Today was the first day since April 16 where I googled my blog. I have to admit, I did not even know the address! It has been too long. I know I should sit and force myself to write more - but where to find the time? After all, there are only 24 hours in a day.
The 2013-14 school year finished up smooth. In May and June, I had the opportunity to attend PD that was refreshing and rejuvenating to my career, professional goals, and interests. I made deeper connections with colleagues and narrowed my focus of interest.
For the first time in June, I marked diploma exams. This was something I had never done before. I had always heard how it was great professional development and, of course, a rigorous activity. Upon the advice and encouragement of a colleague, I took a leap of faith and signed up to mark.
For six days at the end of June, I marked ELA 30-2. It was fabulous - I had an inspiring table leader and interesting people at my table with common interests and goals. We made a great connection right at the start. From the training provided, I was able to assess many ideas/competencies regarding my ability as a marker and the standards I have been passing along to my own students. From marking, I realized that I have the training, from working at an Outreach school for two years, to sustain the rigor of diploma exam marking. I can not wait for January to do it again.
Currently, I am teaching ELA 30-1 at summer school. It is intense. The school day is from 8:00 to 12:00 and at home I am completing 2 to 3 hours of preparation. This is where the "Mommy Guilt" ensues. My boys are active and want to be outside playing. At times, I am struggling to fit in my work, activities, and ME time.
Persevere.
Monday, July 7, 2014
Wednesday, April 16, 2014
Student Directed Close Reading
In January, I attended a professional development session through Edmonton Regional Learning Consortium called "When Kids Can't Read: Strategies to Improve Adolescent Literacy". Upon registration, I did not realized that I had chosen a professional development opportunity that would change and inspire my teaching methodology.
I have reflected, learned, and sought out different and engaging methods of presenting curriculum to ELA students where they are engaged and the learning is meaningful. In my classes, I shy away from the rote method of completing a reading, having a guided discussion, and then providing students with reading comprehension questions. It is my belief that method is not engaging or meaningful to the students or the teacher. I have researched and experimented with close reading strategies. I originally began with Cris Tovani's I Read It, But I Don't Get It. I love her use of "sticky notes" and her ideas as they made sense to me. Students will be engaged in what they read if they find purpose, connections, and meaning. As an active reader myself, I love this strategy and use it in my own personal reading or within my book club. In the classroom, however, I found sticky notes to be a bit more challenging. The following difficulties I found with sticky notes:
- students were unclear as to what they needed to find for the sticky note - even if I had modelled it for them
- students were unaccustomed to using sticky notes and would lose them
- students wanted "questions" and did not want to re-read text
- students just did not want to annotate
In this school year, I have taught English Language Arts 10-1 and 10-2. In both streams, I have noticed that a large majority of students are unaccustomed to close reading strategies, such as the use of sticky notes, and have more classroom experience with rote reading comprehension questions. In my practice, I had to come up with a way to combine the two where it was less threatening way to have them close read with out making them feel like they were "doing something different".
In January I found the close reading practice that I had been searching for and that would be practical for my classes. The professional development session I attended through Edmonton Regional Learning Consortium called "When Kids Can't Read: Strategies to Improve Adolescent Literacy." The presenters, Kylene Beers and Robert Probst, provided discussion, professional learning, methodology, strategies, and philosophies based on their book Notice and Note: Strategies for Close Reading. Through the session Beers and Probst had facilitated both whole and small group discussion on rigor, curricular outcomes/ common core competencies, and how to engage reluctant readers to re-read text for understanding. Beers and Probst unveiled the six signposts of literature in their session. They modelled "Contrasts and Contradictions" with us again in both whole and small group activity. I cam away from the session with various ideas and strategies that I could bring back into the ELA classroom.
I made the choice to use Notice and Note close reading strategies with my ELA 10-2 class starting in the second semester. I thought that experimenting with it would be the only true test for me if it would work in my classroom. At the beginning of the semester, I used the same mentor text used in the PD session and carefully taught and modelled "Contrast and Contradictions". At first, the students did not buy into the activity. I persevered and re-introduced it with the novel study Hunter in the Dark. Previously, when I taught this novel study, I would have my students complete four sticky notes per chapter: figurative language, character development, 'This reminded me of,' and one last sticky note dependant upon the chapter. This time, rather than giving students four sticky notes per chapter, as a group we would look for any of the signposts that we could find. I began by completing a 'mind map' with all the signposts. It took sometime, and still I was met with some reluctance, but by the time we were at the mid-point of the novel, students ideas and ease with the signposts had come along and were beginning to initiate discussions, questions, and analysis within small group and whole class discussion.
Of course, I would have to model and re-explain the signposts. As much as this could seem to be reteaching, it affirmed the students knowledge and personal capabilities to trust their judgement in their reading comprehension. Once we reached Chapter Six, students were able to complete in small groups their own mind map containing all six signposts.
After completing the novel study, I asked my class their preference. Many students had began to really like uncovering signposts of literature. One student even made an electronic word document and shared it with me. This experiment has taken me down a path of teaching reading and I look forward as to how noticed and note will look in my next units and classroom assignments.
Saturday, March 1, 2014
Making the Connection: We All Have a Story to Tell
My goal in how I present curriculum and literature to my students is to show and model that we all have a story to tell and we have the ability to connect to the literature we read/study on some level. My philosophy of English Language Arts instruction is to have students connect to literature. When students/readers connect to the text, they will formulate a greater understanding of what they have read and be able to demonstrate their understanding through a reflective practice.
My first unit this semester with my ELA 10-2 class is "Adversity and Empowerment." We began this unit with some reflective writing regarding adversity or hardships. Students wrote in their Common Place Books about hardships - what a hardship is, how to cope, and, ultimately, what can be learned from a hardship. Of course, this was a pre-reading activity and many students indicated that they have never experienced a hardship. On the other hand, many had wrote about being bullied, growing up in a single parent family, or difficulties in school.
The first text of study was an excerpt of "The Diary of a Young Girl." I was surprised that many students were unfamiliar with Anne Frank but familiar with the Holocaust. I was able to activate background knowledge and provide information about Anne Frank via You Tube clips. After reading the excerpt, we discussed the ways in which we could connect to Anne Frank's diary. Some students affirmed that there is no way they could connect because:
My parents are Dutch and were born in the Netherlands. In the 1960s they immigrated to Canada. During World War II, my maternal grandparents chose to hide a Jewish family in their home similar to how Miep Gies helped to hide the Franks. I explained to my students how the Nazis occupied The Netherlands during WWII and what life would have been like at the time. In 1944, the SS started to round up Jews by searching through towns, streets, and homes. Dutch citizens who "gave up" information on Jews were somewhat rewarded with food or money. However, there were many Dutch citizens who chose another path and decided to help Jewish families at their most vulnerable. My maternal grandparents were such people. In the photo below is a pewter plate given to my grandparents in gratitude for their sacrifice.
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The Jewish family had no money or anything of value to give to show their appreciation. Instead they gave two pewter plates, a copper kettle and iron. A few days later, the SS rounded up Jews in the town my grandparents lived in and found the Jewish family my grandparents helped to hide. They were transported to the train station and later taken to Auschwitz.
These plates have become precious to my family. My grandmother had them in her home with great pride. Now my mother has them hung in her home with pride as well. They represent the strength my grandparents had in their convictions to stand up for what is right and protect the vulnerable.
As a young girl, I loved to hear and read stories. I remember one year when my grandmother visited from The Netherlands she told me of Anne Frank. She explained to me that Anne Frank was a Jewish girl and Jewish people were being captured and taken away. She explained that the Frank family hid with a home for over two years with the help of Miep Gies. The very next day, I went to the library and signed out "Diary of a Young Girl" and read it from cover to cover. Much later, after my grandmother had passed away, I was told that she had the same heroism as Miep Gies and had hid a Jewish family in her home. Since that time I have always been interested in Jewish and Holocaust stories and literature. Some of my favourites include: Night, The Book Thief, Schindler's List, Joop: A Novel of Anne Frank, Man's Search for Meaning, Sarah's Key, Milkwood to name a few.
To encourage and engage students to connect to Anne Frank, I brought these plates into school to show my class. I told them my story and my connection to Anne Frank. I explained in detail how I "bonded" with Anne Frank through her story and how her story has led me to journal. I posed this question to them: What if my grandparents or the Jewish family had written a diary of their journey through this time in our history? Or alternatively, what if Anne Frank had not? At first, some students did not respond, however, I could tell by their quiet reaction that they were reflecting upon Anne Frank and the questions I posed to them. The evidence of this was the reaction to looking closely to the plates as I walked them up and down the rows and the written responses.
One reaction of a student that stayed with me was when a student, who I later realized struggles with reading, came to me and thanked me. I had recommended The Fault in Our Stars by John Green for her to read. She read it in a week. When I asked her about it, she told me she loved it. After this class, where I had shown my plates, she came to me and thanked me again. She said, first I had recommended Green's book, then we read about Anne Frank, and then the characters in The Fault in Our Stars went to the Anne Frank House in the novel. She was so excited about this - she said: "You recommended this book... and then you taught us about Anne Frank... and then the characters went to Anne Franks' house..." I smiled and I told her - that is what it is all about: connecting. By doing that for one student, I can give myself a pat on the back for a job well done.
My first unit this semester with my ELA 10-2 class is "Adversity and Empowerment." We began this unit with some reflective writing regarding adversity or hardships. Students wrote in their Common Place Books about hardships - what a hardship is, how to cope, and, ultimately, what can be learned from a hardship. Of course, this was a pre-reading activity and many students indicated that they have never experienced a hardship. On the other hand, many had wrote about being bullied, growing up in a single parent family, or difficulties in school.
The first text of study was an excerpt of "The Diary of a Young Girl." I was surprised that many students were unfamiliar with Anne Frank but familiar with the Holocaust. I was able to activate background knowledge and provide information about Anne Frank via You Tube clips. After reading the excerpt, we discussed the ways in which we could connect to Anne Frank's diary. Some students affirmed that there is no way they could connect because:
- They have never lived in a war
- Are not a girl
- Have never been locked up for two years
- Have you ever experienced bullying? Either as the victim or observed a peer being bullied?
- Have you ever felt over powered by another individual or group?
- Have you ever felt that all your rights or belongings were taken from you?
My parents are Dutch and were born in the Netherlands. In the 1960s they immigrated to Canada. During World War II, my maternal grandparents chose to hide a Jewish family in their home similar to how Miep Gies helped to hide the Franks. I explained to my students how the Nazis occupied The Netherlands during WWII and what life would have been like at the time. In 1944, the SS started to round up Jews by searching through towns, streets, and homes. Dutch citizens who "gave up" information on Jews were somewhat rewarded with food or money. However, there were many Dutch citizens who chose another path and decided to help Jewish families at their most vulnerable. My maternal grandparents were such people. In the photo below is a pewter plate given to my grandparents in gratitude for their sacrifice.
The Jewish family had no money or anything of value to give to show their appreciation. Instead they gave two pewter plates, a copper kettle and iron. A few days later, the SS rounded up Jews in the town my grandparents lived in and found the Jewish family my grandparents helped to hide. They were transported to the train station and later taken to Auschwitz.
These plates have become precious to my family. My grandmother had them in her home with great pride. Now my mother has them hung in her home with pride as well. They represent the strength my grandparents had in their convictions to stand up for what is right and protect the vulnerable.
To encourage and engage students to connect to Anne Frank, I brought these plates into school to show my class. I told them my story and my connection to Anne Frank. I explained in detail how I "bonded" with Anne Frank through her story and how her story has led me to journal. I posed this question to them: What if my grandparents or the Jewish family had written a diary of their journey through this time in our history? Or alternatively, what if Anne Frank had not? At first, some students did not respond, however, I could tell by their quiet reaction that they were reflecting upon Anne Frank and the questions I posed to them. The evidence of this was the reaction to looking closely to the plates as I walked them up and down the rows and the written responses.
One reaction of a student that stayed with me was when a student, who I later realized struggles with reading, came to me and thanked me. I had recommended The Fault in Our Stars by John Green for her to read. She read it in a week. When I asked her about it, she told me she loved it. After this class, where I had shown my plates, she came to me and thanked me again. She said, first I had recommended Green's book, then we read about Anne Frank, and then the characters in The Fault in Our Stars went to the Anne Frank House in the novel. She was so excited about this - she said: "You recommended this book... and then you taught us about Anne Frank... and then the characters went to Anne Franks' house..." I smiled and I told her - that is what it is all about: connecting. By doing that for one student, I can give myself a pat on the back for a job well done.
Monday, February 3, 2014
Finding Strength in Vulnerability?
Finding strength in vulnerability. What does that mean?
I thought I should reflect upon the title and purpose of this blog. Last year, while attending ELAC, I had an "A-ha" moment. While listening to a key note speaker, Sean Aiken, I realized the importance of vulnerability. For many years, I had been disappointed with the direction my career had taken. I was angry, bitter, and resentful. I told myself that "leaving the profession" to heal, have my family, and be "a mom" were for noble causes and to refrain from becoming a bitter teacher.
I experienced, as many young teachers do, a professional speed bump where one feels marginalized and disrespected. The result of this is - not having a contract after years of temporary service. Instead of "pulling up my big girl underwear" and moving forward, I hid. I hid from the profession, former colleagues, and anyone who sought to encourage me to continue teaching.
Eight years later, I began to "put it out there." I start to slowly sub. I had noticed that the years away from teaching had in fact created resentment and a lack of confidence in my abilities. As I began to work more, my resentment decreased and my confidence increased. Soon, I found myself with a temporary contract covering for a teacher on a medical leave. I look back and I believe that had I not embraced subbing and "put myself out there," I would have not had this opportunity fall in my lap.
After a hiatus of nearly nine years, returning to the profession had some challenges. I soon realized the challenges of balancing three young children with a full course load of high school ELA planning and marking. I realized the changes in students, assessment, pedagogy, and the presentation of curriculum. I had to embrace being vulnerable, seek help for other colleagues, and find creative ways to balance a personal and professional life. From embracing vulnerability, I soon saw growth and confidence blossom.
Still, today, two years later, I am still on a temporary contract with the hopes of one day having my own classroom/position. However, I have come a long way in a short time. I have connected to a school community where I have made profound connections to students, staff, and the school community. I have realized and achieved some personal and professional goals, and am on my way to achieving things I had given up on five years ago. I credit this to holding fast onto a dream, putting myself out there, and flying with the opportunity to prove myself.
"Vulnerability is the most accurate measure of courage" - Brene Brown
I thought I should reflect upon the title and purpose of this blog. Last year, while attending ELAC, I had an "A-ha" moment. While listening to a key note speaker, Sean Aiken, I realized the importance of vulnerability. For many years, I had been disappointed with the direction my career had taken. I was angry, bitter, and resentful. I told myself that "leaving the profession" to heal, have my family, and be "a mom" were for noble causes and to refrain from becoming a bitter teacher.
I experienced, as many young teachers do, a professional speed bump where one feels marginalized and disrespected. The result of this is - not having a contract after years of temporary service. Instead of "pulling up my big girl underwear" and moving forward, I hid. I hid from the profession, former colleagues, and anyone who sought to encourage me to continue teaching.
Eight years later, I began to "put it out there." I start to slowly sub. I had noticed that the years away from teaching had in fact created resentment and a lack of confidence in my abilities. As I began to work more, my resentment decreased and my confidence increased. Soon, I found myself with a temporary contract covering for a teacher on a medical leave. I look back and I believe that had I not embraced subbing and "put myself out there," I would have not had this opportunity fall in my lap.
After a hiatus of nearly nine years, returning to the profession had some challenges. I soon realized the challenges of balancing three young children with a full course load of high school ELA planning and marking. I realized the changes in students, assessment, pedagogy, and the presentation of curriculum. I had to embrace being vulnerable, seek help for other colleagues, and find creative ways to balance a personal and professional life. From embracing vulnerability, I soon saw growth and confidence blossom.
Still, today, two years later, I am still on a temporary contract with the hopes of one day having my own classroom/position. However, I have come a long way in a short time. I have connected to a school community where I have made profound connections to students, staff, and the school community. I have realized and achieved some personal and professional goals, and am on my way to achieving things I had given up on five years ago. I credit this to holding fast onto a dream, putting myself out there, and flying with the opportunity to prove myself.
"Vulnerability is the most accurate measure of courage" - Brene Brown
Thursday, January 2, 2014
My 2014 Resolution
I have been on the blogging fence for a while. I have argued the pros, the cons, and the "well.. maybe" and the "never". However, I have always been intrigued by the aspect of blogging for many reasons.
1. I have a lot to say;
2. As an educator, I should/need blog for professional reasons;
3. I love to write, learn, reflect.
4. Suffer from anxiety
5. Mindful of what others might think
I began blogging professionally last year for a professional development activity I was involved in. Even then, I was anxious about the quality of my posts. The "perfectionist" English teacher always reigned me (along with the negative self talk) in and made blogging seem like an chore.
This school year I attended a PD inservice where I created and started a blog for my professional portfolio. Because I am a temporary contract, showcasing my strengths/abilities, career highlights, and pedagogical knowledge keeps me competitive or gives me an edge. Once I took the leap - I found that I enjoyed the blogging experience and found value in writing posts. I let go of the perfectionism and the negative self talk.
I was finding that my blog - kept me restricted. There were times I wanted to blog about life, books I read, and non education things... So, with some careful consideration, I decide to put myself out there...
1. I have a lot to say;
2. As an educator, I should/need blog for professional reasons;
3. I love to write, learn, reflect.
4. Suffer from anxiety
5. Mindful of what others might think
I began blogging professionally last year for a professional development activity I was involved in. Even then, I was anxious about the quality of my posts. The "perfectionist" English teacher always reigned me (along with the negative self talk) in and made blogging seem like an chore.
This school year I attended a PD inservice where I created and started a blog for my professional portfolio. Because I am a temporary contract, showcasing my strengths/abilities, career highlights, and pedagogical knowledge keeps me competitive or gives me an edge. Once I took the leap - I found that I enjoyed the blogging experience and found value in writing posts. I let go of the perfectionism and the negative self talk.
I was finding that my blog - kept me restricted. There were times I wanted to blog about life, books I read, and non education things... So, with some careful consideration, I decide to put myself out there...
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