The Start of Something Big

          It all started with a book. Thirteen Reasons Why by Jay Asher to be exact. Many of you I know have read it already, or it is sitting on your shelf on your to read soon shelf. The novel deeply moved me, and I fell in love with Jay Asher as an author. So naturally I picked up his second book The Future of Us, which he co-authored. I knew right away it was something my students would love to read! I thought I could introduce it as a read aloud with my new English students. Then I finished the novel and realized there were some things that I could not read aloud in class of eighth graders. The only problem was that I had already promised to start a read aloud. Naturally I began to panic, hoping to find another book to read to my students.

          A few days later I settled on War Horse by Michael Morpurgo. Of course most people know that horses are one of my favorite subjects. Still after reading the novel, I felt there was something the students could gain from having listened to it.

          At first, the students were dead set against it. They weren’t interested in a novel about a horse, even if it was during WWI. Still, I wasn’t about to give up. I contacted other teachers and asked to borrow a harness collar and bridle. I contacted a friend to borrow an English saddle and bridle. Then I brought all of that leather and metal into class. About seventy percent of the class melted.

          Many of my students had never seen a horse up close, let alone touched and held the equipment used for horses. Like many people do, they enjoyed the opportunity to do something different. Suddenly horses were not so abstract. Now many of them looked forward to hearing the next installment of Joey’s story. (I just want to add that the book is fast paced and short. It does not give the reader a chance to wish for something else to happen, because often in the next chapter everything changes again.)

          I had expected my hands on lesson of horses to add interest into the novel. I did not expect to have students asking me every day if they would get a chance to see horses up close and personal. After receiving requests from several students, I made up my mind. I was going to get those who were interested up close and personal with some horses.

          I had several ideas all at once, but none of them were ideal. Then I was having a conversation with my best friend and she mentioned that she had started riding her horse to get him in shape for Equifest (a festival held every year in Wichita to celebrate horses from all over). The last seven years I have gone to Equifest to watch my friend ride, and I know it is an amazing and educational experience.

          After I was done talking to her, I had a new goal. Not only would I get my students up close and personal with horses, but I would take them to Equifest. There were three major obstacles in my way: time, transportation and money.

          The first was solved by requiring students to give up a lunch (to learn horse etiquette) and one Saturday (to go to Equifest). By doing this, my CT and I avoided taking those students who simply wanted to go to get out of school. It also meant that we did not have to take every student, because they were not missing school.

          My second problem was solved by two teachers volunteering to drive students, since we could not get a bus (my CT was one of the volunteers). Still that left the money aspect. Tickets for adults (12+ years) is typically $15.

          So, being determined, I called the Kansas Horse Council who is responsible for putting the event on every year. They directed me to the man in charge of overseeing the event. I called him, and he asked me to send him an e-mail with all of the details.

          I was very honest with him. I told him that my students could not afford the ticket prices on such short notice, and in order to get them there I would have to pay the ticket price out of my pocket (Oh, yes! I was willing to do that!). He later replied that he would give me student tickets for free and teacher tickets for half price. I was elated!!!!!

          So on February 12, my CT and I took our kids to Equifest. It amazing to share a part of my world with them. I lost count of how many times I was thanked and told that it was the best field trip ever. I wish I could plaster pictures of their smiling faces all over for the world to see. I had seven students who were able to go in the end, three of whom I never expected to want to. They all learned so much that day and were able to even see the Calvary unit of Fort Riley in action in the arena. In addition to that they learned about other horse breeds, were able to brush my friend’s horse, and got to mingle with the rest of the horses.

          I never thought that a novel would be able to motivate me so much. I hope everyone gets a chance to fight for something and win it in the name of helping their students. It truly is a rewarding and amazing experience.

Winning Respect

           

 Who doesn’t hope that their students “like” them? I don’t mean in the sense of buddy, buddy, but rather that they enjoy learning from you. Now this is not a requirement, but it makes things more enjoyable for everyone. Now, when a student decides they dislike you, then you must learn to move on. But what if it goes beyond dislike? What if they don’t respect you either?

         

   This is exactly what my problem was starting my first day back. I had a young lady decide that : 1. She did not like me. 2. She therefore would respect none of my decisions. However, I made a decision that day too: I would do all I could to make a connection with this young lady. So it became a battle between us. Every day she was determined to show disrespect, and I in turn was determined to show her every respect that I could. Still in the back of my mind I was waiting for that moment to strike her disrespect down with a single blow. All I needed was one connection.

         

   Everyday I read aloud to the class (currently we are reading War Horse, which is going quite well with the majority of the students). And soon after school started, my students wrote a six paragraph essay (rough draft) about a common teenage problem of their choice. This young lady was very proud of her paper and asked my CT ever day if she could read it aloud to the class. My CT’s response was always the same “If we have time at the end of class, then you can read your paper.” (It’s okay, you can laugh. What teacher has extra time with assessments on the horizon?) Well, after three days of the young lady asking to read but not having enough time to do so, I began to brainstorm…. Finally a solution came to me! What if I let her read her paper aloud, during the time I set aside to read War Horse? Wouldn’t that show her how much I cared about her as a student, despite her obvious distaste for me?

        

    So the next day, before class, I asked my CT if that would be okay with her. She of course was all for me trying to connect with this young lady. So I asked this young lady if she would like to read her paper, instead of me reading War Horse. I wish you could have seen the smile on her face! And let me say that her paper was quite moving and well written (no one wanted to read their paper after her performance, though we did give them the opportunity to do so).

          

  I thought I had found the chink in her armor, and had finished the battle of respect and disrespect once and for all. But that would have been too easy. Her wall was thicker than I had anticipated, but my actions had weakened it.

        

    So I went back to scheming, trying desperately to knock the wall down for good this time.

          

  Then I began my poetry unit (this Monday), and included Ellen Hopkins on my list of important poets. (Guess who loves Ellen Hopkins? Yes me, but think harder….) Yes, my young lady also loves her work. We even had a conversation about our favorite books. Mine was not one she had read or could get her hands on (our library does not carry her books). I told her I would bring my personal copy to school for her to check-out.

           

The next day I brought the book, ready to give it to her, but my young lady was absent from school. The following day I brought the book back and told her she could check it out from me. She gave me a hug in return for my sharing of my treasure!

         

   Ha! I have broken the wall at last! I thought.

           

 But ten minutes later she was back to her old tricks.

          

  So my question is: How do you show a student that you can, and earn their respect at the same time?

          

  Today will be the first day after I gave her the book, and I am still hoping that maybe, just maybe, I have broken down a larger part of her wall.

Finding Life (Genre Reflection #2)

Clock hands ticking slowly on the white wall

Pencils dragging across lined paper

Feet shuffling impatiently against white tile

Students struggling to find ideas

Teacher pacing up and down the aisles

Everyone counting down until the end of the hour

New ideas surface

Technology integrated

Pizzazz added

Lessons differentiated

Clock hands ticking silently

Pencils lying forgotten on desks

Feet moving in small herds

Students struggling to find more time

Teacher listening and discussing with students

Everyone making plans for next class

Life breathing in an once empty shell

Please Get Some Practice First!

Note: All names are pseudonyms.  

          Something I took away from our Burke reading this week, that I had not thought of before; reading different genres is not enough! Students need to write in those genres too! I mean sure, I knew that students needed to vary their writing; low stakes, high stakes, research, narrative, essay. However, I never thought of other writing types those writings that we come across in the working and/or college environment.

          When students begin to apply for college, they will find themselves looking at a plethora of brochures and catalogs. Why stop at having students become familiar with reading these particular kinds of texts? Would it not be beneficial for students to write their own brochures and catalogs? I think that it would be. Giving students the opportunity (that’s right, opportunity not assignment) to create their own brochures and catalogs. But why stop there? Let’s make it a class competition as well!

          Think about it. Let’s say you are in a senior in high school, who gets only two college visits. If you are torn between three schools evenly, then what will help you decide which two to visit? Chances are, if you are truly neutral, that your decision will be majorly influenced by the colleges’ brochures, catalogs, and websites. So in a way, many brochures are in a competition with other brochures featuring a similar product. Make the kids feel this, show them the tricks to catching a reader’s eye and keeping their attention! Teach them about audience and different advertising strategies! Make them see what really sells the product well. Don’t just hand them a blank copy of a brochure and say “Please make a creative brochure over your favorite young adult novel.” No! Instead have them use their brochure to prove to the class why their book should be the next class novel! The majority vote will win, and you will have introduced the class to at least a one, if not more, young adult novel they have never seen.

          In other words, take seriously what Burke said. It will never be enough to know how a textual genre works. Students must also know how to write in those genres as well! Think of your best writing style. Why is it your best? I would guess that the answer has something to do with the fact that you practice it more. Am I right? Why make one trick ponies out of students? Do we really want to send students off to college only knowing how to write narratives, research, and essay papers? Or do we want our students to truly enter the world as writers?

          For those of you still against me, please allow one more chance to convince you. Think of the last time you took your car to the mechanic, no matter what the reason. I’m sure you were worried about your car and how long it would be in the shop. After all, we all depend on our cars for many things. What if the mechanic told you not to worry? Not because he or she had lots of experience, no because he or she had a teacher who explained once how to properly complete a break job. How would you feel then? Would your confidence in getting your car back in the proper condition go up or down? If we expect our mechanics and other professionals to practice their skills, then why do we not always expect our kids to dabble in the different writing genres we expose them to?

         

         

Touching My Dreams

         I knew I was going to enjoy the KATE conference. I just did not realize how inspiring it would be, and I am not just talking about the keynote speakers either. There was just something about learning amongst actual English teachers or professors that was truly amazing. It made me realize just how close my dreams really are.

          I thought, honestly, that Jay Asher would be the most inspiring keynote speaker, for me. I love his book, and I was so excited to hear from someone who is currently living another one of my dreams. Having not read Clare Vanderpool’s book yet ( I do intend on reading it when time allows. Ha. Ha.), I was not sure what to expect. I knew she would be an interesting speaker, but I had not come to love her through her words yet. I felt as though I knew something about Jay Asher, just from reading his novel. The same could not be said for Clare Vanderpool. So I assumed (and we all know it’s bad to assume) that Jay Asher would be the most inspiring.

          Then I heard Clare Vanderpool speak, and I felt like she was the one living my dream. She understood what it is like to be from Kansas and be a force in the literary world (a dream of mine). Goosebumps ran up my arms as she continued to speak. Every passing second my dreams of becoming a published author began to slide into better focus. I realized that it was time for me to really concentrate hard on the ending process. I can get over the rejection letters. I have received many of those (10), but it’s so hard to find time and dedicate it to searching for an agent or publisher. It’s nice to know that it’s a process that is possible to get through with enough determination and work. So while I did not come to love Clare Vanderpool through her written words, I did come to love her through her spoken ones.

          Survivalism 101 and Creating and Fostering Student and Teacher Creativity were two of my favorite sessions, because I learned many strategies I could use for my future classroom. In Survivalism 101, I learned great ways to stay organized. Most of this included color coding as many things as possible. While this may see a bit much, think about your CT’s desk. Wouldn’t it be so much easier to digest if it was color coded? Point made.  In Creating and Fostering Student and Teacher Creativity, I learned how to make things, such as vocabulary words, more interactive with students. This includes using or creating songs, acting motions, or simply giving students a chance to be creative.  Of course it helped that I have a few memories of using these strategies in my own learning career. For example I learned the quadratic formula by signing it to “Pop Goes the Weasel” in tenth grade. To this day, I still remember the words to the song. “x equals negative b, plus or minus radical, b squared minus four a c, all over two a.” So I know from firsthand experience that strategies such as these, if used appropriately, can really stick with a student for life.

          I met a few current English teachers from various schools, in a breakout session about a Write Source. From here I gathered different ideas about how teachers viewed the software (internet environment). Talking to a few of them, I realized that not all of them were open to technology. This reminded me that as an incoming teacher, I have something not all teachers have; an open mind. Which means it is up to me to communicate effectively with all teachers without stepping on too many toes. While I did not spend a lot of time networking, I received e-mails from many of the presenters who were teachers. This is obviously a resource I can use in my future to help me with any of my struggles or ideas.

          I would have loved to have a YAL book talk session. In this, everyone would have to come with book they would like to share with the group. I think this would be a great way to find new reads that students love as well. Of course that would take extra planning, but I think it would be worth it for everyone involved. Having students share some of their favorite YAL books would be another way to do the same thing (expose teachers to new books that students actually respond well to). It can be hard to remember that just because a book is interesting to us, that might not be the case for our students.

          I loved the conference, and I hope to keep attending! There were so many great things to learn and share with others!

Finding Socks

Okay, I was hoping to get some feedback about this poem...but I have not know where to put it to get some. So I thought maybe someone would see this on my blog and comment.  Hint: (There are two poems in one, idea I got from Ellen Hopkins).

Finding Socks

Standing            apart under the moonlight,
                             eyes closed.
Wondering         why neither of us could be him.
Hoping                that between us we might create him again.
Nothing              came but the emptiness, the nothingness of life without him.
                             Eyes opened,
Feeling                comfort where there had once been distance.
Realizing             neither of us are him, but somehow
Uncovering        his presence between us.
Discovering        a bridge under water, hidden but
Connecting        our distant shores.
Uniting               first through him, then only through his memory.
                            Eyes closed,
Finding               ourselves in one another.

Writing in a Low Cooker

Note: All names are pseudonyms.  

          How many times did you fall off your bike the first time you tried to ride? Two, three, five, or maybe more like twenty? Was someone teaching you to ride? Did he or she tell you how to correct your mistakes? My guess is yes.  But what did you do after that first lesson? Did you come back two weeks later and try again? Or did you go out the very next day? There is a saying “that practice makes perfect.” I argue that it should be worded as “regular practice makes perfect”.  Now you are probably wondering why I am talking about bike riding in a blog about teaching English, well the two subjects are not as different as they first seem.  More specifically I intend to use my “regular practice makes perfect” argument for use in writing.

          Hands up high, how many of you have heard of low stakes writing? Okay, hands down. One more time, hands up high, how many of you have seen low stakes writing used regularly in your CT’s classroom? Okay, hands down. While I don’t know how you answered those questions, I do know how I did. Both hands up high, and then both down low. I do know what low stakes writing is, but I have not seen it implemented regularly in my CT’s classroom.

          First, for those of you who do not know, I will share the definition of low stakes writing with you. Low stakes writing is writing which is either not graded or holds little weight.

          Okay, now some of you are getting a little excited, good or bad. Why would a teacher want to use ungraded writing? To quote Margot Soven, in Teaching Writing: in Middle and Secondary Schools, “students will tolerate criticism when they believe that they are writing for a teacher who cares about them” (114).  In other words, students must build a bond with a teacher in order to accept the criticism and praise a teacher is giving him or her. How do students build a bond with their teacher, other than connections possibly made during teaching time or throughout the school day? Soven has an opinion on this as well. Low stakes writing gives students and teachers a chance to establish a dialogue with one another without either of the parties worrying about what grade the writing will/should receive (114). In sum, low stakes writing can open up the connection, between students and teachers, necessary for students to “tolerate criticism”.

          Now there are many ways a teacher can bring low stakes writing into the classroom. My personal preference is the use of daily journals. In these journals students can respond to different things; answer questions teachers pose, free write, write poetry, or do whatever else comes to mind. Teachers can then respond to these journals daily, weekly, monthly, or any other time frame that works both with the students and with the teacher. Besides the typical journal most of us think about, where teachers pose questions students answer, there is another journal type to consider; the dialogue journal. The dialogue journal is a journal where students write letters to their teachers discussing questions, problems, assignments, books, or writing. The teacher then responds to these questions by writing a letter within the students’ journals addressed to the students. This is a great way to consider opening up communication between teachers and students, in my opinion.

          In addition to opening up lines of communication and creating connections, low stakes writing is practice! This is my point to begin with, daily writing, is daily practice of writing. But in the form of low stakes writing, this daily practice of writing is not overwhelming. Students and teachers are focused on the writing, not the grade! So while low stakes writing may not have much of an impact on a student grades, it can do nothing but improve student writing. Is that not the goal? Do we not as English teachers want our students to be wonderful writers? Of course, but are wonderful writers created in limited practice provided by use of essays, or other major writing practice?  My opinion is that they are not. The best way to learn and perfect skills is through regular practice.