Day 9: Books for YA Readers

   So one thing I deal with almost everyday is a lack of student interest when it comes to reading. We all have listened to someone in our lives tell us how hard reading is or that they just aren't interested in books, but what they are really trying to saying is that they just haven't found the right book yet. 

     I know how this feels, because I was that student. I hid behind a mask of disinterest not because I didn't want to read, but because as a young adult, reading wasn't easy. Looking back on it, I am glad now that reading isn't easy; that reading is something that requires hard work and dedication to pursue and offers itself up only after a period of hours/days to truly enjoy.  That through this you become friends and family with the characters and immerse yourself in their world far more so than any movie or T.V. show can ever boast about and that there is no bigger truth than, "The book was better than the movie." 

     So over the next few weeks I will be promoting some of my favorite must reads for those of you who just haven't found the right book yet. 

FANTASY:

     Guile is the Prism, the most powerful man in the world. He is high priest and emperor, a man whose power, wit, and charm are all that preserves a tenuous peace. Yet Prisms never last, and Guile knows exactly how long he has left to live.When Guile discovers he has a son, born in a far kingdom after the war that put him in power, he must decide how much he's willing to pay to protect a secret that could tear his world apart.

     Eli Monpress is talented. He's charming. And he's a thief.  But not just any thief. He's the greatest thief of the age - and he's also a wizard. And with the help of his partners - a swordsman with the most powerful magic sword in the world but no magical ability of his own, and a demonseed who can step through shadows and punch through walls - he's going to put his plan into effect. The first step is to increase the size of the bounty on his head, so he'll need to steal some big things. But he'll start small for now. He'll just steal something that no one will miss - at least for a while. Like a king. 

   

    Nathaniel is a magician's apprentice, taking his first lessons in the arts of magic. But when a devious hot-shot wizard named Simon Lovelace ruthlessly humiliates Nathaniel in front of his elders, Nathaniel decides to kick up his education a few notches and show Lovelace who's boss. With revenge on his mind, he summons the powerful djinni, Bartimaeus. But summoning Bartimaeus and controlling him are two different things entirely, and when Nathaniel sends the djinni out to steal Lovelace's greatest treasure, the Amulet of Samarkand, he finds himself caught up in a whirlwind of magical espionage, murder, and rebellion.


                                                                  

    Originally published in 1968, Ursula K. Le Guin’s A Wizard of Earthsea marks the first of the six now beloved Earthsea titles. Ged was the greatest sorcerer in Earthsea, but in his youth he was the reckless Sparrowhawk. In his hunger for power and knowledge, he tampered with long-held secrets and loosed a terrible shadow upon the world. This is the tumultuous tale of his testing, how he mastered the mighty words of power, tamed an ancient dragon, and crossed death's threshold to restore the balance.

    It begins in Chickentown, USA. There lives Candy Quackenbush, her heart bursting for some clue as to what her future might hold. When the answer comes, it’s not one she expects. Welcome to the Abarat, a vast archipelago where every island is a different hour of the day. Candy has a place in this extraordinary land: She is here to help save the Abarat from the dark forces that are stirring at its heart—forces older than Time itself, and more evil than anything Candy has ever encountered. She’s a strange heroine, she knows. But this is a strange world. And in the Abarat, all things are possible.

Day 8: When Technology Fails or A shorter Posting

Have a listen to Reggie Watts TED on, "When Technology Fails." It does become a little weird later, but I couldn't help but notice the similarities to when technology fails within the classroom.

As an educator I have noticed that when using technology as an instructional aid, there is really only two possibilities. Either it works perfectly or it doesn't. When technology doesn't work you are left with three possible options: A) Focus strictly on the fact that whatever you were trying to do has failed B) Do a song and dance and hope it starts working or C) Have a back up plan.

Day 7: Buttons, Coffee Pots and Other Useful Things

   Looking back over my childhood, I really don't have much to complain about. Both my mother and father had jobs, we all lived together in a comfortably sized house with a pool and I was able to go to a private catholic school. However, even though I had a fairly normal childhood, my teachers and parents taught me skills that even the most self-sufficient student today seems to lack.
    From an early age I was taught how to cook, do my own laundry, sew a button and treat my belongings with respect. These life skills have served me well over the years and make me wonder why many schools no longer teach basic Home Economics. Home Economics is more than just learning how to bake a pie or what cleaner to use when you spill wine or have blood on a shirt (Tonic water, always tonic water). Teaching young adult how to take care of themselves when they are out on their own can only be beneficial or even life saving (Just take a look at how many electronics some people plug into power-strips).
      So as a teacher, I say we need to bring back life skills. That while our students are becoming more proficient in geography or algebra, they are missing out on the skills they will need to make it on their own. So if these skills are so necessary in order to survive why did we ever let them go? The answer I was given is shocking in many ways, "lack of student interest." If that is the case than why haven't we gotten rid of math or history? Why do programs like home economics, music and art get budget cuts, while other subjects equally lacking in interest go on? I for one am a firm believer that student interest isn't based on subject, but how that subject is taught. So while home economics might not sound exciting, I guarantee students won't leave disappointed if taught right.
      At the end of the day educators and parents all want the same thing... for their children to be able to make it in the real world. I may feel strongly about teaching my students about long dead authors, but teaching them how to read an instructional manual, how to balance a check book or even what laws govern our nation might just be a little more important. So while many schools chose not to teach their students these basic life skills, that doesn't mean they aren't important.

If you are interested in home economics listed below are a few blogs that touch upon many skills that this subject touches upon:

1. Home Ec 101:Want it to look like an adult lives here? 
2. The Modern Domestique 
3. Brain Food: Blogging Our Way Through Home Economics 

Day 6: Glass Ceilings

      Special Education gets a bad wrap in schools. If a student receive services they can feel ostracized from their classmates. They can feel inferior and begin to use their disability(ies) as a crutch. Too often do I hear the words, "I can't do it," or "I'm too stupid," or even worse "retarded." These learned behaviors come from their home life, teachers, classmates and friends. They think because they are in Special Education they do not need to work as hard as their classmates, because throughout their lives they have had the answers handed to them or were simply pushed along through the system without a care in the world.
      By the time students have been with me a month they have learned that I do not accept that kind of language or behavior. They learn that Special Education can mean working three times as hard as other students just to break even. They learn that their glass ceiling isn't McDonald's or being dishwasher, but if they end up there in the end then that's okay to.
       Not every student is made for college, but by not talking with them about higher education, or focusing strictly on Trade Schools, I believe we are doing a disservice to both education and to our students. Just this week I had to sit down with a young man that had announce to the class, "We don't need to learn this, because Special Education kids are too stupid to go to college." This vile and nasty proclamation about himself and his classmates is a learned behavior created out of the fear of hard work and failure. Its not the students fault he feels this way and to be honest, I can hardly blame him for feeling that way. Looking back, I am sure I have felt the same way when my teachers tried to show me some obscure form of equation that allowed you to calculate the circumference of a three dimensional shape. But, thankfully my parents and teachers always took the extra time to help me when I felt like giving up and more importantly made me a better person, because of those failures.
     Many students, especially students in Special Education and Life Skills, need that kind of support in their daily lives. Pushing them along or creating a glass ceiling for them not only does them a disservice, but also makes their education that much harder later on in life. So please if you have a student that is struggling or a student that feels they are a waste when it comes to learning, talk to them. Make them see that they are worth your time and effort and even if they don't make it to college, make them believe they can if they want to. 

Image links to some very interesting Special Education blogs and includes resources and teaching ideas

Day 5: It Starts With Listening

    Why did you want to become a teacher? This question is something my students ask me all the time and usually comes about only after a difficult day. Frankly, the answer I give isn't what most people, especially my students, would expect. I didn't become a teacher, because I thought I could revolutionize the classroom setting or even because I thought I would be particularly good at it back when the guidance concealer asked me what I wanted to do in college. I became a teacher, because I know what it is like to have someone who didn't care about teaching me.
    Teaching is a demanding career no matter who you are or how you look at it. The emotional, psychological and even physical demands of this job have many burned out within the first few years and even more simply going through the motions. So when I say that I chose to become a teacher, because I know what its like to be dragged down educationally, students and coworkers tend to pause.
     For both students and teachers, it is hard to admit when you are feeling defeated. We look around and see others going about their lives, without a care in the world and think to ourselves, " Why does everything good happen to them." We ignore the tiny voice inside of us that knows they are probably thinking the same thing and refuse to show weakness. So why is it that we as a society do this to ourselves? Why do we stay silent and slowly allow our frustrations to build?
     I do not pretend to know the answer to this question. What I do know is that by creating a culture within schools that promotes self-reflection we can prevent both students and teachers from burning out. This means as a society we need to teach ourselves the difference between asking for help/constructive venting and whining. Knowing the difference between the two is difficult, but also necessary for creating a functioning and healthy working environment for all.
     So when I am asked why I became a teacher, I think back to when my love for education was put in danger. I think about all the verbal and emotional abuse myself and my classmates went through and how it felt to feel like nothing I did was ever good enough. I also think about how this sort of abuse should never be acceptable in any situation, but also how I now understand where that teacher was coming from. While I do not condone this behavior, I now see how easily it can be to become bitter towards your career.
      One thing that I ask of you is that no matter what career you chose in life, whether it's in education or something else. Please know when you need to make a change. For me, that change will be the day I wake up in the morning and do not feel excited about going to school. When every part of me dreads getting in the shower and driving to work, that is when I know I need to step back and reassess what I am doing. So please for yourself and for your students find someone you can commiserate with. Find something that allows to reflect and know when/if it is time to step back.

Day 4: We All Can't Climb Trees

    
       All individuals have a desire to learn and simply need the proper outlet and guidance in order to fulfill that need. While I am aware that not every student will excel in the classroom setting, I do strongly believe that all students have an innate desire to learn and simply need an outlet to showcase their skills and talents in a nonjudgmental space. 
      It is therefore imperative that we allow students to learn and grow in ways that showcase these talents each and everyday. While not every assignment will lend itself to the style of learning that best fits each and every student, we as educators must consider the importance of multimedia project and portfolio-based learning. This shift into project-based learning does not mean that the traditional forms of education should be packed away and forgotten. Instead we as educators need to become better at blending our teaching styles into methods that support our students futures and not the future of standardized testing. 
         No longer should educators be expected to teach students to simply fill in a bubble, but to explore what it means to be their own person. Standardized testing has been proven to be ineffective when it comes to proficiency-based learning and stifles our students natural born talents and inquisitive nature. Therefore, it is now more important than ever to stop asking our students to climb tress and instead begin to ask them to think about their futures. Not the futures we think are right for them, but the future that they want. Only when we stop thinking of our students as carbon clones and as talented individuals, will we begin to see a positive shift in classroom culture. 

Day 3: Get Over It ....

     Bullying is a very real epidemic that is not localized to any one place or situation. It is everywhere from school yards to sports events and with the evolution of technology it is no longer avoidable for many children. Many school districts report a zero-tolerance policy or the latest in Restorative Justice practices, that have revolutionized their schools and have all but eliminated bullying from their halls. But are schools truly becoming more effective at cracking down on bullying? Do Circles and Anti-Bullying Apps create safer learning environment or does it push the responsibility off those that are put in place to protect our children?

         As an educator I am ashamed at the fact that I cannot honestly answer these questions when it comes to the safety and well-being of my students. I am ashamed that in many situations all I can do is fill-out form after form or place phone calls home, that never seem to be answered. I am ashamed that each day I try my best to bring students back from the ledge by telling them it gets better, but at the same time am guilty of feeling that no matter what I say or do nothing ever really changes.
      As I've said before, bullying and harassment hasn't changed from when I was a student, but the accessibility and severity has. Yet even though this epidemic hasn't gone away, it seems as if the consequences associated with bullying have vanished. Today students are expected to talk about negative (and positive) behaviors as a group and come up with alternatives (or benefits) to those behaviors. Instead of purging bullying from our schools, we instead redefine language so that the bully's feelings are not hurt, without any regard to those they have tormented.
      It is time that we redefine what it means to be a school system and create a culture that truly helps students in need. It should no longer be someone else's responsibility when it comes to preventing bullying or harassment, but ours. It can be as simple as making your presence known in crowded or distant areas and stepping in before things even have a chance to get out of hand. But in the end parents, teachers and administration all should be involved and on the same page when it comes to physical, verbal or cyber-bullying.

     When done correctly Restorative Justice may have a place within schools, but only when the appropriate training and support is put into place.  Do not let your students or children miss out on an education, because of bullying. Be supportive and active in their education and well-being.

Day 2: Doctor Jeykel and Mr. Hyde

Greetings

     We can all agree that there are times our students can be a tiny bit ungrateful. They can expect way too much from us and never seem satisfied with the answers we provide. They throw temper-tantrums, pout and at times can be genuine little black rain clouds ruining our otherwise sunny days. Yet, even in their darkest hours. Even when we are feeling like punching bags. We need to stay positive and keep a smile on our faces.
        One thing I wish I was taught back in college is that it is okay to be angry. We teachers have to deal with a lot each and everyday and not only from our students. At times parents, other faculty and even administration can make our lives a living hell and yet we are taught that to be anything but accommodating, is wrong.

THIS NEEDS TO STOP NOW.

       The difference for us is that our anger needs careful planning. At school, it is important to know exactly which teachers and staff you can go to and when to go to them. Too many teachers isolate themselves and never stop to think that their coworkers are going through the exact same things. What did you think little Timmy only swears at you when asked to focus on his work, that Sally decided this year she would only lose your assignments on a regular basis or that Michael's parents think that you are the only teacher not doing your job? I am sorry to have to tell you all this, but you are simply not that special.
     
So its time we plan accordingly:

1. Give yourself some time to think: 
1. Back away from the situation or ask the student to come see you at another time. Jot down a few notes and think carefully about how you want to approach the situation. Remember once you respond its out there and can not be taken back.  
2.  Know who you can trust and make a plan: 
1. Know when you need to seek out someone to talk to and try not to focus on only the negative. Make a vent and plan session. It is important to get things off your chest, but also to come up with solutions to problems.  
3.  Forgive, but not necessarily forget: 
1. If a student is acting out there is usually a reason for it. That does not excuse what they are doing or make how you are feeling any less valid, but remember to clean the slate each day. 
4.    Emotions are part of the job:
1. A good teacher allows emotion to fuel their teaching. Just like any good fuel, if not handled appropriately you can get burned. It is important to be passionate about what we do, but also to think about how we approach a situation. Sometimes it is okay to let a student know when you are disappointed or upset with them, but do not let it get out of control. 
5. Negative feedback is not a complete picture:
1. One student/parent/coworkers/administrator's opinion does not dictate your entire career. Remember for every one bad review there is usually a good one. Look at those students that get what you are trying to do and remember why you are in this profession. DO NOT GIVE UP ON THE PROBLEM(S)/STUDENT'S IN YOUR LIFE, but remember all the good. 

     Being angry is a part of life and something we teachers know very, very well. Do not let your emotions be bottled up until you feel like quitting. Effective teachers are not always liked, because they think outside of the box and push their students (and sometimes the student's parents) to be better, more intelligent/informed individuals. Remember you are allowed to be angry and get upset and still be a professional.

    PS: If you enjoyed this post or want another teachers perspective on this topic why not give one of these other blogs a try:

1. Faculty Focus: She Didn't Teach by Maryellen Weimer.
2. @DavidGeurin: Is It Ever Okay For Teachers To Get Angry With Students by David Geurin 
3. Cool Cat Teacher Blog: When you're angry by Kimberly Mitchel  

                                      

Day 1: What Do I Know About Classroom Culture

    As a long time student and a self-professed amazing teacher it is awkward to admit that blogging is intimidating to me. I set out with the notion that this blog would be a rally cry that would change how we treat classroom culture. I sat down in front of my computer screen and began typing about how the digital age of learning has given student options when it comes to their education and how educators need to not only plan lessons that meet students’ academic needs, but also their social and emotional needs as well.   

     But that didn’t happen. Two or three paragraphs in I began to realize that my writing didn’t feel organic, that by forcing myself to type about an issue this important wouldn’t be easy and couldn’t be defined in one sitting. So I went back and reread what I typed and after much reworking decided to scrape the piece and start here. As an educator I think I have forgotten what it means to be a creative writer and thinker. I spend my evenings and weekends finding new ways to get my students to think creatively and have begun to lose my own passion for learning. I think this is where I have gone wrong. Our classrooms should not be seen as remote islands where we rule over our students as educational gods putting our students through trials and tests, but as working societies that should not only include our students, but ourselves as well.

     I think many teachers and support staff have forgotten what it is like to be on the other side of the desk (due to the ever growing demands and budget cuts placed upon them) and should take a moment and think about how their classroom looks and feels from their students point of view. We are not robots that activate when the bell rings (no matter how much it may feel like it some days), but active members of our own classrooms. So I implore you to take a moment, step from behind your desk and have a seat where your students do and look around. I want you to imagine yourself in front of the classroom teaching and reflect on if you are happy with what you see.

If you are: I want you reconsider what you see from your most difficult or unengaged students point of you. I want you to think about why they are unengaged and what interests they might have outside of your classroom.

If not: Then be proud of yourself for seeing that there are ways you can improve.

      As I said previously this blog was meant to be a rally cry that redefined how classroom culture is seen and treated. However, that is not the case or at least not at this time. This blog instead will be a reflection of sorts that hopefully helps others and myself rediscover why it is we had become educators and from there how to best meet our students’ academic and emotional needs,