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Date: Tuesday, 28 Nov 2006 12:52
Today we spent some time working on data analysis towards my working research question. I finally am headed in a direction and am just hoping the project will come together more during the next few weeks.
While looking at the data I have collected, I am finding many English classrooms curriculum's are set-up directly around literature canons. Students are reading The Great Gatsby, Of Mice and Men, Huckleberry Finn and so on. More of the advanced placement courses have a little more options and are even reading books assigned in college classrooms.
While looking at the data I have collected, I am finding many English classrooms curriculum's are set-up directly around literature canons. Students are reading The Great Gatsby, Of Mice and Men, Huckleberry Finn and so on. More of the advanced placement courses have a little more options and are even reading books assigned in college classrooms.
Author: "deemae (noreply@blogger.com)"
Date: Tuesday, 28 Nov 2006 12:50
As I have begun to read articles surrounding my topic of curriculum, I think I am left more baffled but with some direction. (As if it makes any sense!) I am being submerged into a new discourse of education and find many experienced teachers asking the same questions over and over again; never finding an answer.
It is probably, definately, true questions in depth like this will never have a finalized answer. They probably never should but it's the exploration of in depth questions which leads us to a better understanding of ourselves and the topic. What I find most curious about explorations like this, is the idea we are only examining a part of society we have created. Like learning about the inner-workings of the government. Everything about the government, we have somehow created in the past to form what it currently is. Much like government, curriculum has also only been created by us and only created to fit into a part of an institution we have created.
It is probably, definately, true questions in depth like this will never have a finalized answer. They probably never should but it's the exploration of in depth questions which leads us to a better understanding of ourselves and the topic. What I find most curious about explorations like this, is the idea we are only examining a part of society we have created. Like learning about the inner-workings of the government. Everything about the government, we have somehow created in the past to form what it currently is. Much like government, curriculum has also only been created by us and only created to fit into a part of an institution we have created.
Author: "deemae (noreply@blogger.com)"
Date: Friday, 17 Nov 2006 10:54
Well here on campus, we are preparing for Thanksgiving break, which will officially start very soon!! I am very excited for a well needed break and am looking forward to sharing time with my family but today when I was checking my e-mail I received this great one I felt should be shared. I hope everyone can enjoy a little bit of hope for today through this story, no matter religious preference and I hope we can all be a little more thankful for what we have in the week coming! Have a great break, and Thanksgiving Day
Angels are Everywhere
"Some of you may know that our 14 year old dog, Abbey, died last month. The day after she died, my 4 year old daughter Meredith was crying and talking about how much she missed Abbey. She asked if we could write a letter to God so that when Abbey got to heaven, God would recognize her. She dictated and I wrote:
"Dear God,
Will you please take special care of our dog, Abbey? She died yesterday and is heaven. We miss her very much. We are happy that you let us have her as our dog even though she got sick. I hope that you will play with her. She likes to play with balls and swim before she got sick. I am sending some pictures of her so that when you see her in heaven you will know she is our special dog. But I really do miss her.
Love, Meredith Claire
ps: Mommy wrote the words after Mer told them to her.
We put that in an envelope with 2 pictures of Abbey, and addressed it to God/Heaven. We put our return address on it. Then Mer stuck some stamps on the front (because, as she said, it may take lots of stamps to get a letter all the way to heaven) and that afternoon I let her drop it into the letter box at the post office.
For a few days, she would ask if God had gotten the letter yet. I told her that I thought He had.
Yesterday, for Labor Day, we took the kids to Austin to a natural history museum. When we got back, there was a package wrapped in gold paper on our front porch. Curious, I went to look at it. It had a gold star card on the front and said "To: Mer" in an unfamiliar hand.
Meredith took it in and opened it. Inside was a book by Mr. Rogers, When a Pet Dies. Taped to the inside front cover was the letter we had written to God, in its opened envelope (which was marked Return to Sender: Insufficient address). On the opposite page, one of the pictures of Abbey was taped under the words "For Meredith." We turned to the back cover, and there was the other picture of Abbey, and this handwritten note on pink paper:
"Dear Mer,
I know that you will be happy to know that Abbey arrived safely and soundly in Heaven! Having the pictures you sent to me was such a big help. I recognized Abbey right away. You know, Meredith, she isn't sick anymore. Her spirit is here with me--just like she stays in your heart--young and running and playing. Abbey loved being your dog, you know. Since we don't need our bodies in heaven, I don't have any pockets!-- so I can't keep your beautiful letter. I am sending it to you with the pictures so that you will have this book to keep and remember Abbey.
One of my angels is taking care of this for me. I hope the little book helps. Thank you for the beautiful letter. Thank your mother for sending it. What a wonderful mother you have! I picked her especially for you. I send my blessings every day and remember that I love you very much. By the way, I am in heaven and wherever there is love.
Love, God
As a parent and a pet lover, this is one of the kindest things that I've ever experienced. I have no way to know who sent it, but there is some very kind soul working in the dead letter office. Just wanted to share this act of compassion :)
Angels are Everywhere
"Some of you may know that our 14 year old dog, Abbey, died last month. The day after she died, my 4 year old daughter Meredith was crying and talking about how much she missed Abbey. She asked if we could write a letter to God so that when Abbey got to heaven, God would recognize her. She dictated and I wrote:
"Dear God,
Will you please take special care of our dog, Abbey? She died yesterday and is heaven. We miss her very much. We are happy that you let us have her as our dog even though she got sick. I hope that you will play with her. She likes to play with balls and swim before she got sick. I am sending some pictures of her so that when you see her in heaven you will know she is our special dog. But I really do miss her.
Love, Meredith Claire
ps: Mommy wrote the words after Mer told them to her.
We put that in an envelope with 2 pictures of Abbey, and addressed it to God/Heaven. We put our return address on it. Then Mer stuck some stamps on the front (because, as she said, it may take lots of stamps to get a letter all the way to heaven) and that afternoon I let her drop it into the letter box at the post office.
For a few days, she would ask if God had gotten the letter yet. I told her that I thought He had.
Yesterday, for Labor Day, we took the kids to Austin to a natural history museum. When we got back, there was a package wrapped in gold paper on our front porch. Curious, I went to look at it. It had a gold star card on the front and said "To: Mer" in an unfamiliar hand.
Meredith took it in and opened it. Inside was a book by Mr. Rogers, When a Pet Dies. Taped to the inside front cover was the letter we had written to God, in its opened envelope (which was marked Return to Sender: Insufficient address). On the opposite page, one of the pictures of Abbey was taped under the words "For Meredith." We turned to the back cover, and there was the other picture of Abbey, and this handwritten note on pink paper:
"Dear Mer,
I know that you will be happy to know that Abbey arrived safely and soundly in Heaven! Having the pictures you sent to me was such a big help. I recognized Abbey right away. You know, Meredith, she isn't sick anymore. Her spirit is here with me--just like she stays in your heart--young and running and playing. Abbey loved being your dog, you know. Since we don't need our bodies in heaven, I don't have any pockets!-- so I can't keep your beautiful letter. I am sending it to you with the pictures so that you will have this book to keep and remember Abbey.
One of my angels is taking care of this for me. I hope the little book helps. Thank you for the beautiful letter. Thank your mother for sending it. What a wonderful mother you have! I picked her especially for you. I send my blessings every day and remember that I love you very much. By the way, I am in heaven and wherever there is love.
Love, God
As a parent and a pet lover, this is one of the kindest things that I've ever experienced. I have no way to know who sent it, but there is some very kind soul working in the dead letter office. Just wanted to share this act of compassion :)
Author: "deemae (noreply@blogger.com)"
Date: Wednesday, 08 Nov 2006 13:45
Education, politics and society have all entered into the classroom and the effects of this can not only affect the way we teach our students but how students learn.
When we look over the history of education and how greatly it has been affected by issues such as society and politics, we can rationalize how our current education is affected by outside forces.
Currently are classrooms are teaching towards ACTs and No Child Left Behind, but these are really just teaching our students how to take tests. What lifelong skills are we empowering our students with? How to determine what is the best multiple choice answer. More importantly, the way in which we are teaching our students is taking away from all cultural beauty instilled in them from birth.
Our students enter into the educational system with an education from the family. They have an understanding of wrong from right, relationships, and most importantly, family is who taught them their language thus far. Once in the school system, it is crucial to determine whether we are completely crushing everything they have learned so far or are we building on it?
Take for instance the current debate over Black English entering the classroom of Standard English. English teachers spend years and years teaching us the “correct” way to read, write and the correct way must be used to achieve great things in life. No student ever got an A+ on a paper written in slang and you will never get the job talking that way either. We must learn the grammatical rules to achieve a great grade and then we must take our new language into the world. What are these teachers really teaching us? Our way in learning in the home is completely wrong and we must enter the educational way of Standard English to succeed. Maybe the important question is not whether what they are teaching us is really necessary, but rather how they are teaching us.
The use of Black English in completely unacceptable in the classroom. Many teachers will follow these guidelines until the day they die but maybe what is more practical is guiding students on how to learn and use a multitude of dialects. Many of us, whether black, white or green, have a home language, one used with friends and one used in the classroom. If we were to spend more time embracing the education we are taught in the household, building on it and empowering students to use all of their dialects, we would truly be building lifelong skills.
When we look over the history of education and how greatly it has been affected by issues such as society and politics, we can rationalize how our current education is affected by outside forces.
Currently are classrooms are teaching towards ACTs and No Child Left Behind, but these are really just teaching our students how to take tests. What lifelong skills are we empowering our students with? How to determine what is the best multiple choice answer. More importantly, the way in which we are teaching our students is taking away from all cultural beauty instilled in them from birth.
Our students enter into the educational system with an education from the family. They have an understanding of wrong from right, relationships, and most importantly, family is who taught them their language thus far. Once in the school system, it is crucial to determine whether we are completely crushing everything they have learned so far or are we building on it?
Take for instance the current debate over Black English entering the classroom of Standard English. English teachers spend years and years teaching us the “correct” way to read, write and the correct way must be used to achieve great things in life. No student ever got an A+ on a paper written in slang and you will never get the job talking that way either. We must learn the grammatical rules to achieve a great grade and then we must take our new language into the world. What are these teachers really teaching us? Our way in learning in the home is completely wrong and we must enter the educational way of Standard English to succeed. Maybe the important question is not whether what they are teaching us is really necessary, but rather how they are teaching us.
The use of Black English in completely unacceptable in the classroom. Many teachers will follow these guidelines until the day they die but maybe what is more practical is guiding students on how to learn and use a multitude of dialects. Many of us, whether black, white or green, have a home language, one used with friends and one used in the classroom. If we were to spend more time embracing the education we are taught in the household, building on it and empowering students to use all of their dialects, we would truly be building lifelong skills.
Author: "deemae (noreply@blogger.com)"
Date: Wednesday, 08 Nov 2006 13:45
In my attempt to begin my first small teacher research project, I am finding it hard enough to form a question and then conducting research seems like an even harder step. Nonetheless, I have begun the process. I started out initially with an interest in curriculum, especially regarding diverse school districts and the demand by society to diversify our schooling. Well this is a huge place to start…. Somehow I have begun to narrow it down to focus upon the texts chosen within the classroom specifically. Other than this step I have gotten no further but am still stuck in the questioning phase.
Recently I spent hours upon hours researching what others are saying about the topic and I find myself very interested in the role of mandated curriculum and teacher’s roles. I find it unrealistic teachers are always going to feel 100% comfortable with what is required and maybe not always accurate. Is it proper than to question the district’s requirements or just teach? I read an article about a teacher who refused to teach a book to her sixth grade class because she felt it was too graphic and students would spend more time discussing the graphic nature of the novel instead of the overarching importance of racism. Her refusal leads to a year long suspension and ultimate termination. Completely ludicrous, yeah?
So where does all of this put me? Where do I begin researching? I am greatly interested in choosing appropriate texts for students in the classroom in which all can learn from. When districts are shoving diversity down are throats and texts aligned with their thinking, what if they are wrong? When a teacher is too stuck in the ways of Shakespeare to branch out, what shall be done? Most of the time, students’ hate the novels read in literature courses, how can we change this?
Please help with any ideas you may have!!
Recently I spent hours upon hours researching what others are saying about the topic and I find myself very interested in the role of mandated curriculum and teacher’s roles. I find it unrealistic teachers are always going to feel 100% comfortable with what is required and maybe not always accurate. Is it proper than to question the district’s requirements or just teach? I read an article about a teacher who refused to teach a book to her sixth grade class because she felt it was too graphic and students would spend more time discussing the graphic nature of the novel instead of the overarching importance of racism. Her refusal leads to a year long suspension and ultimate termination. Completely ludicrous, yeah?
So where does all of this put me? Where do I begin researching? I am greatly interested in choosing appropriate texts for students in the classroom in which all can learn from. When districts are shoving diversity down are throats and texts aligned with their thinking, what if they are wrong? When a teacher is too stuck in the ways of Shakespeare to branch out, what shall be done? Most of the time, students’ hate the novels read in literature courses, how can we change this?
Please help with any ideas you may have!!
Author: "deemae (noreply@blogger.com)"
Date: Wednesday, 08 Nov 2006 13:45
welcome to my new web-blogging page, hopefully throughout the course of our discussions we can all share insightful information
Author: "deemae (noreply@blogger.com)"
Date: Wednesday, 08 Nov 2006 13:45
Teaching can be a scary profession, but being a student can be a rather scary dilemma also. In our world full of violence, hate, discrimination and prejudice it can be a real challenge to put twenty-five unique individuals under the guidance of another different individual. How are we expected to guide students to success with so many outside influences and when all of us are so unique? Many in the field of education are seeking to find an answer to the question, but in my mind, there will never be a concrete answer. A classroom is a place where ongoing life is contained in-between four walls and we must embrace it rather than looking for answers.
In class recently, we were assigned to read two articles specifically dealing with violence brought into English classrooms and guidance for teachers to handle the situation. Both of the articles were very interesting and shared great insight into what can occur in a classroom when students are free to express themselves. Heading into the profession of an English teacher, I hope to create a classroom where students are free to ponder life and feel safe to express anything but both of these articles made me realize how this environment can lead to unexpected situations. Often times when class discussions are created the teacher has in mind to discuss only the academic subject at hand but it is crucial to consider relevant topics may arise. Students who are burdened by fighting parents may relate struggles in a book to struggles in the home and divorce could turn into a relevant discussion. Instead of turning the students away from such a discussion, it is crucial for teachers to embrace their thoughts. Fights may pursue, heated debates; but in education we are not only teaching students how to read books but more importantly read themselves.
If violent thoughts are written or discussed in such a class, I feel it necessary to embrace any thoughts the students would like to share. If there is real fear for a student’s life or lives of others then it is our responsibility to take action. In order for students to feel ultimately safe to discuss their own writing, we must allow them to feel safe in the classroom. Safe from students thinking they are stupid or discouraging them to not talk about what is relevant to them.
Ultimately, in our society violence is everywhere, and students will want to talk about and as teachers we should encourage discussing their thoughts. Once they are more comfortable with expressing their thoughts, their writing will improve because they will feel like they have something important to say.
“Responding to Students Who Disclose the Violence in their Lives.” English Journal Vol. 95, No. 6 July 2006
"Teaching English in the World; The Dangerous Profession." English Journal Vol. 95, No.4 March 2006
In class recently, we were assigned to read two articles specifically dealing with violence brought into English classrooms and guidance for teachers to handle the situation. Both of the articles were very interesting and shared great insight into what can occur in a classroom when students are free to express themselves. Heading into the profession of an English teacher, I hope to create a classroom where students are free to ponder life and feel safe to express anything but both of these articles made me realize how this environment can lead to unexpected situations. Often times when class discussions are created the teacher has in mind to discuss only the academic subject at hand but it is crucial to consider relevant topics may arise. Students who are burdened by fighting parents may relate struggles in a book to struggles in the home and divorce could turn into a relevant discussion. Instead of turning the students away from such a discussion, it is crucial for teachers to embrace their thoughts. Fights may pursue, heated debates; but in education we are not only teaching students how to read books but more importantly read themselves.
If violent thoughts are written or discussed in such a class, I feel it necessary to embrace any thoughts the students would like to share. If there is real fear for a student’s life or lives of others then it is our responsibility to take action. In order for students to feel ultimately safe to discuss their own writing, we must allow them to feel safe in the classroom. Safe from students thinking they are stupid or discouraging them to not talk about what is relevant to them.
Ultimately, in our society violence is everywhere, and students will want to talk about and as teachers we should encourage discussing their thoughts. Once they are more comfortable with expressing their thoughts, their writing will improve because they will feel like they have something important to say.
“Responding to Students Who Disclose the Violence in their Lives.” English Journal Vol. 95, No. 6 July 2006
"Teaching English in the World; The Dangerous Profession." English Journal Vol. 95, No.4 March 2006
Author: "deemae (noreply@blogger.com)"
Date: Wednesday, 08 Nov 2006 13:45
In this huge educational world, where does curriculum fit in? How important are government and district imposed guidelines? I strongly believe there be some sort of guidelines set-up because we cannot just teach what we would like to but in the best interest of the students, how much of what we chose to teach them is meaningful? How are we the all-knowing teachers going to chose what is going to impact them for the rest of their lives and what is necessary for them to be better people? In my teaching Freddy Jr where the comma goes in a sentence really going to give him happiness in life? Moreover, I am sure the students all have great interests in which they would like to pursue without a nagging teacher breathing down there necks about commas or grammar.
Where shall we draw the line and say this is not necessary for my student's future? Of course I think it is very appropriate to learn how to properly communicate in society, but then again what is proper? The way I talk or the way you talk?
Where shall we draw the line and say this is not necessary for my student's future? Of course I think it is very appropriate to learn how to properly communicate in society, but then again what is proper? The way I talk or the way you talk?
Author: "deemae (noreply@blogger.com)"
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