Week 3- Comment 2

Jessica Kolibas wrote:

Honestly, I do not find it easy in any way, shape or form to see things they way they are. I am the one who will wonder what else is out there and what is the next best thing. I'm so aware that this is a horrible way to be, but I just haven't been able to modify it. Since losing my brother, it's almost impossible for me to feel that I can feel safe and just live. We were both 25 when he was killed. Life just, well, stops. Nothing moves from that point. It needs to and it should and it obviously has, but I'm waiting for the other shoe to drop or the other family member to leave suddenly. This book has some amazing paragraphs and then it starts talking about music, which makes me frustrated, but that's how the author compares things in life. One of the sayings I can say I utterly hate is "it is what it is." I honestly want to throw a shoe when I hear that stupid phrase. No, it doesn't have to be "it is what it is" and I'm sick of people being so "content' with their situations. I don't want to sound rude or envious, but really, is that phrase necessary? Just sounding off and ranting. I'm done now.

Ken Morris wrote:

First, I’m so sorry to hear about your brother. I can’t imagine how difficult that would be. Second, I know what you mean when the subject of music continues to come up in the book. It frustrates me too. Although I am getting more used to it and getting more out of it with each reference. The story about the musician who couldn’t make it to rehearsal made an impression on me. I don’t remember what chapter it was in but it all came back to taking responsibility for everything in your life. Even when something isn’t your fault. It sounds like a tough pill to swallow. I also have a sore spot for the saying “it is what it is.” To me that is a saying for someone who has given up on what ever is being discussed. If you ask someone a question and their response is “it is what it is,” there is a problem.

Week 3- Reading Post

I am familiar with the "the way things are" mentality as I'm sure as teachers, we all are. It is so hard to change education because of this way of thinking. I believe what is interesting is that it will have to change because technology will demand it. There is so much to be learned through the use of technology it is unreal. While YouTube has millions of videos of cats doing funny things, there is also a wealth of knowledge on there to be used. Most school districts block YouTube because of the way things are. I do see some signs of hope when I hear of school districts switching over to using Google for word processing and document creation. This allow for collaboration in a way that was not possible just a few years ago.

Currently I am part of a pilot program to implement a readers and writers workshop model into the classroom. In a way I feel like I am outside of my element and want to stick with "the way things are." I am facing that fear and going to do my best to work at this and make it happen for my district. I really do feel like I'm on the other side of the coin with this. I am learning and changing everyday. My hope is that I continue to integrate technology and successfully incorporate the readers and writers workshop model. Both will be a shift in "the way things are."

Week 3- Comment 1

Robin Larrabee wrote:

Although I understand there is universal meaning behind everything that is written, I am losing some interest in reading with so much reference to professional classical musicians. I cannot relate to changing the left and right hand movements, but I do understand the ‘one butt-cheek’ theory, for lack of a better term.

I find it interesting that he points out that as a society, we are so apt to point out mistakes and so quick to judge, but in nature there is no judgement. Now, one can refute that by Darwin’s theory but I see how it applies using parts of nature as individual societies. I am saddened to make this realization though; oftentimes, that is what we base our teaching on.

Ken Morris wrote:

Hey Robin, I understand where you're coming from in regards to the way classical musicians are weaved into the readings. I've lost track of the stories I've read and the chapter I am on. I am trying to detach from the music side of it and look at the people and their relationship and how the affect one another. One story that really stood out was the one about the musician who missed a rehearsal before a very important concert. The concept of taking responsibility and "giving the A" was really key to how it all turned out. It was meaningful.

Week 3- Free Choice: In Class Reading

I believe that certain in class reading in language arts classes should be read out loud. To keep it interesting I cast the reading parts to different students who then read the dialog as if it were a play or movie. I find this to much more engaging and a more productive way to learn the material. I especially love doing Romeo and Juliet. I try to keep the same students in the major roles through out the reading of the play. They love it and have a better understanding of what is happening when we are finished. For plays I also make sure to have them perform a scene. This way students learn by doing the performance and and other students learn by seeing the performance. There is a place for in class silent reading but everyone loves to hear a good story read out loud.

Week 2- Comment on Post 2

Shahenaz Abdelrahim wrote:

I truly love playing games with my students. I feel that it provides them with a more engaging and fun way to contribute to not only themselves, but their classmates as well. It’s such a pleasure to see my students collaborating together to make a difference. Everyone brings a unique piece to the table and it’s as if we create a puzzle. Contributing really allows for more interaction especially inside the classroom. I love the relation between contribution and ripples in a pond. One little thing can make an impact on others. The concept of leading from any chair is motivational. Too often people think that because they are not at the front or center of attention that they cannot lead. I find this to be a huge misconception. Just because you don’t have a baton or what have you, doesn’t mean you’re any less important or that you can’t make a difference. I think it’s important for us as educators to get that message across to our students. The concept of Rule Number 6 is a classic in my books. I have always been one for loosening up and not being so serious. I do believe though that there is a time and place for when we have to put our foot down and take things more seriously; however, if I was like that 24/7, then I think I would hate my job. I have found over the past few years that by me being more laid back, my students respond better. When I act silly, it gets my students attention to the point where they want to be engaged in the lesson. Plus, it allows me to enjoy my job even more.

Ken Morris wrote:

It is a fine line between serious and fun. I sometimes struggle with this because I can be too much fun where students are not as responsive when I am trying to be serious. I love the idea of using games in the classroom. I don't do it enough. It makes learning fun and offers a little friendly competition which I believe helps improve the classroom environment. More games in the classroom may lead to a less serious environment but if there are clear boundaries, students will respect that and learning will be the understood goal to achieve.

Week 2- Comment on Post

Cherie Park wrote:

Wk 2-Reading CH. 4-6

As with a musical conductor, teachers are not all knowing and never wrong. Teachers also need to be able to admit mistakes to their students. This makes them appear more human if you will. Also students feel more comfortable and willing to learn when they have a teacher who guides not leads. Students should be given the lead in the classroom to make them feel a part of the class. Peers sometimes learn better from each other and by working as a group rather than the teacher doing nothing but lecture. When you let yourself be questioned, you yourself learn how to improve. So let loose once in awhile and turn the baton over to your students. You never know what you might learn yourself.

Posted by cpark at 7:22 AM

Ken in WI said...

I agree that teachers are not all knowing. I make sure my students are aware of this on a regular basis. A lot of students expect teachers to be all knowing and not admit to mistakes. It really can change the classroom environment when both students and teachers can learn from mistakes together. It is truly an amazing thing.

December 5, 2010 11:40 AM

Week 2- Free post

This has been by far the most difficult class so far. I am going through a very difficult time in my life and it interferes with everything. I enjoy the blogs because it is an opportunity to let go of some of the tension and fear that goes along with this program, at least for me. I get anxious about a lot of the assignments but then it passes and I get it done. I sometimes don't know how but I get it done. Support comes from the inside and no other place. I am constantly afraid that I'm not going to get the work done. We all know that it is not easy. What is easy that has any value? Nothing. I am always looking for inspiration. I hope to find that in others' blog. Comment if you can connect. Ken

Week 2 Reading- Too Serious

I don't know really where to start with this post. I feel like I've lost my sense of humor somewhere between divorce and being diagnosed bipolar and ADHD. The treatment involves several medications that change me. It is really hard to describe but I feel different than I used to feel about a lot of things. For example, comedy that I used to think was funny, is no longer funny. Being serious is a person I have become but have not been able to figure out how to change it. I think that it is possible but what I have to take suppresses everything but serious. I know there are people out there who deal with this challenge. It is hard to change when there are outside conditions that cannot be controlled. I hope that comments will share other struggles that people have dealt with. I would appreciate it. I will try not to be so serious but it is difficult.

Week 1 Blog Wimba Summary

Week 1 Blog Wimba Summary

Long story long: Started with an Introduction to month 11 course, Media Asset Creation of MAC. Joe made sure that his correct contact information was dispensed.

Some of the best ways to contact Joe include email Edm613@me.com or Skype (the best way.) When someone has a question, Joe tends to reply all to the question incase other students have the same question. This happened to me when I asked a question about a “Share your Blog Here” discussion board that I couldn’t find.

Joe than went over the week 1 Wimba agenda. First was the course overview.

Joe asked which of us viewed the FSO introduction videos. I did. He also said that AR would be done this month. We are responsible for four blogs each week; one on the reading, two on others’ blogs, and one freebee on any topic. (or a Wimba summary blog if you missed the Wimba session.) The blog posts can also be a post about someone else’s free post.

Then it was course at a glance. He impressed that due dates and deadlines are very important. It is human nature that without deadlines projects can last forever. Be aware of them and focus. There is no time in month 12 to be reviewed. If you have Cycle 2 data out there getting done, cut it off but add later. That is okay.

Work for the 1^st week is due on Monday not Sunday. He moved forward to discuss the Literature review. Once it is approved, be sure to resubmit it. Again it is not a research paper. Week 2 the AR website will be due.

An additional assignment was the abstract. We need to compress AR into 120 words. It needs to be detailed and specific shorten but describe the project. Not a trailer. Should be easy and take about 20 minutes.

We are to find multiple ways to use our AR study. One way is the publishing/leadership project. Through lists of papers and publications, we need to go through and research ideas then do one blog post about the thinking out loud that occurred to present or publish. From that information then do a second blog post more specifically where A B C and why? Then collate the information into one big document about 2000 words. Create a paper, or presentation one slide for every section, with 300 words per slides. Should equal a total of 2000 words. Ten things you learn in the documents by the end of week four. Then comes the sharing the project. Month 12 you will present conferences to get credit. Everyone’s head was ready to explode.

Week 1 Comment

Tim Edinger wrote:

In this week’s reading of the first three chapters of The Art of Possibility there were many interesting things that stood out. The first chapter talked about “truths”. They used examples about how we don’t know the whole truth. We learn from our prior knowledge. Each experience gives us greater insight into what we thought we knew. For me I wonder if this is always true. I think that sometimes the more we know about our students coming into a new year, the less opportunity they may have with our preconceived thoughts about them.

For example, in the beginning of the year many of my fellow teachers look at CA-60’s as well as other documents to find out what behavior their incoming students have. They use this to create a seating chart that pairs “good” students with “bad” students. These teachers hope that the “good” students will be role models and help to curb some of the poor choices that the “bad” students had made in the past. I on the other hand, do not agree with looking at those files. I prefer to meet my students with no preconceived notion of their prior behavior. I feel that, even though I may not intend it, that I would be looking for those students to comment the same poor choices they did in prior years/classes. I feel that by not looking I am giving every student a fresh start for the year. If I start the year looking for the “good” in every student, that may be all the prior “bad” student needs to have a good year. What do you think? Should we look at prior behavior of students at the beginning of the year to find an ideal seating chart for them to succeed, or should we go in looking for the good in all students? Or, is there a way to do both? I know that if I start experiencing problems with a student in the beginning of the year, I can then go back and look at those records; and look for recommendations that may help them. What does waiting a couple of weeks hurt?

As a side note, the way the authors use stories to highlight their points makes it a very easy read. For me, reading stories allows me to make connections on a personal level, thus increase my interest and understanding.

Ken Morris Commented:

You bring up a good point. It is all theory that putting students with certain "other" students in a seating chart is going to positively affect behavior. There are differences in where students sit but nothing concrete. I don't know if there has ever been a study that offers scientific proof either way. As teachers, we do things that have not been proven at all. Some things by instinct alone. And it varies from teacher to teacher. If there is an ideal way to seat students, I would love to know what it is.

Saturday, November 27, 2010 - 04:04 PM

Week 1 Reading

After reading the section "The Universe of Possibility," I couldn't help but think about the movie "What the Bleep Do We Know?" Like the reading, this movie discussed how our lives are subject to an infinite amount of possible outcomes that we are in control of. The movie mentioned how we "create our reality" rather than us reacting to it. It is hard to imagine but if we take the simplest decisions we make, and think how those decisions lead to other decisions, we can imagine that our reality can change one decision at a time. One quote from the movie that comes to mind is this: "I wake up in the morning and I consciously create my day the way I want it to happen. Now sometimes, because my mind is examining all the things that I need to get done, it takes me a little bit to settle down and get to the point of where I'm actually intentionally creating my day. But here's the thing: When I create my day and out of nowhere little things happen that are so unexplainable, I know that they are the process or the result of my creation. And the more I do that, the more I build a neural net in my brain that I accept that that's possible. (This) gives me the power and the incentive to do it the next day." -Dr. Joe Dispenza http://www.whatthebleep.com/create/
Change your reality and create your day instead of reacting to it.

Week 1 Free Choice: Digital Freedom

Week 1 Free Choice
I believe that the lack of digital freedom does nothing to help our students. Students spend their time outside of school immersed heavily in a digital world. Facebook, texting, YouTube, Twitter are all examples of ways students interact with the world. The named are also mostly banned in schools. There are ways to incorporate all of these into the curriculum but they are not. Why? or why not? Why not create Facebook pages for learning? Why not use texting to do live interactive surveys (Polleverywhere.com)? While a site like YouTube has a lot of content for entertainment, there is a lot that can be learned from this site. Twitter also has ways of searching for information on posts that lead to other learning opportunities through articles, images or videos. When teachers start to use these tools in the curriculum, a new kind of learning will take place. Learning that students are used to.