Mrs. Love's Blog-0-Rama!

"Tell me, what is it you plan to do with your one wild and precious life?" (Mary Oliver)

Mrs. Love's Blog-0-Rama!

Fight.

January 18th, 2012 · No Comments · Being a better teacher, Big Questions

Last week, for the first time, there was a fight in my room.

I realize I can’t talk about it, and would never jeopardize the privacy of students who are having an ‘off day.’

Now, there have been quite a few things I miss about not teaching 8th grade. One of them is my old classroom. It was much smaller than the one I have now, and though it seems illogical to want a smaller room with physically larger students (I am convinced that many of the mothers did not take their pre-natal vitamins with this group of elvin 7th grade kids: they are tiny!), somehow, my presence, and the students’ learning seemed more concentrated and focused. I don’t know what it is about the expansive walls and ceiling that can’t seem to ‘hold down’ any real learning this year.

But I speak in metaphors. The issue is, when trouble breaks out small students can move FAST when challenged to a duel, and I, however, not quite so much. But I did get there, and no one was hurt, thank goodness. What fascinated me were the words they used, the code, that translates only into one thing, “We are going to be very angry now.” I know this code now, and will listen for it with more sensitivity than I did last week. The body language of chest-thumping and puffing up one’s smaller self to seem bigger is a trait we all share when we feel threatened. It’s our posturing stance. If only we had frills about our necks to make our predators back off.

The question is, though: who and what are truly these kids’ ‘predators?’ And I don’t mean the obvious ones, but the hidden fears and dangers of their lives? In my tearful talk to classess afterwards, I said that if there is one thing, one thing above all, I want for them, is that they are good to each other. Period. The world is too dangerous, too corrupt, and too souless sometimes and they must defend against it with courage and kindness for one another. Period.

I think they heard me. I explained again, that, please, their educations were one of the strongest defenses they have. (See nods of agreement, Amen, sister, testify!)

And then in every class, instead of doing their assignment at hand (which was to learn how to ask levels of questions), they drifted off in chatter and silliness.

Again this year, I have an ‘inclusion’ model. This means, in every class of about 24-30, five classes, I have a smattering of “honors” or highly capable students (two to three at most), some special education students (every diagnosis from Oppostional Defiance Disorder, Autism, Detachment Disorder, and more), English Language Learners who may or may not still be comfortable with English (thinking of two young girls who speak in Spanish every class, and tell me “Yes Mrs. Love” so sweetly, then continue to speak in their native tongues, which they can’t read, either), and every one in between. My charge is to differentiate, coalate, and congregate. I am to inspire, motivate, spark, and propel them all to PASS THE TEST.

Oh, and this year we have district “walk throughs.” They are not evaluative you know. And the math “look-fors” are on the same checklist as language arts. But they’re not evaluative, you know.

Here are the things I would like to go on the form:

1. Did your mom or dad ever read you a book? (Please listen to Walter Dean Myer’s interview on NPR)

2. Did you love kindergarten?

3. Did you get to eat breakfast this morning?

4. Does anyone ever turn off the television in your home?

5. Do you have hope?

The thing is–and I am sorry to feel this way–I think “we” are pushing for test passing for everyone else but these kids. Everyone else’s numbers, data, Federal dollars, tax brackets, etc. If they don’t have “buy in” (God, I hate that phrase), then who’s to blame?

I have often said that I do believe in standards. The national standards, and state, ones for reading and writing are completely reasonable, moral, ethical, and just. Every one on the planet should have the right to communicate as effectively as they are potentially capable of doing. Those are my fighting words.

Postscript: http://gizmodo.com/5877000/what-is-sopa

 

 

 

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Cinderella, Minecraft, and Secret Super Ninja Powers

January 9th, 2012 · No Comments · changing the world, New News

Last week I related to my students, a small table group, about how I explained the theme(s) of the original Cinderella to a grown-up that morning. I pontificated on those themes with this group, verbosely elaborating the bigger ideas of dysfunctional, blended families, distracted or neglectful parents, father/daughter relationships , and the price of greed (it was the original Grimms’ Cinderella, with cut-off toes and heels, pecked out eyeballs, you know–the works).

Small Ukrainian student looks up at me, and says, quietly: “Mrs. Love, are those your super powers?”

I look at him, at first not understanding, and then realize, “Oh, D….., you mean my ability to come up with the big or main idea of something so fast?” He says yes, and then says, “Well, Mrs. Love, that is not a very good super power…”

I bust out laughing. I told him I could also turn invisible, but that would scare him, and the abilitiy to decipher themes is the only real super power I have.

Now I’m reconsidering my super powers. Today is a testing day, and I find myself with time to actually read blogs, and now share that anecdote. I read Teacher Tom’s post on a hashtag, and it’s pretty impressive. He is pretty clear in that students have been complaining about the same things since anyone taught anyone anything. I do want students, and teachers too, to rethink some of their methods, and consider that even though all knowledge may not be pragmatically or immediately applied, it is still a good thing in and of itself. Just because I don’t personally use algebra doesn’t mean that I am sorry for the experience of having taken it. If anything, it enhances my ability and buffs my super powers. I know have an understanding of what it’s like to learn something uncomfortable and challenging. Is that all students want every experience to be breezy and blissful? I offer this idea: life is contrast, and education provides those options to fill in our own life chiaroscuros.

Detour: With the help of my younger son and the insistence of a few students, I started a Minecraft Mondays at school. My mission, to help this band of stalwart builders not only create their virtual worlds, but to learn to be kind to one another in the process, ambassadors as it were, as they are creating the social fabric they want to wrap themselves in. I am not a Minecraft player. I don’t want to be a Minecraft player. But I do know the excitement players feel. They live for this club. And, my agenda is to make sure they go out in those virtual world with some manners. There exists this fourth dimension, and it is just as real as any we face. I would link more information about Minecraft if I could, but alas, all is blocked.

Blocked. Blocked. Blocked.

And here is what I wish my super powers really were: the ability to protect students from the dangers of the world via transparency and knowledge. They could use that right away.

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Stolen time…

December 20th, 2011 · 1 Comment · Being a better teacher, Big Questions, book recommendations, New News

As it turns out, I can only do ten things well, not eleven. Guess I don’t go to eleven. Oh well.

Anyway – I haven’t been posting on this blog frequently for two simple reasons: first, haven’t wanted to use any of the time in my contractual day with personal technological communications and missives, and second, by the time I get home I want to goof-off. You know, be a responsible wife, mom, writer, and part-time gamer. Sure there are loads of clean laundry in there, too, but have been suspicious about certain odors.

But the thing is, I started this blog as part of my integrated technology instruction for 2st Century Learners. There’s a mouthful. My intent was to use my technological prowess to provide my students a platform for their voices, too, and for the most part, have succeeded. Took a mini-break last year, more like break-down, but am trying to reconnect to these restless digital natives in new and innovative ways.

And it’s not easy.

And I’m even questioning its necessity.

So, a fabulous librarian offered to come to my school and talk to our students, in our classrooms, about new books, and what is being offered at the library.

You should know this: she shared with me that Neil Gaiman hugged her once. He. Hugged. Her. Among a group of well-heeled Gaiman Groupies, she was fresh from working in her garden, a little grimy, and he hugged HER. I immediately jumped up and hugged her, of course!! Forget you, Kevin Bacon. Two degrees of hugging Neil Gaiman works for me. When I shared this with my students, they ran up and hugged ME! It was hilarious! So, Neil, if you felt a little happier yesterday, there was adolescent worship coming your way in the universe.

You’re welcome.

Her personal blog is: http://www.infocreature.blogspot.com/

I think between the two of us, we got a few new converts to reading. I conspired with my students that over the break (which officially begins tomorrow…thank you loving heaven above, because I am wiped out….), if they needed to “escape” for a bit and were sick of playing Call of Duty, they should go to the library. I gave them four creative project choices from How to Be An Explorer of the World by Keri Smith.

My “everyone can be creative” belief may be greatly challenged by the results of my open-ended experiment. What the heck — it is extra credit, after all. There is no standard for “creativity.” Pity–but perhaps not having it tested on a national assessment is the best thing that ever happened to creativity.

Well, before the New Year, where am I now? Where are my young charges? Four months until the state tests of reading and writing for 7th grade, our school needs to meet AYP or something, and none of us know what, will happen. I have been placed in the care and feeding of 7th grade students because so much is riding on their scores, and I am feeling equally unbalanced in my wavering “YES I CAN DO THIS!” and “OH NO!!!!”

But I hugged Neil Gaiman.

Kind of.

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Light-switch.

October 6th, 2011 · 3 Comments · Being a better teacher

My young charges do not believe me when I tell them that no brain truly multitasks, but we all “toggle.” Teaching 7th grade has also been, well – interesting. It dawned on me the other day that I am not teaching one year younger, but at least two: I sent young adults, high school students, off into the world last May; however, now I am growing sixth grade students.

I have had the discouraging report that our school’s test scores, which were steadily climbing, precipitously fell. If one were to correlate the fall of test scores with change in philosophy or pedagogy, it may have a link between the introduction of a quasi-RTI model, change of schedules, a hobbled PLC model, and the like. We shuffled, danced, and placed kids in basal reading programs, had teachers from all content areas teach these reading programs, and then scratched our heads when our scores plummeted. But I cannot blame external systems completely: I am holding up a harsh light to my own pedagogy skills. I will take the credit for much of our students’ successes: as a curriculum leader, I worked tirelessly to get the best resources in our school, novel units, novels, engaging lesson plans, and the like. I shared and shared and shared. Maybe too much. What did I do wrong? How did I not help the 7th grade teachers? How did I not help the 8th grade teachers? Most importantly: did I lose my voice and vote while advocating for my students? Was anyone listening to me and the other curriculum leaders? (Echo, you lonely little goddess…can you hear me now?)

But now everyone seems angry all the time, and confused. We are now practicing an ‘inclusion’ model and already I have had angry parents, from honors to special educational needs.  I see the swirls of dollar signs flocking metaphorically over our heads, flying out the windows, while we get copying budgets and toner cartridge rations. The students still enjoy their laptops, but already are playing games, games, games, and the new discipline policy lacks teeth at the moment. Doesn’t mean things won’t change, but for now, it is definitely a ‘grassroots’ sort of procedure. I always like my students–that is never a question. And fortunately, those seventh grade kids like me, too. Not too many problems, yet.

In order to reinforce the technology rules, and ever-striving to give ‘reasons why,’ I gave them a demonstration the other day, where I put a chair in front of the room. I “volunteered” a student to be the “great book,” while I cast myself as “awesome music.” We jumped up and down and played musical chairs, vying for the spot of our “brain” (played diligently by “chair”), until I made my toggling point. (Of course, helped them with background knowledge of a toggle switch, with a cameo appearance by “light-switch.”) They laughed, and got the point, although the next day, still had to remind, remind, remind.

But I think what might be happening to our kids may be something else besides fighting for attention in the language centers of their brains: we are pruning their ‘growth mindsets’ too fast and too much. And, I need to really think on this: do I have what it takes to be a mastery teacher? Am I willing to push, push, push for their higher scores on the state tests? It always was a meta-question for me: if I teach it, they will learn it, and the test itself will be fine. Now I am not so sure. Just wondering if I drink the Koolaid and focus solely on test scores. I have always agreed with the state standards: we have eleven targets, and they are fair and just in my opinion. They are things I want my students to know how to do. Period. But that test…huh.

But if I do that, teach the test and how to take it, how does that fit in with my knowledge of fixed versus growth mindset? 

From: Wired Magazine: In this new paper, Moser et al. extends this research by looking at how beliefs about learning shape these mostly involuntary error-related signals in the brain, both of which appear in less than half a second. More specifically, the scientists applied a dichotomy first proposed by Carol Dweck, a psychologist at Stanford. In her influential research, Dweck distinguishes between people with a fixed mindset — they tend to agree with statements such as “You have a certain amount of intelligence and cannot do much to change it” — and those with a growth mindset, who believe that we can get better at almost anything, provided we invest the necessary time and energy. While people with a fixed mindset see mistakes as a dismal failure — a sign that we aren’t talented enough for the task in question — those with a growth mindset see mistakes as an essential precursor of knowledge, the engine of education.

I’m not even sure what I am asking, it’s that bad. I’m just glad I kept all my resources and lessons from when I taught 7th grade. Dusting off Edgar Allan Poe and ‘The Highwayman.’ Somehow, their scores went up, so I guess it’s not hopeless. Just have to get the lightbulbs to work.

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Just a little story.

October 6th, 2011 · 1 Comment · New News

My husband and I have a great “how we met” story. Maybe I’ll tell the whole story another time. One of the details of that story is that, during our first unofficial date, I noticed on his Chevy Blazer (cool) that he had an Apple logo sticker on the back window (more cool). It was one more sign that he was the guy for me. No, we weren’t ‘hipsters’ before there even was such a word — we are the lost demographic. Those of us who share more in common with Jon Stewart and Stephen Colbert than with Barbara Walters or dare I say it, Oprah? We are the children born at the end of the “Baby Boom” but he and I both feel we have nothing to do with that wave of post-war babies. Our parents didn’t fight in any of the wars of the 20th century; they were in school, having their own babies, being the last of their generation’s middle class and American Dream seekers. But my husband and I share what those of us in our 40s share: even though we straddle between the boomers and the gen-x’ers, we move mountains, too. We are the creative class. The artists, designers, and innovators who seek sublime beauty in code and interface; who seek to change the world with the good of technology, and instill those ethics in our children. I promise you, I am not overstating this.

We sat in darkened theatres as adolescents and had our own heroes and heroines, we were the digital pioneers who sought form and function. We pressed ‘send’ on the first e-mails and published the first blogs. The Mark Zuckerbergs of the world sadly have their own focus: world domination via distracting, mindless games and mean-spirited interchanges. Granted, it’s not all bad. And my and my husband’s hero, Steve Jobs, certainly had his share of human foibles.  All innovators do. I would just challenge those young billionaires to be the masters of the universe, and not the robber barons; to be the voices and catalysts for change and good, share the power, wealth, and narratives.

You will be missed, Steve.

 

(My husband created that image in homage. Oh, and by the way, my husband is a creative, innovative Renaissance man himself. No doubt. He attributes his successes to Job’s providing him with the creative tools to build his career and avocations.)

http://blog.ted.com/2011/10/05/remembering-steve-jobs/

 

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