Archive for the 'Who decides what we write about?' Category

26
Feb
17

Are you standing at the borders of mystery?

Begin mystified
begin unbelieving
___off balance
learning begins.

We learn to believe
___to accept mystery
___to stop the balancing act.

Such moments, seeds of new knowledge
___of wisdom

V  i  s  t  a  s

Are you standing at the borders of a mystery?

                                                                             by G. Hultberg

We are disillusioned. Teachers, students, and parents are disenchanted with school and schooling. Just when we are about to give up, a new book offers hope.

coverjoEnacting Adolescent Literacies across Communities: Latino/a scribes and their rites (2017) offers a hopeful vision where young scribes:

  • relate learning to their public and private communities;
  • work with teachers to demystify literature, writing, and hidden processes;
  • co-learn and co-lead in their communities to enact their literacies;
  • celebrate:
    • dialogue and discovery,
    • beauty and language,
    • deliberation and negotiation.

Joseph Rodríguez knows teachers. He knows that new and veteran teachers alike are desperate to turn this historic moment into poetry. For some it may be poetry of protest; for others meditative sonnets.

Students, too, want to lend their voices to conversations about the past and present. Who will tell their stories, if they remain silent? Teachers in Enacting Adolescent Literacies invite us to introspection and investigation of past and present lives, and of forces that shape histories.

I love how the same question surfaces in Hamilton, serving as a theme not only of the show, but of histories themselves:

Who Lives,

Who Dies,

Who Tells Your Story?

[PHOTO: composer Lin-Manuel Miranda in Hamilton] spotify:album:1kCHru7uhxBUdzkm4gzRQc

 

 

 

 

 

In Chapter 2, “Histories and Scribes at Milagros High School”, Mariano Guerra’s students, tired of “succumbing to authority in their schooling lives” and having legitimate questions go unanswered, learn to equate history with investigation and research into the “veracity of sources” and “chronicled points of view”. They move from studying Herodotus, through Mr. Guerra’s teaching as “subversive act”, to their own research as citizens whose education “questions and challenges authoritarian policies”.

The beauty of Mr. Rodriguez’s research and reporting is that it holds out hope for all such students, not merely Latino/a adolescents. Although his work focuses on school sites near El Paso, Texas, with a high percentage of Latino/a students, it invites any teacher to re-engage with the often mysterious, and inherently human, learning processes which drew us into learning and teaching in the first place.


 

Upcoming posts this week will feature a few thoughts about Mr. Rodríguez’s book in connection with my own thinking and learning.  

coverjo

Lexington Books: www.rowman.com

Mr. Rodríguez will co-direct a summer institute Tales From the Chihuahuan Desert: Borderlands Narratives.screen-shot-2017-02-26-at-1-42-31-pm

02
Dec
14

full frontal

At the first whiff of plagiarism, I am quick to launch a full frontal assault. Check the plot summary or, for my student, uncharacteristic phrase against its occurrences online; assign a zero for the assignment, request a meeting, send a parent/guardian email, deliver the offending evidence to an administrator who can track other screw-ups by the same perp.

These are all in my arsenal of responses to the Demon Plagiarism. From there it is a short walk to sending a herd of pigs off the cliff, and having the teachers-only job satisfaction of seeing a student crumple into tears as years of bad behavior are repented of, and finally wading into the water with him, emerging with faces to the sun, both knowing that Creative Commons has our allegiance forevermore, and the laws of copyright shall remain inviolate. “from this day to the ending of the world.”

But today yesterday I brought out a new weapon; a kinder gentler means by which to assert my dominance over the spirit that bedevils young writers. In my feedback to the writer I referred not once to the “P” word. I made no mention of credit. I appealed to the writer’s sense of authority, personhood, audience and purpose. [See images below of writers at my school creating and sharing their work for a variety of authentic purposes and audiences in secondary English and science, also second-grade/tenth-grade collaboration.]

Because of my recent focus on expressing “what the words do to the reader” — both in peer and teacher response to student writing as well as mentor/class texts — my vocabulary and tools have been enlarged for responding to cutting and pasting of another’s work.

my vocabulary and tools have been enlarged

Rather than corner the student with an awkward out-of-class confrontation, I took a different approach by responding just as I would to any electronically submitted draft. Instead of using the authority of our student handbook and its policy, I appealed to the authority of the reader.

➡️Will your reader know these big words?
➡️Where does the reader hear your voice?
️➡️Why should your reader be interested?
➡️Which class discussion or personal inquiry question got you thinking about exploring this topic? If the reader can see your thinking process, you might persuade her to thoughtfully consider your point of view.

Although I have slightly modified these to protect the anonymity of the writer, they differ drastically from my typical frontal assault: Is this your own work? Where did you get it? Why didn’t you cite the source? What did you think was the goal of the assignment?

All of which are mere pretenses and preamble to the often unstated Big Gun: Whatever could have possessed you to think I, all-knowing, would not recognize this as another writer’s work? You have insulted me, broken our trust, and demonstrated that you do not value the deities of the writing process (insert constellation of choice, for me Bay Area Writing Project, Penny Kittle, Kelly Gallagher, Sheridan Blau, Tom Romano, Dons Murray and Graves to infinity and beyond)?

As I often remark, I am the one doing the learning here. Because of my interest in authority in the classroom, I see this as an opportunity to wait and observe the outcome — just as I do with every other paper at this later drafting stage. By turning the focus inward, I am able to monitor my own problem-solving process, identify the place where my own ego gets in the way, and try an innovative or at least creative solution that eases the burden for the student in one way by subtly shifting it.

The student’s responsibility would have been to justify himself (his cheating behavior) to me and to his parent, at least; but now it becomes more about justifying his writing choices to his readers. If the writer is willing to assume creative control over this writing task, the finished written product will communicate a chosen purpose clearly and strongly to a specific chosen audience, which it does not yet do.

The paper will have voice and the student will exercise choice. This is my first blog entry ending with the term “Voices and Choices.”

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20
Oct
14

no bad days

Most of my blog posts are shunted to “drafts” because of incomplete thought. I hope to state up front, today, that the reality is I will not develop this one as much as I could, but rather, like each class each day, call it “good for one day”.

Like many school days, this one had ups and downs. One class saw volunteers either form committees, who set paper deadlines and established principles for fair grading practices, or prepare to model an editing conference. Another class interacted with a younger grade level class as they co-wrote stories. But along with their sparkle came some mud: some students handed in last week’s work incomplete carelessly done, or took a devil-may care attitude to free reading books or writing tasks.

My students who are usually engaged in class were distracted by SSR — sustained surreptitious reading, and those usually wrapped in personal books or reading ahead projected themselves into the class activities.
Absences of key students in pre-assigned roles meant that others shared more than they otherwise might have, while also filling a gap left by less prepared students.

Although during third and sixth periods I did not have time to share my fiction prompt by Ursula Le Guin, nor my sample attempts at her writing exercise, my students did decide on our next steps in class reading, writing, and performance.

I know that tomorrow I will hold numerous writing conferences, receive forty letters from students about their free reading books, listen to discussions of Shakespeare, Hardy, and Wilde, and wonder whether to wrest control from their hands. This, you see, is the most difficult of all decisions, for upon it depends so much.

Democratic, student-centered learning opens the door of a room that exists to serve student learning purposes. At the high school level in English this means some uncomfortable minutes spent every day as I listen to learners and wait for the processing of ideas — the second draft thought that inevitably will follow their initial draft thinking aloud. It must be an uneasy time for the students, too; today that came out effectively when mavericks spoke out in contrast to the majority, swerving the reigns of the whole cartload and helping true consensus, compromise, and accommodation to occur.

I don’t always need a refined, revised draft as a blogger. Taking you to the room I actually reside in immediately following the intertidal flood and ebb that is the end of my school day, before the effluvia settle, is not telling you how my day has gone. It is still a fresh impression on my mind; it will be hours before I can evaluate my own silences and interjections.

It was not at all a bad day.

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26
May
14

unfinished business

This has never happened before.

With at most two class meeting left at the end of the year, I have failed to reach the destinations I had assumed we desired.

There is one act of The Tempest yet be read.

There are two chapters of Tale of Two Cities still ahead.

The group action and product for a collaborative inquiry has yet to be created, though it is under way.

On the list of “completed” I am happy to say that small group book clubs and research studies did not suffer. I subordinated my own “coverage of content” goals to student goals such as the book clubs, and curating To-Read lists on Goodreads for their summer reading.

They also worked with younger students to teach them how to get onto Edmodo, and how to dance Jane Austen -style (both 21st Century skills!).

This group chose to read Pride and Prejudice, research dancing and etiquette, and teach peers and younger students to dance.

This group chose to read Pride and Prejudice, research dancing and etiquette, and teach peers and younger students to dance.

They provided me with useful feedback and their own reflections about small group and individual learning as readers, writers, and researchers; they offered suggestions for whole class book studies for themselves and future students.

I have not ever faced so blatantly the absence of alignment between my unit calendar and the actual daily learning processes that occur. I attribute the finish–like the Preakness, where my students are California Chrome and I am the pack spread out behind; or the Giro d’Italia, where they are riders out front, and I am the peleton who waits too long to put on the speed and overtake them before the finish–I attribute the finish to the surrender of control that necessarily accompanies the sharing of authority in my classroom. As I try to respond to their pacing, their needs, I adjust the pacing and mini-lessons that I had planned, adding writing conferences to generate encouraging feedback and removing burdensome requirements.

But the subtraction of certain work means re-prioritizing goals, so that I must ask myself “How important is it for their learning?”

For example, I always told them “Tale of Two Cities [whole class novel] is the dress rehearsal; your book club is the opening night.”

Diigo screen for research group

Diigo screen for research group

 

Coming into the home stretch at the end of May, we have all run the race. Our students, us; there is plenty of unfinished business on either side. I have a heap of partially operational websites and apps to either dismantle or rebuild as models of student portfolios, class blogs, glogs, and research tools.

Google Site

Google Site

But for now, I have left it all behind at the paddock.

I have to get out of the old mindset, in which I was in competition with myself against last year’s number of units, with students over whose goals merit priority treatment, or with a Platonic ideal of interpretive community. In the new mindset, my students are in the game, and I am their coach, not their opponent; their goals and my goals merge end evolve over time, but flex more by student progress achieved (Past Performances) than by distance remaining to the final furlong, toward unrealistic expectations.

What I see as unfinished business is actually an opportunity for me to practice a flexible mindset and join my students in the Winners’ Circle.

16
Apr
14

mouths of babes

A freshman doing homework after school called to me before I reached the doors to the parking lot.

“I finished reading a book and I decided I want to do a journal entry on it it. I thought about the AP journal topic you had on the board, ‘What is the most memorable moment or image in the work, and why?'”

Having been pulled in two directions last week, considering the pros and cons of an Honors English class (we offered Honors 9, 10, and 11 years ago), the beautiful audacity of the late afternoon encounter hit me between the eyes. There is always at least one student who is reaching, who picks you up like a tornado and sets you down two years in the future, where you see the class you will be teaching, and have the chance today to modify your navigation settings in order to achieve or circumvent such a destination.

Sure, this will be a great student to have sitting in the front row of my AP Eng Lit class in 2016-17. But I look past the first row (metaphorically…I don’t have rows) and see only empty seats.

My job, it would appear, is to offer so many learning opportunities over the next two years that every student stops me at the end of the day to tell me about the responses they want to write to a free reading book; ideally, all students will be excited about certain books and anxious to sign up for senior electives such as AP, Moby Dick, or Virginia Woolf. It may be that honors classes occupy a place in the future, but I don’t see a necessity in ninth grade.

I exchange a few words of encouragement with my freshman reader and writer, whose exacting questions in September about what I wanted, have transformed into reflections about what she wants. Students like this take not only ownership, but authorship of their learning.

I move through the doors and walk to my car, beginning to prepare for tomorrow.

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29
Mar
14

a revolution

Stuck. In a hard place between gamifying A Tale of Two Cities — involving students discovering things I have predetermined and solving problems I have identified and defined; or having them learn it “by wholes” — incorporating play, working on the hard parts, and treating it as the “junior version” of the real game afterward: small group book clubs.

In gamifying, I become gamemaster, a role I am quite comfortable with when it comes to Dickens novels. They chose this book, incidentally.

Sophomores.

In the other option I coach as they identify problems that defy easy definitions, offering useful feedback as they respond to the text (which a well constructed game will also do), and setting up conditions for collaborative inquiry. This approach, too, should lead to discoveries, yet I cannot know in advance what they will be.

Because the novel is set during the French Revolution, I have been thinking that revolution encompasses a good deal that might be worth inquiring about as a reader establishes connections and builds envisionments through this text.

There are so many beautiful aspects of revolution that stir me: patriotism and social change; faith, and spiritual change; education, and intellectual change. And there is that unpredictable awakening that happens in most individuals during the teen years when they rebel against conformity and distinguish themselves from others through clothes, music, art, books…looking for a subculture with which to identify.

I insist upon [the right attitude to work], because it seems to me that what becomes of civilization after this war is going to depend enormously on our being able to effect this revolution in our ideas about work. Unless we do change our whole way of thought about work, I do not think we shall ever escape from the appalling squirrel cage  of economic confusion in which we have been madly turning for the last three centuries or so, the cage in which we landed ourselves by acquiescing in a social system based upon Envy and Avarice.   From Dorothy Sayers’ post-war essay, “Why Work?” 

For a few moments they will recognize Mr. Lorry, who fights through his deadpan facade, whose bright eyes are the only unburied thing about him; Sydney Carton, who redefines his unsatisfying life by leaving it behind; and the embittered Madame Defarge, knitting in silent rebellion at first, her indignation rising until it breaks out in violence.

Possibly they will acknowledge the protests their grandparents endured or waged against the Vietnam War, similarly removed in time as Dickens was from the Revolution.

And then there is the technology revolution. Will they be moved to consider the implications, the new freedoms, the shameful abuses?

And then there is me. Stuck. Witness to a time of great education revolution, yet grudging participant in a system that still issues grades for indefinite achievements, shouts Liberty, Fraternity, Equality! for some, but not for all. As much a relic of the British Tradition (title of my little-used but proudly shelved Prentice Hall anthology) as Mr Lorry or the institution he serves, Tellson’s bank. All I need is the powdered flaxen wig.

What pulls me forth from my grave, recalls me to life, as Manette, Lucie, and Darnay are summoned to resume theirs? My freshmen, who last week devised a solution to the problem I posed. They had to evaluate “how do I know if I am finished?” with Fahrenheit 451. One group came back with a great response: “We want to read another novel to compare it with (Lord of the Flies), research some elements of both the books, and then show connections we make between the texts, ourselves, and our lives on the bulletin board with yarn [like the one up there now that the sophomores did].”

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My American Lit students are enthused about pursuing an inquiry question arising from The Scarlet Letter that will lead to research and social action: writing a bill to send to a Utah legislator who has promised to read all propositions. They became quite engaged in Pearl’s custody hearing earlier this month.

 

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No, I am not actually stuck. I am challenged and excited to help my sophomores make sense of a complex text that will yield unpredictably personal and individualized rewards. I just want to be worthy of their thinking, ingenuity, and creativity; this means practicing patience, and allowing ideas their percolating time.

Last time my students did Dickens, my goal was that they would become performers of the spoken text; they found it very helpful when I offered them a guideline that suggested what proficiency might look like, sound like. Fearful at first that they would turn a teacher-designed rubric into a pale excuse for a cause for reductive grading (conformist, aristocratic, abnegating reflection and authorship of their own learning), I was recalled to life by the students’ choice to respond individually to each other’s presentations one by one, pausing between oral interpretations to offer written feedback and encouragement in the form of blank notecards I had in my possession. Each presenter received immediate feedback on her speech from peers, who had also coached her during preparation earlier in the week and could monitor improvements. A true, meaningful recognition by peers of learning by whole, rather than teacher grading on Gradgrind-iose toadying expertise.
Students in those merry days would swap with others who became delightedly immersed in a speech; they recorded the orals as a lasting record of achievement.

The next step sophomores will take is determining whether an Essential Question is to guide their reading and inquiry, now that they have been introduced to the earliest chapters and done some learning activities. Essential questions can work very well; this is where revolution may aid us as a centering concept, but other themes could just as well take the shape of EQs and drive inquiry into this novel. Yet to be a truly responsive coach, I would be remiss not to allow students to delve fully into the love triangle that Dickens places against the backdrop of the French Revolution. For me to urge a Revolution focus would be the equivalent of attending Hamlet and advising an essay be written on the draperies masking the wings, or the fabric of the arras behind which Polonius [spoiler alert] is run through. If the teacher chooses the Essential Question he belittles the concept of democratic decisions. Better perhaps to model frequent socratic seminar questions related to daily readings, asking students to come up with their own opening seminar questions, then periodically grouping and categorizing the subjects of inquiry, watchful for any common elements that might suggest a centering concept.

About my own next step I am ambivalent. The above Tweet appeared just a week after a parent had told me about a book she was reading on grades, motivation, and Finland. I voiced an opinion about grades, homework, and standardized testing, but what I really meant was REVOLUTION. Parents, students, teachers, administrators, colleges, textbook/test publishers, and legislators all play roles in the dialogue about what good learning is. Until we reach consensus about what Dorothy Sayers calls the “absolute value” of doing hard work, the ultimate purposes for and measurements of learning will be frustrated. Last week’s #satchat gave rise to multiple possible ends of the educational project in our country: citizenship, morality, democracy, imperialism. It may be up to stakeholders in each learning community to define its outcomes. Ask essential questions: Why is it worth teaching well and learning well? What can parents do to enter into good learning? How do teachers and students reject tests that don’t measure the things that make good work valuable? How do administrators support and communicate the beliefs about learning among all constituents?

Back to my sophomores. They told me, in response to my mid-year reminder to them that class exists to serve their learning purposes, how to help coach them: 1) “force us outside our comfort zone”; 2) “do a unit where we all read exactly the same thing at the same time and pace”; and 3) “help us work on the hard parts”. That is my mandate. I will fulfill it if I have to don a flaxen wig, take up a pair of knitting needles, and direct the storming of the Bastille in “Tower” Room 209 myself.

 

 

04
Nov
13

Melodious Monday

A good Monday – (Thankfully!) – It began in second period with our Romeo and Juliet introduction to the rhythm of the sonnet which for the first time I equated to “the old soft-shoe” [“Tea for Two”]. Everyone had a hat, and choreographed her/his own Chorus Line-style moves (arms straight out; foot-kicks). Then we got down to business with a quick-write.

Later, in third period, American Lit, my Grapes of Wrath Unit really took off (the Joads are at the government camp) as “families” comprised of 2-3 smaller reading groups met and began discussing human rights. Fur flew further than off a jack-rabbit crossin’ Route 66. Then, to complete our block period, students modeled a democratic process in decision-making about how to establish criteria for journal entries. They have selected themes and essential questions pertaining to the American Dream and Order vs. Chaos, and I was somewhat surprised at how effectively today’s all-class meeting was facilitated, and at the high standards students seemed to aim at, desiring both autonomy and skills that will help them prepare for college. Good job, AmLit!

Finally, my Pride and Prejudice sophomore class split into two groups last week, based on personal preference as to pace, and today met and demonstrated almost total engagement as they shared journal entries, collaborated on vocabulary words they selected from the reading, responded to the prior reading and worked to set future goals. It is about the first time I have seen students reach for my new dictionary and thesaurus on their own. Great things are happening 🙂




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