Five wonders… Five questions... Five things to do…
As some of you are beginning your careers as an educator or maybe some of you have been already worked in schools for a while – there are things that you may wonder or that you have questions about being a teacher or that you have ideas of things you want to do.
I know when I first started teaching I did not really think that much about how I would do things in a classroom. I was happy to get a job and I that I had to start planning my classes. I graduated in December and then started teaching at the end of January; I started teaching mid year at the change of semesters. I liked very much the high school where I would begin my career and was very excited.
Since I started teaching mid year at the change of semesters I actually had the luxury to observe the teacher that I would be replacing. So I knew for sure some things that I would not do by observing her and I knew one thing for sure that I would do. I decided I was to have a discipline classroom. I was not sure how I would do it but I knew that is what she did not have it and I was going to. I had less than two weeks to get my plans intact but whatever I planned worked.
I cannot remember back to specifics those 40 plus years ago when I first started teaching but I know I did have some wonderings; I did have lots questions and I did have ideas, lots of ideas. I was fortunate to have a principal who mentored me and allowed me to be creative and to take risks.
As you are preparing to be a teacher or if you already teaching, share in your reply to this blog post:
1. Five things you wonder about being a teacher….
2. Five questions you have about being a teacher and would like to ask current practicing teachers….
3. Five ideas, as an educator, you want to use in a classroom or in a school …
I look forward to learning your thoughts. Maybe we can get some explore your lists and get some strong responses.
Tuesday, January 17, 2012
Monday, November 21, 2011
C12TM
C12TM
In class I shared the C12TM vision of the MLEP.
The Letter C (not the letter B or the let it b) words; Changing abundant information through a Challenging Curriculum fosters Curiosity in a Caring, Creative, Collaborative, Culturally diverse, globally Connected Classroom within a Technological Media Community advocating while Cultivating teacher leadership and formed the C12TM. Therefore the vision became the C12TM acronym.
There are many such acronyms in education. Through the academic lens possibly one of the most famous is the 3Rs – Reading, wRiting and aRithmetic. (This always drove me crazy since two of the 3Rs words are incorrectly spelled.) As research reveals the creation of the 3Rs ideology was first identified in an 1825 book (The Mirror of literature, amusement, and instruction, Volume 5 edited by Thomas Byerly, John Timbs p. 75). (BTW the book is online microfiche if you want to read). It is hard for me to read because of the age of the book and the typeset - but it is a pretty interesting read). The editors share that Sir William Curtis (a member of Parliament) referenced them in a toast. But the American public became fond of them and has embraced referencing them throughout time.
When I studied and taught exercise physiology and fitness I added a 4th R “Running” to the traditional 3Rs.
Even as recent as October I reference then 3 Rs at the last MLEP advisory board meeting in October. Basing the theme for the meeting on new 3 Rs. This time the 3Rs represented the need in Middle Level Education to provide Rigor Relevance Reflection.
YAs need a school experience and curriculum that expects and provides rigor – realistic challenges and expectations.
YAs want and deserve schooling experiences and curricula that are relevant and authentic to what they know, value and can connect to.
YAs need time to reflect on what they are learning and why it is important and how to make sense of their “planned learning” experiences in school.
YAs need time for rigorous realistic relevant reflective connections to their learning experiences and to their personal lives. OK, so I added another R
Middle level educators, like all educators, also need time to reflect. The time and the need to reflect on their students, the curricula, what they are doing right, what they are not doing right, what they can do better, what they would like to change, and the educator reflection list can continue.
In this post I want your reply to this blog posting to be based on a reflection. I want you to reflect and then create your own 3 letters – any alphabet three letters - acronym that identifies as a focus for what you think, advocate and will practice in your middle level classroom. Share your three letters and then define what each letter represents and how you will implement it in your classroom and then post and reply your reflection on this blog.
In class I shared the C12TM vision of the MLEP.
The Letter C (not the letter B or the let it b) words; Changing abundant information through a Challenging Curriculum fosters Curiosity in a Caring, Creative, Collaborative, Culturally diverse, globally Connected Classroom within a Technological Media Community advocating while Cultivating teacher leadership and formed the C12TM. Therefore the vision became the C12TM acronym.
There are many such acronyms in education. Through the academic lens possibly one of the most famous is the 3Rs – Reading, wRiting and aRithmetic. (This always drove me crazy since two of the 3Rs words are incorrectly spelled.) As research reveals the creation of the 3Rs ideology was first identified in an 1825 book (The Mirror of literature, amusement, and instruction, Volume 5 edited by Thomas Byerly, John Timbs p. 75). (BTW the book is online microfiche if you want to read). It is hard for me to read because of the age of the book and the typeset - but it is a pretty interesting read). The editors share that Sir William Curtis (a member of Parliament) referenced them in a toast. But the American public became fond of them and has embraced referencing them throughout time.
When I studied and taught exercise physiology and fitness I added a 4th R “Running” to the traditional 3Rs.
Even as recent as October I reference then 3 Rs at the last MLEP advisory board meeting in October. Basing the theme for the meeting on new 3 Rs. This time the 3Rs represented the need in Middle Level Education to provide Rigor Relevance Reflection.
YAs need a school experience and curriculum that expects and provides rigor – realistic challenges and expectations.
YAs want and deserve schooling experiences and curricula that are relevant and authentic to what they know, value and can connect to.
YAs need time to reflect on what they are learning and why it is important and how to make sense of their “planned learning” experiences in school.
YAs need time for rigorous realistic relevant reflective connections to their learning experiences and to their personal lives. OK, so I added another R
Middle level educators, like all educators, also need time to reflect. The time and the need to reflect on their students, the curricula, what they are doing right, what they are not doing right, what they can do better, what they would like to change, and the educator reflection list can continue.
In this post I want your reply to this blog posting to be based on a reflection. I want you to reflect and then create your own 3 letters – any alphabet three letters - acronym that identifies as a focus for what you think, advocate and will practice in your middle level classroom. Share your three letters and then define what each letter represents and how you will implement it in your classroom and then post and reply your reflection on this blog.
Thursday, September 29, 2011
Look at the sky…. Breath in five… hold for five… release for five…. do five times a day…
In class we have discussed wondering, pondering and reflecting. Sometimes as adults we have such moments when we are driving, riding on the train, or often like I do when I am walking my dogs. If you read a couple of my previous post on this website you can read such dog walking ponders as I look for a common walking path and in the classroom ponders of a balance between rigor and high expectations and nurturing students.
Blog post #1 Part 1
In writing this blog post I am connecting the practices of wondering, pondering and reflecting as well as developing a balance in classrooms between rigor and high expectations for students and nurturing students. Both of these concepts I am relating to a previous student through his My Life in Six Songs CD lesson plan and to a quote that he sent me a couple of weeks ago.
The song he chose to write his lesson plan was the Ottis Redding song “Sitting on the doc of the bay.” Not connecting to the exact meaning of the song as written but rather the opportunity of “sittin on the doc of a bay – watching the tide roll away. Ooo, I'm just sittin' on the dock of the bay Wastin' time.” (If you are not familiar with the song I have placed at the bottom of this blog post the lyrics as well as a youtube link to the song.)
My student was advocating in his lesson plan the need for young adolescent students not to have all time in school and after school scripted and planned and that it is OK to “waste some time” and to enjoy the moment. He identifies in his lesson that, “The overall mission of this assignment is to allow YA students the opportunity to reflect on how and where they find themselves “sitting on the dock of the bay, wasting time” and why that might not be the worst use of their free time. The goal of the lesson builds community in the classroom as students come to see that their peers also find themselves “wasting time” and that thinking and reflecting alone or with a companion is a very real and human experience.”
Actually “waste some time” is something that some of us adults need to do as well., without feeling guilty. Maybe we are also too scripted with too much to do.
Blog post #1 Part 1 Response:
In your response to this blog write if you think such a practice is a good idea and if so how can you help your students “waste time” in a constructive way – a way of wondering, pondering, reflecting. Also share ways and opportunities for how you might take some time to waste – to wonder, ponder, reflect.
Blog post #1 Part 2
“Life is like riding a bicycle. To keep your balance you must keep moving.” Albert Einstein
I recently received the above quote from the student who said that when he read it he thought of me. When I asked him why this quote made him think of me he replied, “The perception and achievement of balance in life looks and feels different for us all. Your blog about walking Lizzie and Schooner certainly showed one way of seeing that balance! Also, I will never forget your comment about how important a bicycle is to young adolescents and their sense of freedom and independence. So when I read the Einstein quote, I had to share it with you.”
I have to agree with his connection of balance between rigor and high expectations for students and nurturing students to that of riding a bike. I had not yet thought about the concept but how true it is. Maybe if I had recently been riding my bike I might have thought about how the balance in riding a bike is like maintaining the classroom balance between classroom rigor and high expectations and nurturing students - but I was guided to the concept through my student. For those of you who ride a bike – you know the true sense of balance it takes to ride.
When I think about it riding a bike is possibly one of the purest examples of balance than any other activity - unless maybe riding a motorcycle – which a similar balance is needed – although a different position is needed when turning a corner [ask me about the scar on my leg from when I was riding a motorcycle with Roger R when I was in high school and my parents did not know it and then I got a really really bad burn from the exhaust pipe because I did not lean the correct way and then lied to my mom how I got the injury. (I told her a corn stalk jabbed and cut my leg). I look back now and realize my mom had to know I was lying because an exhaust burn looks nothing like a corn stalk cut.] Anyway, I digress, back to bicycle balance….
When many people learn to ride a bicycle one usually rides a tricycle first and then practices riding a bicycle with training wheels. Then after we have some experience and confidence in developing balance our training wheels come off and we are on own. We have learned to balance.
For teachers to develop classroom balance between rigor and high expectations and nurturing we need classroom experience and training wheels. Our training wheels might be the experiences we face in the classroom that allow us to develop the skills and find the necessary balance of high expectations and support or by having mentors to help us develop the balance. When we learn how to balance our classroom experiences and know how to use that balance which will vary from classroom to classroom – day to day - we have the freedom in our teaching and working with young adolescents as they have the freedom of riding their bikes down the driveway – into the street and off to a friend’s house – independent of his/her parents. A feeling of comfort in balance, adventure, confidence, and expectations of self has been acquired although maybe possibly challenged upon occasion in the future. We still fall off bikes as adults – as we may make a “mis take” or error in finding a classroom balance.
Blog post #1 Part 2 Response
So for this part of your blog response post write how you plan or currently connect and develop a balance between rigor and high expectations and nurturing for your students and the possible freedom as an educator you felt when you found such balance.
(SITTIN' ON) THE DOCK OF THE BAY http://www.youtube.com/watch?v=UCmUhYSr-e4
http://www.stlyrics.com/lyrics/topgun/sittingonthedockofthebay.htm
- written by Otis Redding and Steve Cropper
Lyrics as recorded by Otis Redding December 7, 1967, just three days before his death in a plane crash outside Madison, Wisconsin #1 for 4 weeks in 1968
Sittin' in the mornin' sun
I'll be sittin' when the evenin' come
Watching the ships roll in
And then I watch 'em roll away again, yeah
I'm sittin' on the dock of the bay
Watching the tide roll away
Ooo, I'm just sittin' on the dock of the bay
Wastin' time
I left my home in Georgia
Headed for the 'Frisco bay
'Cause I've had nothing to live for
And look like nothin's gonna come my way
So I'm just gonna sit on the dock of the bay
Watching the tide roll away
Ooo, I'm sittin' on the dock of the bay
Wastin' time
Look like nothing's gonna change
Everything still remains the same
I can't do what ten people tell me to do
So I guess I'll remain the same, yes
Sittin' here resting my bones
And this loneliness won't leave me alone
It's two thousand miles I roamed
Just to make this dock my home
Now, I'm just gonna sit at the dock of the bay
Watching the tide roll away
Oooo-wee, sittin' on the dock of the bay
Wastin' time
Blog post #2 Once other students in class have posted something on their blogs read a couple and post a reply to one.
Blog posting #3 Check out some on the advice and obstacles from some of the board members on the web site
http://web.me.com/yamwbp/Advice_4_MLEs/Welcome.html.
Compare your views on teaching and learning and the obstacles you identified to those provided on the website and then post a short paragraph in your blog.
Blog 4# Go to other educators’ blogs and explore what they are writing and sharing. Try to read at least three educator blogs. Take one of the blogs and post a reply to the blog sharing you thoughts about what was written. Start with thefischbowl.blogspot.com – there are several teachers’ blogs - on the ride side of the scroll down and you will see them
Blog post #1 Part 1
In writing this blog post I am connecting the practices of wondering, pondering and reflecting as well as developing a balance in classrooms between rigor and high expectations for students and nurturing students. Both of these concepts I am relating to a previous student through his My Life in Six Songs CD lesson plan and to a quote that he sent me a couple of weeks ago.
The song he chose to write his lesson plan was the Ottis Redding song “Sitting on the doc of the bay.” Not connecting to the exact meaning of the song as written but rather the opportunity of “sittin on the doc of a bay – watching the tide roll away. Ooo, I'm just sittin' on the dock of the bay Wastin' time.” (If you are not familiar with the song I have placed at the bottom of this blog post the lyrics as well as a youtube link to the song.)
My student was advocating in his lesson plan the need for young adolescent students not to have all time in school and after school scripted and planned and that it is OK to “waste some time” and to enjoy the moment. He identifies in his lesson that, “The overall mission of this assignment is to allow YA students the opportunity to reflect on how and where they find themselves “sitting on the dock of the bay, wasting time” and why that might not be the worst use of their free time. The goal of the lesson builds community in the classroom as students come to see that their peers also find themselves “wasting time” and that thinking and reflecting alone or with a companion is a very real and human experience.”
Actually “waste some time” is something that some of us adults need to do as well., without feeling guilty. Maybe we are also too scripted with too much to do.
Blog post #1 Part 1 Response:
In your response to this blog write if you think such a practice is a good idea and if so how can you help your students “waste time” in a constructive way – a way of wondering, pondering, reflecting. Also share ways and opportunities for how you might take some time to waste – to wonder, ponder, reflect.
Blog post #1 Part 2
“Life is like riding a bicycle. To keep your balance you must keep moving.” Albert Einstein
I recently received the above quote from the student who said that when he read it he thought of me. When I asked him why this quote made him think of me he replied, “The perception and achievement of balance in life looks and feels different for us all. Your blog about walking Lizzie and Schooner certainly showed one way of seeing that balance! Also, I will never forget your comment about how important a bicycle is to young adolescents and their sense of freedom and independence. So when I read the Einstein quote, I had to share it with you.”
I have to agree with his connection of balance between rigor and high expectations for students and nurturing students to that of riding a bike. I had not yet thought about the concept but how true it is. Maybe if I had recently been riding my bike I might have thought about how the balance in riding a bike is like maintaining the classroom balance between classroom rigor and high expectations and nurturing students - but I was guided to the concept through my student. For those of you who ride a bike – you know the true sense of balance it takes to ride.
When I think about it riding a bike is possibly one of the purest examples of balance than any other activity - unless maybe riding a motorcycle – which a similar balance is needed – although a different position is needed when turning a corner [ask me about the scar on my leg from when I was riding a motorcycle with Roger R when I was in high school and my parents did not know it and then I got a really really bad burn from the exhaust pipe because I did not lean the correct way and then lied to my mom how I got the injury. (I told her a corn stalk jabbed and cut my leg). I look back now and realize my mom had to know I was lying because an exhaust burn looks nothing like a corn stalk cut.] Anyway, I digress, back to bicycle balance….
When many people learn to ride a bicycle one usually rides a tricycle first and then practices riding a bicycle with training wheels. Then after we have some experience and confidence in developing balance our training wheels come off and we are on own. We have learned to balance.
For teachers to develop classroom balance between rigor and high expectations and nurturing we need classroom experience and training wheels. Our training wheels might be the experiences we face in the classroom that allow us to develop the skills and find the necessary balance of high expectations and support or by having mentors to help us develop the balance. When we learn how to balance our classroom experiences and know how to use that balance which will vary from classroom to classroom – day to day - we have the freedom in our teaching and working with young adolescents as they have the freedom of riding their bikes down the driveway – into the street and off to a friend’s house – independent of his/her parents. A feeling of comfort in balance, adventure, confidence, and expectations of self has been acquired although maybe possibly challenged upon occasion in the future. We still fall off bikes as adults – as we may make a “mis take” or error in finding a classroom balance.
Blog post #1 Part 2 Response
So for this part of your blog response post write how you plan or currently connect and develop a balance between rigor and high expectations and nurturing for your students and the possible freedom as an educator you felt when you found such balance.
(SITTIN' ON) THE DOCK OF THE BAY http://www.youtube.com/watch?v=UCmUhYSr-e4
http://www.stlyrics.com/lyrics/topgun/sittingonthedockofthebay.htm
- written by Otis Redding and Steve Cropper
Lyrics as recorded by Otis Redding December 7, 1967, just three days before his death in a plane crash outside Madison, Wisconsin #1 for 4 weeks in 1968
Sittin' in the mornin' sun
I'll be sittin' when the evenin' come
Watching the ships roll in
And then I watch 'em roll away again, yeah
I'm sittin' on the dock of the bay
Watching the tide roll away
Ooo, I'm just sittin' on the dock of the bay
Wastin' time
I left my home in Georgia
Headed for the 'Frisco bay
'Cause I've had nothing to live for
And look like nothin's gonna come my way
So I'm just gonna sit on the dock of the bay
Watching the tide roll away
Ooo, I'm sittin' on the dock of the bay
Wastin' time
Look like nothing's gonna change
Everything still remains the same
I can't do what ten people tell me to do
So I guess I'll remain the same, yes
Sittin' here resting my bones
And this loneliness won't leave me alone
It's two thousand miles I roamed
Just to make this dock my home
Now, I'm just gonna sit at the dock of the bay
Watching the tide roll away
Oooo-wee, sittin' on the dock of the bay
Wastin' time
Blog post #2 Once other students in class have posted something on their blogs read a couple and post a reply to one.
Blog posting #3 Check out some on the advice and obstacles from some of the board members on the web site
http://web.me.com/yamwbp/Advice_4_MLEs/Welcome.html.
Compare your views on teaching and learning and the obstacles you identified to those provided on the website and then post a short paragraph in your blog.
Blog 4# Go to other educators’ blogs and explore what they are writing and sharing. Try to read at least three educator blogs. Take one of the blogs and post a reply to the blog sharing you thoughts about what was written. Start with thefischbowl.blogspot.com – there are several teachers’ blogs - on the ride side of the scroll down and you will see them
Wednesday, June 29, 2011
A Balanced Walk
A Balanced Walk
Blog post #1
In a previous post titled "The Middle Way" I wrote about how educators try to have a balanced classroom, a middle path to nourish wisdom and while caring for and care about the success of students. It is important for educators to have compassion for students (one side of the path) and we know it is equally important to have a challenging and rigorous curriculum full of wisdom (the other side of the path), especially today with curricular and pedagogical practices where both students and teachers are assessed and evaluated. (You can read the blog post; it is the third one from the top in this blog). I frequently think about this concept as I walk my dogs.
Sometimes Lizzie pulls me on her leash one way and wants to go that direction (caring — supportive) while Schooner has no intention of going that way and is pulling his leash and me to the other direction (rigor, challenge, assessment). There are the three of us — at a stand still —with my arms stretched in both direction with little progress traveling the dog walk path.
Over the years I have had to determine a middle path to balance Lizzie and Schooner and their needs on our daily walks. In a way it is like riding a horse and having the right amount of tension and balance on the reigns so the horse can perform gracefully.
Since I wrote "The Middle Way" blog posting I have been on many many walks with my dogs; we still are working at finding a balance in our walks and I am still thinking about a balanced classroom. I have figured out some ways for more balanced dog walks. Simply I have figured out that not every dog walk needs to totally balanced.
When there is little traffic, no other dogs present and no one running to catch the train I let go of one leash giving that dog a little extra freedom to do what dogs do on a walk. Then a little later the other dog gets a loser leash and has some extra freedom to explore. Sometimes on early morning or late evening walks when there is no traffic in the alley I let go of both leashes giving both dogs at the same time creative exploratory moments. When I do this it makes my job as a dog walker a little more challenging because I have to be very alert so neither dog gets in harm's way, even though the dogs are never more than 2--3 feet away from me. When we return from the walks we are all a happier.
I guess this is what we need to do as educators; we need to know that every class, every day does not have to be totally continually balanced. We have to demonstrate both caring behaviors and behaviors of high student expectations each day in some way because in each of our classes we have a range of Lizzies and Schooners. Each student having different kinds of needs, usually not in harmony at the same time with each other. Some students pull us to one side of the path while others pull us to the other side of the path but all needing at the end of the day both compassion and rigor.
Balance in our classes is influenced from forces outside the school whether they are family situations, political demands, or district concerns. Some of these influences educators have little or no control but somehow we have to find a balance in their expectations and what is best for you students.
Since you have been thinking about and identifying your views on teaching and learning and obstacles in education reply to this blog by writing and posting a short paragraph on how your views and identified obstacles might in impact a balanced classroom. What will you do to address such demands in order to provide the right amount of balance for each student, each Lizzie and each Schooner in your class?
Blog post #2
Once other students in class have posted something on their blogs read a couple and post a reply to one.
Blog posting #3
Check out some on the advice and obstacles from some of the board members on the web site
http://web.me.com/yamwbp/Advice_4_MLEs/Welcome.html.
Compare your views on teaching and learning and the obstacles you identified to those provided on the website and then post a short paragraph in your blog.
Blog 4#
Go to other educators’ blogs and explore what they are writing and sharing. Try to read at least three educator blogs. Take one of the blogs and post a reply to the blog sharing you thoughts about what was written.
Blog post #1
In a previous post titled "The Middle Way" I wrote about how educators try to have a balanced classroom, a middle path to nourish wisdom and while caring for and care about the success of students. It is important for educators to have compassion for students (one side of the path) and we know it is equally important to have a challenging and rigorous curriculum full of wisdom (the other side of the path), especially today with curricular and pedagogical practices where both students and teachers are assessed and evaluated. (You can read the blog post; it is the third one from the top in this blog). I frequently think about this concept as I walk my dogs.
Sometimes Lizzie pulls me on her leash one way and wants to go that direction (caring — supportive) while Schooner has no intention of going that way and is pulling his leash and me to the other direction (rigor, challenge, assessment). There are the three of us — at a stand still —with my arms stretched in both direction with little progress traveling the dog walk path.
Over the years I have had to determine a middle path to balance Lizzie and Schooner and their needs on our daily walks. In a way it is like riding a horse and having the right amount of tension and balance on the reigns so the horse can perform gracefully.
Since I wrote "The Middle Way" blog posting I have been on many many walks with my dogs; we still are working at finding a balance in our walks and I am still thinking about a balanced classroom. I have figured out some ways for more balanced dog walks. Simply I have figured out that not every dog walk needs to totally balanced.
When there is little traffic, no other dogs present and no one running to catch the train I let go of one leash giving that dog a little extra freedom to do what dogs do on a walk. Then a little later the other dog gets a loser leash and has some extra freedom to explore. Sometimes on early morning or late evening walks when there is no traffic in the alley I let go of both leashes giving both dogs at the same time creative exploratory moments. When I do this it makes my job as a dog walker a little more challenging because I have to be very alert so neither dog gets in harm's way, even though the dogs are never more than 2--3 feet away from me. When we return from the walks we are all a happier.
I guess this is what we need to do as educators; we need to know that every class, every day does not have to be totally continually balanced. We have to demonstrate both caring behaviors and behaviors of high student expectations each day in some way because in each of our classes we have a range of Lizzies and Schooners. Each student having different kinds of needs, usually not in harmony at the same time with each other. Some students pull us to one side of the path while others pull us to the other side of the path but all needing at the end of the day both compassion and rigor.
Balance in our classes is influenced from forces outside the school whether they are family situations, political demands, or district concerns. Some of these influences educators have little or no control but somehow we have to find a balance in their expectations and what is best for you students.
Since you have been thinking about and identifying your views on teaching and learning and obstacles in education reply to this blog by writing and posting a short paragraph on how your views and identified obstacles might in impact a balanced classroom. What will you do to address such demands in order to provide the right amount of balance for each student, each Lizzie and each Schooner in your class?
Blog post #2
Once other students in class have posted something on their blogs read a couple and post a reply to one.
Blog posting #3
Check out some on the advice and obstacles from some of the board members on the web site
http://web.me.com/yamwbp/Advice_4_MLEs/Welcome.html.
Compare your views on teaching and learning and the obstacles you identified to those provided on the website and then post a short paragraph in your blog.
Blog 4#
Go to other educators’ blogs and explore what they are writing and sharing. Try to read at least three educator blogs. Take one of the blogs and post a reply to the blog sharing you thoughts about what was written.
Sunday, November 21, 2010
"We build the road the road builds us"
“We build the road the road builds us." Sarvodaya Shramadana
Every tradition was once new. This concept can apply to many aspects within society from families, to communities but especially in schools. There comes a time with each tradition, a time to continue to hold onto the tradition and then a time to let it go. But there are no directions or guidelines to let us know how much longer we still need to continue to hold on and there are no directions when it is time to let go.
Imagine three old traditions – three old ideas-traditions in education that you think that right now is the time to let them go. Identify them and briefly write why you think it is time to let them go.
After you have identified the old traditions in school to let go then identify three new ideas or new possible traditions in education that you think it is time to start, right now. Write why you think these three ideas are important to start now and how you might start them.
The Sarvodaya Shramadana Movement is the largest people's organization in Sri Lanka. Sarvodaya is Sanskrit for "Awakening of All' and Shramadana means to means “to donate effort” (http://www.sarvodaya.org Retrieved November 21, 2010).
Watch http://www.youtube.com/watch?v=qFQFLvOCSWs&feature=related and/or http:/ /www.youtube.com/watch?v=38Fd1g2PXLE and think of one way that with your students you can create a new tradition that a difference can be made – not just doing something for a community or organization but working with people in the community or organization. Share the idea and a possible game plan to make it work.
Imagine
Every tradition was once new. This concept can apply to many aspects within society from families, to communities but especially in schools. There comes a time with each tradition, a time to continue to hold onto the tradition and then a time to let it go. But there are no directions or guidelines to let us know how much longer we still need to continue to hold on and there are no directions when it is time to let go.
Imagine three old traditions – three old ideas-traditions in education that you think that right now is the time to let them go. Identify them and briefly write why you think it is time to let them go.
After you have identified the old traditions in school to let go then identify three new ideas or new possible traditions in education that you think it is time to start, right now. Write why you think these three ideas are important to start now and how you might start them.
The Sarvodaya Shramadana Movement is the largest people's organization in Sri Lanka. Sarvodaya is Sanskrit for "Awakening of All' and Shramadana means to means “to donate effort” (http://www.sarvodaya.org Retrieved November 21, 2010).
Watch http://www.youtube.com/watch?v=qFQFLvOCSWs&feature=related and/or http:/ /www.youtube.com/watch?v=38Fd1g2PXLE and think of one way that with your students you can create a new tradition that a difference can be made – not just doing something for a community or organization but working with people in the community or organization. Share the idea and a possible game plan to make it work.
Imagine
Monday, September 20, 2010
The middle way – the balanced classroom
Blog post #1
In life we are told it is important to know about and to travel the middle path - the middle way- a balanced life. But what is balance? What is the middle path in life? What is the middle path in life especially when educating and working with kids?
Educators nourish wisdom and promote wisdom and awareness in our students. We know it is important to care about our students and be supportive of and have compassion for them (one side of the path) and we know it is equally important to have a challenging and rigorous curriculum full of wisdom (the other side of the path) especially today with curricular and pedagogical practices where both students and teachers are assessed and evaluated.
Can educators have too much compassion and be too caring and be too supportive and not have enough rigor? Can educators have a curriculum and pedagogical practices too rigorous and challenging and have little or no compassion or student support? Can educators walk the balanced middle path of being supporting and challenging?
I was thinking about this concept and practice the other day while walking my two dogs – Lizzie who is 4.5 pounds and Schooner who is 9.5 pounds. Frequently we walk a common path and we travel the dog walk path mutually comfortable, happy and in harmony.
But sometimes Lizzie is pulling on her lease and me one way and wants to go that direction (caring – supportive) but Schooner has no intention of going that way and is pulling his lease and me the other direction (rigor, challenge, assessment). And there are the three of us – at a stand still – not being able to travel the dog walk path. So, I have to determine a middle path to balance Lizzie and Schooner and their wants and needs on our daily walks.
Educators need to balance our daily dog walks between the needs and wants of our Lizzie and Schooner. Every day is a new day with some familiar paths on our walks in our classrooms and other days there are new adventures and expectations on our walks in our classrooms. As an educator, everyday, I have to make sure the middle path with my classes and students is met as I do on my daily walks with Lizzie and Schooner seeking a middle path and a balanced walk where we are in harmony.
How do you now or how will you meet the balanced middle path of Lizzie (compassion – support – caring) and Schooner (wisdom, rigor and challenge) in your classes? How do you seek harmony between being caring and supportive and providing rigor and challenge? Please provide specific ideas and practices not generic ideas of how you provide a middle path in with your classes and with your students?
If you do not think in terms of the middle path provide your position of how you work currently or plan to work within your classes and with your students.
Blog post #2
Other educators' blogs
In your blog
Go to other educators’ websites and explore what they are doing with their blogs and some on the ideas they are sharing in their blogs.
Take three educator blog sites and write what you think is exciting and cool with what they are doing.
In life we are told it is important to know about and to travel the middle path - the middle way- a balanced life. But what is balance? What is the middle path in life? What is the middle path in life especially when educating and working with kids?
Educators nourish wisdom and promote wisdom and awareness in our students. We know it is important to care about our students and be supportive of and have compassion for them (one side of the path) and we know it is equally important to have a challenging and rigorous curriculum full of wisdom (the other side of the path) especially today with curricular and pedagogical practices where both students and teachers are assessed and evaluated.
Can educators have too much compassion and be too caring and be too supportive and not have enough rigor? Can educators have a curriculum and pedagogical practices too rigorous and challenging and have little or no compassion or student support? Can educators walk the balanced middle path of being supporting and challenging?
I was thinking about this concept and practice the other day while walking my two dogs – Lizzie who is 4.5 pounds and Schooner who is 9.5 pounds. Frequently we walk a common path and we travel the dog walk path mutually comfortable, happy and in harmony.
But sometimes Lizzie is pulling on her lease and me one way and wants to go that direction (caring – supportive) but Schooner has no intention of going that way and is pulling his lease and me the other direction (rigor, challenge, assessment). And there are the three of us – at a stand still – not being able to travel the dog walk path. So, I have to determine a middle path to balance Lizzie and Schooner and their wants and needs on our daily walks.
Educators need to balance our daily dog walks between the needs and wants of our Lizzie and Schooner. Every day is a new day with some familiar paths on our walks in our classrooms and other days there are new adventures and expectations on our walks in our classrooms. As an educator, everyday, I have to make sure the middle path with my classes and students is met as I do on my daily walks with Lizzie and Schooner seeking a middle path and a balanced walk where we are in harmony.
How do you now or how will you meet the balanced middle path of Lizzie (compassion – support – caring) and Schooner (wisdom, rigor and challenge) in your classes? How do you seek harmony between being caring and supportive and providing rigor and challenge? Please provide specific ideas and practices not generic ideas of how you provide a middle path in with your classes and with your students?
If you do not think in terms of the middle path provide your position of how you work currently or plan to work within your classes and with your students.
Blog post #2
Other educators' blogs
In your blog
Go to other educators’ websites and explore what they are doing with their blogs and some on the ideas they are sharing in their blogs.
Take three educator blog sites and write what you think is exciting and cool with what they are doing.
Wednesday, June 30, 2010
Pondering and Reflecting
Blog posting #1 - Reflect to the first time that you remember having your own first thought – not something a parent/guardian shared with you, or a sibling, or a teacher. Something that you know was your very own thought. If you are comfortable and want to share it – that would be great.
Have fun
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