I became interested in my topic years ago when I figured out middle school kids somehow got into poetry when I gave them some. I think I also got really interested when the kids I gave it to years ago moaned and groaned, etc. and said, "Poetry is stupid. It's only for the smart kids. I hate it. I don't get it. It's crazy writing no one understands. Don't even get me started on Shakespeare!" I was so sad to hear this, considering my totally harmless but nonetheless unhealthy obsession with some specific poets (Poe, Kerouac, Ginsberg, Hughes, Dickinson, Whitman).
I thought maybe if I showed them what I liked about the poets, they could develop the same if not even more unsettling obsession with them, too! I thought, like many others, that music and poetry were the same, one with, one without music behind it. That alone seemed like my easy way in---hook them with stuff they already do and slip in the stuff I do, which they would totally enjoy if they'd just relax about it for a second. (This could easily be said of the entire USA though.)
In regards to the "skills" population of kids, I became super interested in what they had to say because though I may have already taught the same poem 2, 3, or 4 times in the same day, when those guys read it, I had to reread and pause during our discussions several more times than in my other classes. This is SO not to say that my other classes didn't think critically or in an outstanding way with the poetry---they often did. But, more times than not, the class that sent me for a complete loop was the team-taught, "skills" class.
When a kid asked me to rotate a piece of Picasso's art on the overhead 90 degrees, "just to see what happens", I became over-interested in researching what all these ocurrances had to do with one another: what's up with the lower-level reading kids making crazy brilliant statements, observations, and guesses (or..."inferences"...or whatever the professional term may be) at poetry I thought I really had a handle on. One year, I had a kid explicate a poem for me that I had to do for a grad school assignment (He knew way more about the black death and the song "ring around the rosie" was in the poem a few times---he had to teach me what they had to do with one another and I took notes!). I totally got an A on the assignment (yes, I told the teacher and handed in my OWN work...don't freak out!). But I did get an A and I think the kid's help is the reason.
So...I love poetry. I love to teach. I love to teach the "skills" kids who think so far out of the box, they wouldn't know what to do with the box if it knocked them over (ahem...CSAP---hello!?) with a hammer....and I love to learn from my kids (selfishly, but, hey)....so I am finally wondering how that happens, I guess....how's that for short and to the point!? Ha! (I think of the blog as a place to draft....Now...how the heck do I put this in some sort of professional, concise manner??? Ha!)
Tuesday, September 25, 2007
Tuesday, September 18, 2007
my question
so....we figured out that if we broke down (not HAVE a breakdown) the conference's deadline draft into parts, blogging once a week on each part would take us to the next meeting! thanks stacey for figuring that out! what an easy way to force me to a.) blog and b.) get this deadline draft underway.....very cool.
my question is: why do the "skills" kids excel at reading when reading poetry when these are the kids labelled "poor readers"?
what i think i'll do with this is make it the core of my presentation, but not really answer it exactly. (tell me what you think...?) i think it will be my motivation and ultimately what causes me to reflect and review what steps i take at school to prepare the kids for the third quarter poetry unit. i do the same prep with all my classes, but i think i may do more "coaching" or motivating with my "skills" kids in my team-taught class.
i need to review what lessons i have used in the past. i need to review the interview i emailed my teaching partner for the class in question. i need to maybe think about things i tell my classes about the ways they learn and think that may be motivating them somehow.
i have a hunch that by telling the kids what i see them doing, i connect with them because i get the feeling that they're saying "hey, she gets it...she gets me" somehow? sounds a little cheesy at this stage....i'll keep working on it though.....
so, even though i still have pretty much the same question i had in the summer, i think i will be taking a different path towards answering it---i think using research is good, but i think i will use the things i do already to attempt an answer....hmmmm.....
my question is: why do the "skills" kids excel at reading when reading poetry when these are the kids labelled "poor readers"?
what i think i'll do with this is make it the core of my presentation, but not really answer it exactly. (tell me what you think...?) i think it will be my motivation and ultimately what causes me to reflect and review what steps i take at school to prepare the kids for the third quarter poetry unit. i do the same prep with all my classes, but i think i may do more "coaching" or motivating with my "skills" kids in my team-taught class.
i need to review what lessons i have used in the past. i need to review the interview i emailed my teaching partner for the class in question. i need to maybe think about things i tell my classes about the ways they learn and think that may be motivating them somehow.
i have a hunch that by telling the kids what i see them doing, i connect with them because i get the feeling that they're saying "hey, she gets it...she gets me" somehow? sounds a little cheesy at this stage....i'll keep working on it though.....
so, even though i still have pretty much the same question i had in the summer, i think i will be taking a different path towards answering it---i think using research is good, but i think i will use the things i do already to attempt an answer....hmmmm.....
Saturday, September 15, 2007
No. I wasn't kidnapped---just busy!!!
so far, i've just been spending my time reading and getting to know my own students. i am ready to focus on data collection right about now, though, according to my timeline, i should be pretty much done with that now. woops. ha!
i have to admit i am just loving my students this year. i have laughed so much already. i've laughed to the point where i am hunched over and have to take a pause. selfishly, this has been my complete focus so far this year. i used to have that a lot, and last year, i got that maybe once or twice, but not often. i am adjusting to my district's new curriculum maps, our school's crazy pace in first quarter, and my getting up with an alarm again.
luckily, i team teach with a brilliant special ed professional who is always an advocate for the kids. i am learning a lot from her this year, like i used to be able to do, since the kids enjoy being there and are not a problem, rather a partner in class. my team teacher for our skills class is also a part time "instructional coach" for our building, which is another crazy district-mandated, (though not clearly defined), position where she can share her research and experience with the rest of the staff. basically, it frees up some of her day to help the rest of us improve our own teaching, since we rarely are able to do so alone.
so, this week, she taught my first two sections, modeling a new way of reading text as a group. for my last two sections of the day, i tried it and she watched me. every class loved it! i was also free to watch our team-taught class try it and scribe the events of that section. so i hope this is useful info/data for my research, too. i am pretty sure it is. i just need to go through it and maybe categorize it or match it to some of the things i am reading about special ed kids and reading/poetry/self-efficacy, etc....i think the more organic model of team-teaching will help me with my research, too. we are modifying the other district-mandated way of teaching our classes and visiting with the computerized reading program less this year, only to use it as a starting point, supporting it with what we know works with our kids.
so, i am having a killer year so far and am refreshed by that. i laugh every day, which is something i missed so dearly last year (kids last year were largely neglected, mistreated, misbehaved, missing skills, and lost....sad, sad, sad). i am excited to include research and data collection into my classes this year. the kids this year have positive intentions and will try in earnest, i think, to aide my research.
so, inquiry group, i think i just maybe need to bounce ideas off of you and, again, just hear what you would do as far as data collection---maybe brainstorm some more so that i can try all sorts of new, crazy things in my classroom!!! i think i lost momentum and your ideas and energy should push me right back into research mode! i look forward to hearing what you're up to and telling you what i find out. oh---one concern i have is that our poetry unit (isolated unit, though i throw poetry in class all year long) won't start this year until third quarter, which does NOT cooperate with the CSUWP conference, so i may need your ideas about THAT! thanks ahead of time! :)
i have to admit i am just loving my students this year. i have laughed so much already. i've laughed to the point where i am hunched over and have to take a pause. selfishly, this has been my complete focus so far this year. i used to have that a lot, and last year, i got that maybe once or twice, but not often. i am adjusting to my district's new curriculum maps, our school's crazy pace in first quarter, and my getting up with an alarm again.
luckily, i team teach with a brilliant special ed professional who is always an advocate for the kids. i am learning a lot from her this year, like i used to be able to do, since the kids enjoy being there and are not a problem, rather a partner in class. my team teacher for our skills class is also a part time "instructional coach" for our building, which is another crazy district-mandated, (though not clearly defined), position where she can share her research and experience with the rest of the staff. basically, it frees up some of her day to help the rest of us improve our own teaching, since we rarely are able to do so alone.
so, this week, she taught my first two sections, modeling a new way of reading text as a group. for my last two sections of the day, i tried it and she watched me. every class loved it! i was also free to watch our team-taught class try it and scribe the events of that section. so i hope this is useful info/data for my research, too. i am pretty sure it is. i just need to go through it and maybe categorize it or match it to some of the things i am reading about special ed kids and reading/poetry/self-efficacy, etc....i think the more organic model of team-teaching will help me with my research, too. we are modifying the other district-mandated way of teaching our classes and visiting with the computerized reading program less this year, only to use it as a starting point, supporting it with what we know works with our kids.
so, i am having a killer year so far and am refreshed by that. i laugh every day, which is something i missed so dearly last year (kids last year were largely neglected, mistreated, misbehaved, missing skills, and lost....sad, sad, sad). i am excited to include research and data collection into my classes this year. the kids this year have positive intentions and will try in earnest, i think, to aide my research.
so, inquiry group, i think i just maybe need to bounce ideas off of you and, again, just hear what you would do as far as data collection---maybe brainstorm some more so that i can try all sorts of new, crazy things in my classroom!!! i think i lost momentum and your ideas and energy should push me right back into research mode! i look forward to hearing what you're up to and telling you what i find out. oh---one concern i have is that our poetry unit (isolated unit, though i throw poetry in class all year long) won't start this year until third quarter, which does NOT cooperate with the CSUWP conference, so i may need your ideas about THAT! thanks ahead of time! :)
Thursday, July 5, 2007
morning page 7/3
7/3/07 Morning Page
Think of your future demo (CSUWP conference) from the perspective of an audience member…thoughts, impressions, disappointments, questions….
I’ve been thinking about this topic for a while since I’ve started researching. I wonder if someone in special ed would think, “Does she think she’s just discovered something totally new? We’ve known that for years. Who does she think she is?” I wonder if someone who teaches middle school English would think, “No way am I teaching that! The kids don’t need that poetry! I hated poetry and I skip teaching it every year. I’d rather teach something else that I’m passionate about. Who does she think she is?”
I’d want to know of other areas or subjects where this research was applicable. Does my research easily translate into the art classroom? Science? How would this maybe help a History teacher?
Ideally, I’d like an audience member to say, “Wow! This is interesting brain research or research about the ways our students think. I bet that would help me with ___________ in my class! This presenter should be Miss America. I will do my part to vote for her.” But I’m just not sure my demo will have quite that affect.
Think of your future demo (CSUWP conference) from the perspective of an audience member…thoughts, impressions, disappointments, questions….
I’ve been thinking about this topic for a while since I’ve started researching. I wonder if someone in special ed would think, “Does she think she’s just discovered something totally new? We’ve known that for years. Who does she think she is?” I wonder if someone who teaches middle school English would think, “No way am I teaching that! The kids don’t need that poetry! I hated poetry and I skip teaching it every year. I’d rather teach something else that I’m passionate about. Who does she think she is?”
I’d want to know of other areas or subjects where this research was applicable. Does my research easily translate into the art classroom? Science? How would this maybe help a History teacher?
Ideally, I’d like an audience member to say, “Wow! This is interesting brain research or research about the ways our students think. I bet that would help me with ___________ in my class! This presenter should be Miss America. I will do my part to vote for her.” But I’m just not sure my demo will have quite that affect.
Tuesday, July 3, 2007
Morning Page/Research Chair Questions 7/2/07
7/2/07 Morning Pages/Plea for help with Researcher’s Chair
At this point in your research, how could you most benefit from the people in AI during the last 3 days together?
The thing I guess I could use the most would be more questions from the group. As teachers or as researchers (or both!), how could I make my research more relevant or worthy of your reading time? I wonder if there is an element to my question that could be used in the classrooms of everyone here. Most of us are English teachers, but not all of us. And not all of us teach the same population of kids. So I wonder if I can provide even the smallest bit of new information for those included here.
If you could imagine yourselves reading my research, what do you think you’d write in the margins as you read? What would be redundant or unnecessary to know? What background would you want to know? What research findings would you want to know more about? Would a reference list at the end suffice or would you want me to expand on something in the actual article?
Also, I wonder what you would consider unreliable information or sources. What kinds of data would you want to see in an article like mine? Would you want to hear from the kids themselves? Would you want to know a lot about my school and principal and staff? As the author and teacher, what information about myself can I provide (there isn’t much!)?
Most of all, from the people in AI, I would need to know what experience you have with my subject and any information you can give me, almost as a resource in and of itself. What do you already know about this that would bore you if you read it again in my finished piece? What can you tell me about what’s happened in your own classrooms with poetry and/or special ed kids? Do you have any background on brain research or the thinking of special ed vs. regular ed kids? Maybe you could write it for me and I could owe you! I could maybe mow your lawns or watch your kids and you could whip up a little article of some sort and submit it for me. That’d be most helpful! Ha!
Other Ideas from discussion:
Define some terms (w/in scope of TMS???)
Clarify ideas!!!! Be succinct! Cut words!
What is my finished product? Article? Demo? Other options?
What data to get??? Method of collection?
Permission slips? (At beginning of year?)
Deadline drafts? Dates?
“God grant that I desire more than I can achieve.” Michelangelo
Primary v. secondary data? (Specific examples? Types? Organization?)
Too contextual? Anecdotal to my class & experience?
Critical thinking & pushing someone beyond one’s comfort level? (definition??)
Issues of culture, race, gender? Include?
At this point in your research, how could you most benefit from the people in AI during the last 3 days together?
The thing I guess I could use the most would be more questions from the group. As teachers or as researchers (or both!), how could I make my research more relevant or worthy of your reading time? I wonder if there is an element to my question that could be used in the classrooms of everyone here. Most of us are English teachers, but not all of us. And not all of us teach the same population of kids. So I wonder if I can provide even the smallest bit of new information for those included here.
If you could imagine yourselves reading my research, what do you think you’d write in the margins as you read? What would be redundant or unnecessary to know? What background would you want to know? What research findings would you want to know more about? Would a reference list at the end suffice or would you want me to expand on something in the actual article?
Also, I wonder what you would consider unreliable information or sources. What kinds of data would you want to see in an article like mine? Would you want to hear from the kids themselves? Would you want to know a lot about my school and principal and staff? As the author and teacher, what information about myself can I provide (there isn’t much!)?
Most of all, from the people in AI, I would need to know what experience you have with my subject and any information you can give me, almost as a resource in and of itself. What do you already know about this that would bore you if you read it again in my finished piece? What can you tell me about what’s happened in your own classrooms with poetry and/or special ed kids? Do you have any background on brain research or the thinking of special ed vs. regular ed kids? Maybe you could write it for me and I could owe you! I could maybe mow your lawns or watch your kids and you could whip up a little article of some sort and submit it for me. That’d be most helpful! Ha!
Other Ideas from discussion:
Define some terms (w/in scope of TMS???)
Clarify ideas!!!! Be succinct! Cut words!
What is my finished product? Article? Demo? Other options?
What data to get??? Method of collection?
Permission slips? (At beginning of year?)
Deadline drafts? Dates?
“God grant that I desire more than I can achieve.” Michelangelo
Primary v. secondary data? (Specific examples? Types? Organization?)
Too contextual? Anecdotal to my class & experience?
Critical thinking & pushing someone beyond one’s comfort level? (definition??)
Issues of culture, race, gender? Include?
Friday, June 29, 2007
Morning Page 6/28
Morning Page: Thursday, 6/28/07
How does your investment in your research question and the students’ BK about your topic affect the research?
I wonder about this topic because I was typing up questions for some of my colleagues this morning over email. It occurred to me as I was typing that it is a possibility that my own enthusiasm for my topic might in some way skew how the kids react to it. At first, I thought this would be a good thing, that a teacher’s enthusiasm should be evident in her teaching. Anything else would be boring, wouldn’t it, on the part of the student and, I would imagine, the teacher. Who wants to sit in that class? But, the concern I have for that regards the actual research. Does it taint it? Influence it?
I often feel troubled somehow about how the kids enter my class thinking about poetry, or worse yet, not thinking about it at all. That sort of sounds awful, but some teachers just don’t like poetry and either teach it because they’re told to or don’t teach it at all. I’m that way with certain things. I skim over grammar and root words, I’ll admit it. I’d rather get to the more fun things to teach for me. And maybe that’s where the enthusiasm element comes in. It’s more than possible that the kids pick up which things I’m more enthused about teaching and then it’s contagious. This is not to imply that all kids live for poetry once they’ve read it in my class---quite the opposite. Though, I would have to say the kids seem to have at the very least a different appreciation for it and for what they, themselves, can do with it. Many do really get into it, however. I think that maybe they’ve also only been exposed to the basics of poetry in their short 14 years (limericks, haiku, etc.) and the crazy, abstract things appeal to them somehow. Or maybe it’s all of the above: they’ve only seen a little poetry so far, other teachers are not as comfortable teaching it as I am, and I am overly enthusiastic about it.
All of these elements intrigue me almost as much as what the kids actually do with the weird stuff I put in front of them. Once they settle in with the rule-less environment, they find they have some degree of investment in sharing their ideas about it and passion or conviction can be heard in their discussions. Not every day, certainly. But it’s there. And I just wonder why. What can I do to ensure it’s always there? Can I transfer that kind of feeling into everything I teach, including (gulp) grammar, etc.?
How does your investment in your research question and the students’ BK about your topic affect the research?
I wonder about this topic because I was typing up questions for some of my colleagues this morning over email. It occurred to me as I was typing that it is a possibility that my own enthusiasm for my topic might in some way skew how the kids react to it. At first, I thought this would be a good thing, that a teacher’s enthusiasm should be evident in her teaching. Anything else would be boring, wouldn’t it, on the part of the student and, I would imagine, the teacher. Who wants to sit in that class? But, the concern I have for that regards the actual research. Does it taint it? Influence it?
I often feel troubled somehow about how the kids enter my class thinking about poetry, or worse yet, not thinking about it at all. That sort of sounds awful, but some teachers just don’t like poetry and either teach it because they’re told to or don’t teach it at all. I’m that way with certain things. I skim over grammar and root words, I’ll admit it. I’d rather get to the more fun things to teach for me. And maybe that’s where the enthusiasm element comes in. It’s more than possible that the kids pick up which things I’m more enthused about teaching and then it’s contagious. This is not to imply that all kids live for poetry once they’ve read it in my class---quite the opposite. Though, I would have to say the kids seem to have at the very least a different appreciation for it and for what they, themselves, can do with it. Many do really get into it, however. I think that maybe they’ve also only been exposed to the basics of poetry in their short 14 years (limericks, haiku, etc.) and the crazy, abstract things appeal to them somehow. Or maybe it’s all of the above: they’ve only seen a little poetry so far, other teachers are not as comfortable teaching it as I am, and I am overly enthusiastic about it.
All of these elements intrigue me almost as much as what the kids actually do with the weird stuff I put in front of them. Once they settle in with the rule-less environment, they find they have some degree of investment in sharing their ideas about it and passion or conviction can be heard in their discussions. Not every day, certainly. But it’s there. And I just wonder why. What can I do to ensure it’s always there? Can I transfer that kind of feeling into everything I teach, including (gulp) grammar, etc.?
Thursday, June 28, 2007
Wednesday, 6.27 morning pages
Wednesday, 6/27/07
If my research were a car, it’d be an old-school, original VW bug….small, not totally safe, full of personality, weird to look at, and something that can be used for years (I hope!)…
If my topic were a color, it’d be yellow…..I don’t really know why, but that’s the color I think of when I think of the kids that intrigue me…
If my topic were a weather pattern, it’d be…..a flood….insert obvious metaphor here (flood of information, flood of inspiration….flood….lots of everything all at once….overpowering)
If my topic were food, it would be an anchovy pizza…everyone likes pizza but hates the gross anchovies….everyone who teaches loves to teach their passion but not everyone can enjoy teaching special needs kids
If my topic were an animal, it would be…my cat…she is tiny but totally the boss of our house….she is moody and unpredictable and can take down a dog of any size….i think this research is unpredictable (as is the nature of our profession which is the coolest part of it) but and mysterious to me and I enjoy reading more and more about it, just like I love to watch my cat leap off the couch onto our poor, unsuspecting chocolate lab….I'm the lab
If my topic were a TV show/movie…it’d be the Odd Couple….one of my all time favorite shows….the kids I’m curious about the most are a mix of both Oscar and Felix from one minute to the next and crack me up as they try to fight it out internally right in front of me as they earnestly ask a question or make a comment….their thinking reminds me of that show too because it is unconventional and something some might consider safe to just get by with and not edgy or possessing any hidden spunk
If your topic were a famous person…it would be Mattie Stepanek….a child poet who passed away from the genetic disease he knew from the start would kill him…his peaceful words and wise insight into the world are startling and prophetic…they have a hauntingly precise tone to them that innocently strikes one’s core
If your topic were a country…it’d be Germany----once divided ideologically and politically but reunited now. Not all Germans are totally happy with it, but can at least see the some of the reasons for the reunification and all can speak the same language and share the same history and culture now.:???? Special and regular ed sharing ideology and methodology…????? This metaphor is still under construction……….
If my research were a car, it’d be an old-school, original VW bug….small, not totally safe, full of personality, weird to look at, and something that can be used for years (I hope!)…
If my topic were a color, it’d be yellow…..I don’t really know why, but that’s the color I think of when I think of the kids that intrigue me…
If my topic were a weather pattern, it’d be…..a flood….insert obvious metaphor here (flood of information, flood of inspiration….flood….lots of everything all at once….overpowering)
If my topic were food, it would be an anchovy pizza…everyone likes pizza but hates the gross anchovies….everyone who teaches loves to teach their passion but not everyone can enjoy teaching special needs kids
If my topic were an animal, it would be…my cat…she is tiny but totally the boss of our house….she is moody and unpredictable and can take down a dog of any size….i think this research is unpredictable (as is the nature of our profession which is the coolest part of it) but and mysterious to me and I enjoy reading more and more about it, just like I love to watch my cat leap off the couch onto our poor, unsuspecting chocolate lab….I'm the lab
If my topic were a TV show/movie…it’d be the Odd Couple….one of my all time favorite shows….the kids I’m curious about the most are a mix of both Oscar and Felix from one minute to the next and crack me up as they try to fight it out internally right in front of me as they earnestly ask a question or make a comment….their thinking reminds me of that show too because it is unconventional and something some might consider safe to just get by with and not edgy or possessing any hidden spunk
If your topic were a famous person…it would be Mattie Stepanek….a child poet who passed away from the genetic disease he knew from the start would kill him…his peaceful words and wise insight into the world are startling and prophetic…they have a hauntingly precise tone to them that innocently strikes one’s core
If your topic were a country…it’d be Germany----once divided ideologically and politically but reunited now. Not all Germans are totally happy with it, but can at least see the some of the reasons for the reunification and all can speak the same language and share the same history and culture now.:???? Special and regular ed sharing ideology and methodology…????? This metaphor is still under construction……….
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