research has to say about the effects of using visual, audio, and literal stimulation of literacy in conjunction with student understanding of more complex texts. I know that this form of presentation of poetry is more accessible, but I want to know what the research has to say about it.

• Pedagogical Applications?

I absolutely cannot wait to use these poetic interpretations with Jacqueline's class in the spring. I think that it will be a better way to introduce such dense poems and ideas. I also think it will be great for the students to create their own versions of the poetry they will write, using visual/audio applications to show an interpretation of their poem(s). This will also provide a forum for discussing the ways that interpretation influences choices on music, images, and overall presentation of the poems.

• What would I change/do differently/add/etc.?

I'm not sure I would change much, except for allowing for more drafting of the actual iMovies. Because I was afraid of losing my work, I tried to do a lot in one sitting, and save quickly to disc. "La Belle Dame" is the roughest poem, and the words go by rather quickly, but that kind of influences the reading I had of the poem, so it works as a second draft. "Mutability" is an experiment on transitions and images, and "To A Skylark" is my final perfection (if there is such a thing) of my skills. "Skylark" is much more structured, and shows my proficiency in developing a story in the images alone. It is also much longer (originally, I had it around 10 minutes, but I cut it down to around 8, which was a test of my editing skills). I think I would have begun my website sooner. It was sort of an afterthought, and I worked on it relentlessly for a couple of days, but the informative sections, about the Romantics and the time period, need to be comprehensive and (somehow) interactive. I had thought about a WebQuest, but wasn't sure exactly where to start with it. I will think about it more over break.

• Comments and Concerns

Though I know I vented to a couple of people Tuesday after the presentations, I need to do this in a more public forum so I will feel better and maybe evoke some change for the next time this class is taught.

As one of the last people to present on a long (long) night of presenters, I felt incredibly uncomfortable. Each person before me, excepting a few, flagrantly disregarded the time limit imposed on each presentation (8 minutes, was it?). Some topics were as long as twenty minutes. And as the night wore on, I felt like people were anxious and ready to leave, though not everyone had shared. So, by the time I presented, the entire class was gathered, waiting to leave. Apprehension and pressure from the class was expected, but it practically palpable. My presentation, including my short blurb on my website, lasted five minutes. If that. In relative comparison with others, I was definitely cut short by an unanimous decision by the group to leave as soon as possible.

I know that everyone wanted to share EVERYTHING that s/he had done this semester, but if there is a time limit, it should be enforced, so not to slight anyone at the end. I had planned to share more, but felt if I had, people might have resented my using more of their time, and yet, others had done the very same thing earlier in the night.

If anything can be learned from this situation, and I have to believe that each problem in life presents us with lessons to learn from, presentations need ENFORCED time limits. A timer, or an accurate watch would do. Rather than have people feel slighted or pressured, it would be best in future to have more structure, and more time, at the end of the semester for presentations that are worth so much, both for the course, and for each of us personally.

** On a positive note, I really wished I could have seen EVERYONE's presentations!!

Address This!

Hi everyone...

If y'all get a chance, could you send me an email with your home address?

My email address is dawnlarson51@yahoo.com.

Thanks,

Dawn

Sneak Peak...

If you're one of those people who...

can't wait to open presents...

defies human potential for curiosity...

has to fight the urge to see what's behind door #2...

then your day has come!

(If you cannot tell, I am one of those above, aforementioned types. )

And here it is: a sneak peak at my brand new in-the-works website...what's it about? I can't tell you!

(But if you do look at it, let me know what you think...here in the comments section, 'k?)

Better Late Than Never, Right?

So, it's kinda late in the semester, but I really would like more people to take the opportunity to add to the Fantasy Lands Wiki, since it is growing exponentially.

--Special thank you to Nat, who was the first one (besides me) to add a title and information that is SO helpful.

Btw, Harry Potter isn't up yet for all of you H.P. fans. Go for it! (Or, The Lion, The Witch, and The Wardrobe; The Hobbit; LOTR; etc. etc. etc.)

Jump on board! It's LOTS of fun!!

And, back by popular demand, the link to Fantasy Lands. (There you go, Karen!)

Project: Pixels or Pixies?

Pixel Poetry: Using Visual Literacies to Stimulate a Passion for Romantic Poetry

19th century Romantic Poetry has never been more accessible when combined with text, pictures, music, and transitions in motion. Using iMovie, I created three different poems that depict distinct readings of Keats' "La Belle Dame Sans Merci," and Shelley's "Mutability" and "To a Skylark." Not only do the images provide stimulation for visual learners, but they are evocative of my own views on the text and how they can speak to modern readers.

Because iMovie compresses into Quicktime, which is cross-platform, I can be in either lab.

Hodgepodge

iMovie: Looking back on all of that frustration, I think it was definitely well worth it. My efforts seemed to have paid off, and it was interesting to put a new spin on "seeing" my town. The use of poetry in addition to the visuals was able to create an intriguing mood/tone that I think quite clearly reflects one of the many ways in which I see my home. *Sigh* It was hard work, though.

Website: Professional? Maybe. Completed? No way. Looking way better than last week? Yes, sir! So, I added a couple of pages to my pro website, my resume, student teaching, blurbs about books, etc. Now I just need to get a pic of my lovely self to go with it! Maybe later...

Flash Poetry: Well. I think I've changed what I'm going for. I think I want to contrast the different uses of programs, such as iMovie with a less stellar PowerPoint, and if I can get my hands on it, Flash. I think the comparison would work well, and I'm thinking of highlighting my presentation with some REALLY GOOD examples I've found. And no, I'm not giving them away now.

Blog: Creative Writings: Sure. Look here. I'm BLOGGING! Task accomplished.

Wiki: I think I'm wiki-ed out for this week. I just need to get my hands on some more Fantasy YA Lit and I'll be set to add some more fat to my awesome wiki pages. I figure if I keep adding titles I've read (and will read) my students will have lots to choose from.

* Note to Self: Need more rest. *

Wiki Crazy :)

I think I've found out why Dave likes Wikis so much!

I'm not sure how long I've been at it (an hour, maybe two) working on my wiki about my seminar at the NYSEC conference: Fantasy Lands. I am absolutely LOVING IT!

I'm thinking now that I should have done a huge wiki project involving fantasy YA lit for my final project...I was so into it! That way I could have built a monster resource for myself and my students. Oh well. Flash poetry will work.

Y'all should check out my monster wiki Fantasy Lands because it is quite a feat. I've added stuff that wasn't on my handout, so it is the new and improved version! Fantasy Lands 2.0, the interactive version! YAH!

Website Start

So I've decided I should probably get started on my website. Rather than using iWeb on a Mac, I thought it would be easier, more convenient, and more easily accessible if I tried out freewebs.com. And, low and behold, it is easier.

The only trouble I'm having is, alas, figuring out how to go about "selling" myself as a professional. Go figure, I can write reams of papers, but marketing myself is the difficult part! I'm sure I'm not the only one.

As per Karen, here's my site (definitely under construction...): Dawn's Professional Teacher Site

No real info on it yet...just messing with form, I guess, and trying to get my blog up there as well. The music is great, though, huh?

Linguistic Memory

I think I can accurately classify myself, in regard to Pink's six different types of people, as a shining example of "STORY."

A recent example will explain my conclusion better than anything else.

I do most of my thinking, the serious kind where I plan papers, make lists for what I have to do, think about weighty philosophical questions, and basically organize my life, in the car. Driving to Cortland for classes and workshops, driving to Vestal for work and (gasp) shopping allocates just enough time for me to think about everything.

Last night on the way home in the snow (which conspicuously stopped after Richford...to find this town think small, and then discover that Rockafeller was born there), I was thinking about one of three courses I'm planning on teaching with Jacqueline in January: short stories. There are just some stories, themes, moments, ideas, that truly stick out in my memory, and planning on which stories to teach, I knew I needed to access years of college material, both in literature classes and in creative writing. I think I remember the creative writing stories better because we were always mimicking form and style, but that's a whole other story.

I came up with quite a few stories from college study, and it seemed that one story I LOVED eluded my grasp. I very distinctly remember it being about an Irish sniper who takes aim to kill an enemy over rooftops in Dublin, shoots the man, and discovers it is his brother he has killed. Not bad of a synopsis. I even recall something of the author's name...Liam Flaherty. The story, of course, I remembered the name "The Sniper." Just to make sure, when I got home, I looked up the story and the author. The only thing I didn't remember was the "O" in the author's last name (O'Flaherty). I was very proud of myself.

And then, it came to me...this story had been stuck in my memory for much longer than my stay at Binghamton. We read this story (only once) in high school. NINTH GRADE, to be specific. I guess the whole point of this brief story is to show how, as a linguistic learner and student of literature (even before I knew that's what I was), literature had a hold on me, and I guess it just keeps on holding, even past a span of 10 years. I shared this with my husband last night, and we were (honestly) fascinated by the idea. Of course, there are stories and books that I've read, and can only vaguely remember, but it is the ones that hold emotional ties or represent my own fascination with the idea of "story" that stick with me.

I thought sharing this revelation poingant, since we are all going to be teaching "English." I think that teaching is an amazing endeavor. Even when preparing lessons and content, I am still learning...not only about the subject, but about my own intricate relationship with the written word.

It's a little scary to think how much literature my mind holds on to (images, ideas, characters), refusing to let go...what is it that you have held on to from literature that makes you strive to be a passionate teacher?

VENTING

Alright...Alex and Karen know that I've been having technological issues with my iMovie. There is no possibility that it will be done by Tuesday and I think (maybe) I've come to terms with that. However, I REALLY want to make this movie! More for my husband who says..."How'd that movie come out? I really want to see it..." GRRR!!

I am going to try again on Tuesday when I'm in Cortland, but I can only access my footage on the mac I was on last week in class, since my stuff is stuck (permanently?) on that computer. I have tried to delete extra clips that I probably don't need, but the program shuts down before I can save it and/or burn it. So I did that A LOT before I gave up.

I think that computer has a death wish for my iMovie.

I'm sure there's something wrong with the computer or my disk or both. I'm also sure that I don't really like iMovie and I'm positive that I am frustrated beyond my belief. After spending a couple of hours on Thursday trying to just transfer the info to my disk (and walking away much angrier than when I sat down), I decided to do something productive with my time.

I started working on my final project, using iMovie (grr...) to make hypertext poetry. While I'm using this program because it is available, I wonder what "extras" and "benefits" Flash has that I do not have at my disposal. I've only done about a minute's worth of "La Belle Dame san Merci," and I already think there are too few options to play with. I'll keep messing with it...

Does anyone know why the still pictures I use in iMovie are fuzzy and out of focus after I import them in??!?

And there are rules (yes, rules) as to how long clips have to be before and after using transitions ( I know 5 seconds is 5 seconds, but...).

Philosophy of My Teaching (Before I Actually Teach)

I decided that since my wisdom was FLOWING today when I commented to Karen's post (at her most insistent pleading and begging) that I would repost it where it wouldn't get buried in the comment section of the course blog. I'm thinking that this is the beginning of my "Teaching Philosophy," and hey, it sounded good!

My passion for teaching stems from my own long, winding career as a professional student, and a professional learner. Just as I have read and written reams and reams, that is what I want for my students: to learn by experiencing as much as possible while in my future classroom.

While the content may be dictated by the administration, there are SO MANY places that Dickens and Bronte can go, that mere love for literature and passion are the tools to open up the rich world of literature for students.

I'd say that teaching (successful teaching whereby students are actively engaged and questioning/learning) is 2 parts PASSION, 1 part CONTENT/KNOWLEDGE. If the teacher is enthusiastic and exhibits boundless energy/creativity/excitement toward the subject or novel or writing assignment (or graphic novel...), then the students will be influenced by that passion, and decide, "Hey, this might be interesting," or "This lady is wacked, but maybe she just might keep me from falling asleep today...".

Either way: SUCCESS! They're awake, they're intrigued, and they're present!

I think one of the many challenges of teaching is to motivate the students, not only to do the work, but to want to show their creativity and originality IN the work they do, to exhibit the same passion we do, but where it matters to them.

Sorry for the rambling.

NYSEC Wikis

Here are the wikis I created, and plan to update with more notes and thoughts from the seminars:

All NIGHT in a Day and Enchantment in the Classroom

Check out the website, particularly Nicole Sear's on the "Night" wiki; there are SO many resources she had made available!! (You'll have to go there; I'm not putting a link up!)

Note: Information on both of these wikis are from handouts and/or notes I took during the seminar.

Hopefully I'll be able to get a wiki up next week on my part of the seminar on YA Lit!! Be advised!

More Inspiration from Albany

Since there were multiple seminars to chose from at the conference, and only the opportunity to attend three, I thought I would expound a bit on what I saw, learned, and internalized.

After listening to the keynote speaker, Carol Jago, I attended a workshop on integrating fairy tales into the classroom. Nora Feingold was the presenter on "Writing for a Real Audience: The Fairy Tale Project: Enchantment in the Classroom."

A brief outline from her presentation included:
-Immersing students in the genre of fairy tales, starting with the traditional Western versions, and progressing through alternative adaptations from other areas of the world.
-Literary analysis, comparison of the elements of the genre, and learning to listen with a "writer's ear" were integral to the process.
-Focus on revision (content, style, and mechanics).
-Students reflected and evaluated their work.
-Publication included a bound, hardcover book (publishing company: Nationwide Learning).
-Authentic audience: reading to elementary students in the same district.

For more information, I will be creating a wiki on the seminars I attended last Thursday...

The second seminar I attended was presented by Betsy MacNamee and Barbara Searle on "Tidbits, Tips, and Tricks for the Novice Teacher." This seminar focused primarily on classroom management, creating a safe environment for students to learn, establishing a concrete syllabus/expectations for students, first day activities for community building, student empowerment through choice (on exams, quizzes, etc.), documentation of correspondences with parents for the future, and a five-week reflection letter that is emailed to students.

After a great lunch, I attended the *best* seminar presented by Nicole Sears and Daniel Sullivan entitled "All Night in a Day." Since I plan to create a wiki about this (and only want to do it once) I will tell you that these two teachers were able to immerse their students in a classroom museum on the Holocaust, and then proceeded to read the book Night all in one day. The resources from this seminar are boundless. I'll share more when my wiki is in-progress.

Changed

I know this is going to sound absolutely off the wall, but after the conference yesterday, I actually FEEL differently. I am changed, and for the better. It seems there is such a distinct different between the -before and the after- that I am stunned it could happen in a short period of time...

What I'm trying to say is that the experience I had at the NYSEC conference, and maybe others felt it too, is one of profound awareness and professional mingling that made me feel empowered. Besides acquiring boatloads (yes, I said boatloads) of "stuff" to do in the classroom, I *finally* feel like I get it: why I want to do this, why there are so many others out there, why it is an amazing experience to witness the eagerness of long-time and short-time teachers who want to know more about the lit kids WANT to read, why it is so great to share ideas as a professional group...I could go on forever.

I think that being a presenter, with Karen, Jack, James, Chrissy, Dave, and Matt, will go down in my life experiences as a Top Ten...I know, I know, I'm not that old to be able to be absolutely certain about my key experiences, but I think that this conference has convinced me about the greatness of the teaching profession where the teacher ed program has failed, or often times, let me down. It has taught me that we are all learning to teach e v e r y d a y and that teaching is t r i a l a n d e r r o r.

I guess, what I'm trying to say, even though I lamented each step of the way, almost dreading the presentation just because I didn't KNOW what to expect, I am profoundly aware of the honor it was to be able to do 12-minute seminars and talk with teachers from all over the state who are so enthusiastic and who absorb the lists of titles to give to their students...

I guess one part of the presentation that each of us exhibited was a distinct PASSION for what we were discussing (here are the topics we did: Matt (graphic novels), Dave (sci fi), Jack (body image), Chrissy (Middle Easter Lit), James (N.A. Lit), and me (Fantasy), and this passion was almost tangible as we discussed these novels and these genres...

Chrissy, Matt, and I discussed on the way home going to the NYSEC and NCTE conferences in NYC next year as presenters... anyone else feel like they NEED to join us (especially after such a great testimony?)?

Besides, the lunch was great, and who can resist good food?

iMovie Musings

Well, I have been debating and debating about this whole movie idea, and the more I think about it, the less time I have...I mean, IF there were more time to script, storyboard, and plan out the movie, I would be much more comfortable with this assignment. Also, without clear delineations about content, material, etc., I'm uncertain if my idea (I've had it for about 14 hours, so I think it's a keeper...) will hold merit.

Here's my idea: Has ANYONE ever been to Newark Valley, NY? With my video, you will be able to feel like you're actually there! That's it! Just enough to make you wonder...

Flashy Poetry

Alrighty, for my project, I've decided to do Flash Poetry, or in this case iMovie Poetry since I'll try to use iMovie instead of Flash.

I want to create a sequence of hypertext poetry, using my own verse and some widely-known (or just some of my favorites) that I could use to introduce poetry to students. Since I will be student teaching with Jacqueline Deal next semester, and I want to teach a course in 19th c. Romantics (using Byron, Shelley, and Keats predominantly, as well as a novel), this would be a great way to get students invovled in poetry, and to make it more exciting!

Escapism

Since the NYSEC conference is coming up shortly, we'll be leaving tomorrow, I decided I should fill y'all in on what I've been keeping myself busy with lately.

My presentation is on Fantasy YA Lit that should be included in the classroom library for students' perusal.

So, I have been doing LOTS of research, aka reading for fun to amass a larger list of titles.

Here are some great titles to check out: Christopher Paolini's Eragon and Eldest, Alison Croggon's The Naming (and eventually when it arrives from b&n: The Riddle), Ursula K. LeGuin's Gifts (I think Voices is also in this "series"), and of course, Colfer's Artemis Fowl.

I hope you, too, can find a great way to ... escape.

A Critique of My Podcast

In an attempt to assess my own enhanced podcast, I've decided to use the criteria that Jen and I came up with in the last class. Here it goes:

-Creativity
While creativity is a subjective form of criteria, I think that my podcast is creative in a unique way. Since I was able to use multiple resources that others in the class did not, I would say that this is a form of creativity. For instance, though I scripted the podcast, I created a dialogue between a Digital Native (closer to myself) and a Digital Immigrant (not so much myself, but somewhat) by asking my husband to represent an oppositional line of thought as the Immigrant. This representation went far beyond the audio input of the project, since the images corresponded with an overall mood or feeling of the differences between the two (ex. the images present during the Native's arguements were rapidly presented across the screen, while the stagnant, relic-like pictures of the Immigrant remained stationary).

-Mastery of Technology
Since the term "mastery" is a bit of a stretch from what I would call my acquired knowledge, I think I should specify that mastery does not mean complete control over a knowledge base in this instance, but it refers more to the acquisition of knowledge and the demonstration of skills learned. In this aspect, I think that my podcast fulfills this requirement, since the components of audio, music, images, and transitions occur in my podcast. Proficiency, though, is something that I could only gain from either re-working my initial podcast or starting a new project that could be used to increase my knowledge and learn more about Garageband and iTunes.

-Appropriate Images / Affective Music/Audio
The images that I used to correspond with the audio were appropriate and expressed a mood distinct to the Native and/or the Immigrant, as described above in 'Creativity." As far as the music is concerned, I think that differentiating the music between the two opposing sides was key, so as to keep the two distinct from one another. Also, in using a different intro/conclusion music, it seemed to function less as an intermediary, and more to represent the opening and closing of the podcast, which were both different from the dialogue in the middle.

-Conforms to Length Restrictions
My podcast fulfills the original length regulations, 5-7 minutes. At approximately 5 1/2 minutes long, this criteria has been met without over-doing the amount of information that is presented and discussed.

-Relevance to Audience/Assignment
One of the effects of the Flatworld as posed by Friedman is the great divide between those who have the knowledge of technology and how to manipulate it, and those who do not. Hence, the debate between the Native and the Immigrant is of great significance in the new world that is suddenly flat. While there is no reference to Friedman, per se, the entire dialogue between the Native and the Immigrant shows the clear distinctions between them in this new flat world.

-Vocal Representation is Suitable to Content/Affect
In using two separate voices, one male and one female, to represent the differing sides of technology knowledge base, it seemed the most effective use of my resources. Rather than a flat broadcast with one voice arguing both sides, I thought it would be better to show just how distinct the sides were by using the two voices.

-Overall Impression of Podcast
Biased as I am, I think that my enhanced podcast was a great first try. In following the assignment, I found relevant images to match with my overall affect/mood of being torn between the world of the Native and Immigrant that I feel I am faced with, as both a future teacher and as a person. I think that a lot of us feel this way, that we are part of both worlds, and that one may triumph over the other with serious side effects. While these effects may benefit our students in the classroom, or rather, out in the real world, what about the literature that we all know and love and want to share with our students? I think this contrast, this sense of being torn, is the real issue at the heart of my podcast: what will be lost with the changing literacies in the next hundred years? Will technology trump the print literacies and make them obsolete? What about reading and writing?

Gather Up Your Arms, Teachers!

Wis. Lawmaker Urges Arming Teachers (source: http://www.reflector.com/news/content/shared-gen/ap/National/School_Weapons.html)

MADISON, Wis. — A state lawmaker, worried about a recent string of deadly school shootings, suggested arming teachers, principals and other school personnel as a safety measure and a deterrent.

It might not be politically correct, but it has worked effectively in other countries, Republican Rep. Frank Lasee said Wednesday.

"To make our schools safe for our students to learn, all options should be on the table," he said. "Israel and Thailand have well-trained teachers carrying weapons and keeping their children safe from harm. It can work in Wisconsin."

In Thailand, where officials have been waging a bloody fight with Muslim separatists for the last two years, some teachers carry weapons for self defense as they are viewed as part of the government. In Israel, teachers are not allowed to carry weapons in the school, but security guards at the entrances are armed.

Lasee said he planned to introduce legislation that would allow school personnel to carry concealed weapons. He stressed that it would hinge on school staff members getting strict training on the use of the weapons, and he acknowledged he would have to work around a federal law that bans guns on school grounds.

The director of school safety for Milwaukee Public Schools, Pete Pochowski, opposed the idea.

"Statistically, the safest place for a child to be is in school," Pochowski said. "We have problems in our schools, but not to the point where we need to arm our teachers and principals."

Last week, a 15-year-old Wisconsin student was arrested in the shooting death of Weston Schools Principal John Klang. The criminal complaint said the teen brought guns to school to confront students, teachers and the principal.


What does this mean? ...

What do you think?

Should teachers and administrators ARM themselves to protect them from potential violence from students?

What kind of issues about control and power would ensue?

If schools aren't already prisons, what will they be when employees start carrying guns to enforce law and order?

Would this only increase the violence in schools?

Graphic Novels

This post is for anyone interested in teaching graphic novels in the classroom. I ran across this PDF when I was searching for tools to use fantasy lit in the classroom...I already sent it to James and Matt F:

http://www.scholastic.ca/bookfairs/printables/pdfs/Scholastic_BoneDiscussion.pdf

Hope it helps anyone who is interested...

Podcast Criteria

Jen W. & Dawn's Critique of Enhanced Podcast

Must meet this criteria for exemplary assessment:

-Creativity

-Mastery of Technology

-Appropriate Images / Affective Music/Audio

-Conforms to Length Restrictions

-Relevance to Audience/Assignment

-Vocal Representation is Suitable to Content/Affect

-Overall Impression of Podcast

so much pain...

Why is there so much violence recently in schools?

It is almost too much to wrap my thoughts around, with the recent shooting in Pennsylvania, it seems the violence is coming closer and closer to home.

From Foxnews.com, a list of the most recent shootings in the country:

A list of some fatal shootings at U.S. schools in recent years:

— Sept. 29, 2006: 15-year-old Eric Hainstock brought two guns to a school in rural Cazenovia, Wis., and fatally shot the principal, a day after the principal gave him a disciplinary warning for having tobacco on school grounds, police said.

— Sept. 27, 2006: Duane Morrison, 53, took six girls hostage at Platte Canyon High School in Bailey, Colo. Morrison, sexually assaulting them and using them as human shields for hours before fatally shooting one girl and killing himself.

— Aug. 24, 2006: Christopher Williams, 27, went to an elementary school in Essex, Vermont, looking for his ex-girlfriend, a teacher. He couldn't find her and fatally shot one teacher and wounded another, police said. Williams also killed his ex-girlfriend's mother, according to authorities. He shot himself twice in the head after the rampage, but survived and was arrested.

— March 21, 2005: Sixteen-year-old Jeff Weise shot and killed five schoolmates, a teacher and an unarmed guard at a high school on the Red Lake Indian Reservation in Minnesota before taking his own life. Weise had earlier killed his grandfather and his grandfather's companion.

For the rest of the list, here: http://www.foxnews.com/story/0,2933,217102,00.html

I am not sure what these shootings mean overall, but I know the implications cannot be good. The only way to have an affect on others seems to involve a gun and innocent children...when was this ever condoned as an appropriate form of action, and why is it occuring more and more frequently?

Bush plans to have a summit next week to discuss with educators and police about action to take within communities where such horrors have happened. But, how can it be prevented?

How can it be that after YEARS of shootings, NOW is the time for action? What about all of the shootings after Columbine? Why not THEN? Why do we have to wait so long before SOMETHING, ANYTHING is done? With all of these mindless killings and copycat murderers, there should be repercussions!

Considering the path we are all on, toward becoming teachers, I am strongly thinking about the danger and risk involved in entering this profession. While this weighs heavily on my mind, I am absolutely sure I would risk it. Though I say this, I do not believe it should even be something we have to consider...there is enough to worry about now...testing, reading, writing, students' literacies, etc... without having to fear for our lives.

When did our schools become a stage for violent upheavals to spill onto from society's retributions?

Why?

Projecting

What I want to do:
The idea that seems to speak to me the most, as far as a final project, is the idea of FLASH POETRY, or animated poetry as it is often called. I think that creating my own poetry and experimenting with Flash and/or Macromedia would be a great use of my time.

Future implications:
Using this in the classroom, as an introduction to a Poetry Unit of some sort, or introducing multimedia presentations/projects to students would be invaluable.

Foreseen problems:
I'm not really sure how to go about doing this. There seems to be no "one" way to produce and edit flash poetry. Perhaps it can be done in iMovie, but again, not sure. One resource I have yet to check out is my brother; art-wiz that he is, he might have some pointers for me. I've looked at A LOT of examples online, but I'm still a bit fuzzy on the "how-to's."

Good question, Katie

Why would we focus on who our students are or will be next year when we don't have them as students anymore?

So what do we do? Focus on students as they are in our classrooms, as they will be in the past, or how to help them with what they didn't learn the previous year?

It seems to be a very thin line that we walk as educators.

Who is the student in front of us? Where did she come from, where is she now, and where will she be in a year?

I think most of us don't have enough time to contemplate these questions, but try to ponder where the student is at the beginning of the year as opposed to where she will be at the end of the year.

As a teacher, where should our focus be? Should we try to maximize our efforts on the NOW or on the FUTURE of our students?

And really, is there really any difference in how we look at it?

How can we best help our students achieve: by looking at who they are in the present, or in who they will be (or hope to become) in the future?

Dewey This, Dewey That

"Dewey was convinced that the education of his dday did not work. Why? Beccause educators have assumed education to be a preparation for future living rather than the experience of living now. You cannot prepare a child for the future because you do not know what the future will be like" (Castle 174).

In response to the Dewey quote:

I think it is taught that teachers do not think about students' present lives, rather they think about what the student is to become (or who s/he is to become) in the future. Perhaps it is a little disconcerting for teachers to think about who their students are NOW, and it is easier to consider what they may be AFTER the teacher has had their effect on the student.

Damage Control

Time to assess what I've done thus far:

- Podcast is done, burned, and ready to go. I can't wait for all of you to hear it. As far as I'm concerned, I am pleased with my efforts, and those of my willing comrade, my husband. What I attempted to do is to initiate a dialogue between the "Native" and the "Immigrant;" I think that the use of images rapidly speeding by are in-line with that of the Native, while the Immigrant is focused, stagnant, and looking backwards.

- Blogging is proving to be a bit bothersome, I'll admit, but now that I am done being sick and ready to be more active, I think I will be able to pick up speed in my posting and commenting on other people's blogs, and on the course blog.

- Wikis are interesting. Since I am the type of person who LOVES to start, to make progress, and to complete whatever I'm doing, wikis are trying my patience. I think the best practice I've had thus far is posting on Jack's SharedShortFiction. I added a paragraph or two, and can't wait to see where the story goes next.

- Final Project projections are fuzzy. I'm not sure what I want to do, but I am intrigued by Flash Poetry, as suggestion on the course wiki. I am planning on taking a look at some of it during the next week to see if that is truly what I want to do. I love writing creatively, so I'm thinking it would be a great combination between the creative-me and the technologically-more-savvy-me. We'll see.

- Friedman and the Alvermann book are a lot when combined, but I'm finding that I think the two work well together, one source being a journalist and the others being educators/researchers. They provide both sides of the same angle, and that is helpful. More comments to come in future posts.

Out.

Print Control

According to the 3rd chapter in Alvermann, printed information is the source of control in the classroom:

"The use of popular culture, represented by multimedia, may undermine the traditional control teachers enjoy when enacting prescribed curricula...The result is that intermediality, while overlooked by teachers ostensibly because it detracts from print literacy, is consequently enhanced in its subversive use by students...students' competence with digitized multiliteracies must be delegitimated because it has the potential to destablize teachers' control" (42).


If teacher control is derived from using the traditonal, canonical DWM texts to subdue and bore their students, then it is WORKING!


However, if a teacher's aim is to continuously learn and relearn their field, their content, and their methods, then maximizing student input, ideas, and technological aptitude is a no-brainer: we need to make use of our resources, including that of our students!


Alright, here's an example:

If we decide as ELA teachers that WE are in control of the input-output flow of information, knowledge, and (perhaps even) wisdom, then it would be considered allowing students to "waste" time surfing when they could be doing...more important things like alternately reading Frankenstein and watching the movie version.

Better version of the above example (perhaps a bit more progressive):

As ELA teachers, we realize that the students are the ones in control of their learning. If they don't want to, they won't. WHY waste their time and ours with mundane (though useful tools of assessment) essays, multiple choice questions, and all other traditional forms of understanding their knowledge? Perhaps, instead of the book/movie version, the students provide a set of presentations/podcasts/iMovies/etc. on their interpretation of Shelley's horror novel after reading the first half. Then, maybe it would be time to show CLIPS of the Hollywood versions, and do a compare/contrast between their versions and the expensive type.

There are no limits to the ideas our students have. Why should we be the ones to put a cap on their imaginations??!

Home Schooling

(Reposted from a comment made in Katie's blog)

I knew a couple of people (for religious and personal reasons) that were home schooled in elementary and middle school, and then their parents enrolled them in high school to allow them to get "acclamated" to a social environment.

This was outrageous!

The people I knew were immediate outcasts to the cliches that had formed over the past 7 or 8 years, and though this changed slowly, and they were able to make friends, their social skills were definitely awkward and unrefined. It was as if they had spent the last decade of their lives in a secluded little cave...it was difficult to understand their weird behavior and unconformed forms of communication.

Perhaps, it was a good thing to be in contact with them, but I am not sure it was entirely beneficial to them...it was definitely a rude awakening to the workings of the social world.

Maybe the social web would help them to adjust to reality?

What, another blog?

I have done the impossible!

I have created another blog, this time in beta, for me and my two siblings to communicate more effectively while we are all busy with college life. My sister is at SUNY Fredonia, my brother is at the Chicago Art Institute, and I am here.

I'm hoping this will be a great new way for us to stay connected...when we have the time to.

Just wanted to share the good news.

Though they are the only ones able to comment, here's the site for fun: http://thegoodrichclan.blogspot.com/


Dawn

Hello, beta!

Here is the link to the previous posts and comments from the non-beta blogger.

http://creativewritingsenged.blogspot.com/