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Targets and Time

I just finished Cris Tovani and Elizabeth Birr Moje's No More Telling as Teaching: Less Lecture, More Engaged Learning from Heinemann's Not This But That series edited by Ellin Oliver Keene and Nell Duke.

Needless to say, I pick up anything that's by Tovani and Moje because of Tovani's belief in the workshop model and Moje's extensive work in both disciplinary and out of school literacies.

After finishing this quick read, I've been thinking a lot about two things.

First, how we spend our time matters. I get less than 60 minutes with students each hour. Time is a hot commodity! Because of that, I am constantly looking at ways to maximize instruction. If I pass papers back this way or if I move this to this point in time, I can gain another minute. And those minutes add up! Sometimes, however, it feels like there is just never enough time. All teachers know that. In fact, I've yet to meet a teacher admit that she or he has too much time with students, especia…
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Remembering Professional Ethics

I just finished Timothy Snyder's On Tyranny, a quick read that I picked up from Nicola's Books in Ann Arbor on my birthday. Written by Timothy Snyder, a history professor at Yale, the book is terrifying in its parallels between World War II and 2017.

As a teacher, the chapter on professional ethics stood out to me the most. Snyder writes that

Professions can create forms of ethical conversation that are impossible between a lonely individual and a distant government. If members of professions think of themselves as groups with common interests, with norms and rules that oblige them at all times, then they can gain confidence and indeed a certain kind of power. (41) He argues that its members within professions--doctors, lawyers, and businessmen--that abandoned their norms and ethics and allowed such atrocities to occur under Hitler. Had they united and refused to comply, he argues that the Nazis would have had a much more difficult time carrying out their plans.

As teachers, w…

Stop Ignoring Research

I just finished Kylene Beers and Robert Probst's Disrupting Thinking. I keep thinking about page 103 in the text, where they discuss the idea of "research-based practices" and how many of us "are willing to ignore what we know from research." They mention teaching grammar in isolation, spelling lists, lack of conferring in writing classrooms, monologic talk, prescribing novels without choice--the list goes on and on. I get frustrated because I hear from other teachers often excuses for why they do these things. And even I have felt forced to resort to some of these practices at times because it's what kids have been conditioned to expect at school. It is amazing how quiet a classroom can be when you give every student a worksheet. And if compliance is our end goal, then a worksheet works. But if we want students to undertake meaningful work that's often the work supported by best practices, we're going to have to be willing to get a whole lot more u…

Watching First-Gens Navigate Financial Aid

This past week, I spent much of my "free time" at school working with two students to ensure they have everything necessary submitted to the university they plan to attend this fall. I was a first-generation college student. So are these young men.So it came as no surprise when a few weeks went by and they hadn't followed up with me. One hadn't checked his email to notice a respond from the Office of Financial Aid to let him know that he needed to submit additional documentation. Other had been so consumed with life (I remember my own senior year when I was so involved in other activities that I forgot to turn in any of the local scholarship applications) that I didn't focus on anything beyond high school. So I spent a little time tracking these guys down, sending reminder texts like, "Paperwork. ASAP," and then following up in person. It was during this process that I also had the chance to watch a young man interact on the phone with the financial aid…

Making Time for Inquiry

I recently finished Leading for Literacy, WestEd's newest book about Reading Apprenticeship. This book builds on the work in Reading for Understanding, a text that I would argue should be in every teacher's professional library, no matter the content area. If you want to think critically about disciplinary-specific ways of reading and thinking, it's really the book for you.

Leading builds on all the great work that RA teachers are doing and shines much light on continuing and supporting RA implementation for the long haul. With vignettes from across North America, readers get snapshots of others' classrooms, leveraging other teachers' voices in our constant quest to become better reading teachers.

It wasn't until my participation in the Eastern Michigan Writing Project's Summer Institute that I really learned about teacher research or inquiry. In high school, I always thought that teachers just taught. I had this idea that everything that my teachers did rem…

Re-Evaluating What You Do

I recently finished Greg McKeown's Essentialism, a book I had bought two years ago when a few friends and I were on a panel at NCTE together. We had all agreed to buy this book to direct our presentation, but I never had--scratch that--madethe time to read it. I can begin this blog post about taking ownership by actually taking ownership. Not reading that was on me. I didn't make enough tough choices in order to make time to read it. So, Essentialism. In a nut shell, it "is not about how to get more things done; it's about how to get the right things done" (5). Essentialists rank; they discern. They take the time to question and think about opportunities that are presented to them, and they think through the trade-off that will occur if they do one particular thing instead of waiting for another or just saying no altogether. This is tough work for teachers, in particular.

Many of us are go-to people. We want to "do what's right for kids" all the tim…

Taking the Time to Ask Why

Recently a counselor shared an article entitled "Reengaging At-Risk Girls" by Nona C. Jones. She placed it in my mailbox, noting that she "thought of me" when reading it. I finally had the time to sit down, read it, and reflect today. What a powerful article.

In it, Jones writes this: "What shows up as defiance is nothing more than defensiveness, defensiveness learned from a girl having to defend her dignity. What shows up as apathy is nothing more than hopelessness, hopelessness learned from a girl who has never been given a reason to hope. What shows up as anger is nothing more than explosive hurt, hurt that a girl has contained for so long it has nowhere to go but out and at the nearest person.”

This serves as a good reminder that the students we interact with every day are more than just surface-level reactions, behaviors, and emotions. It's when we take the time to question, to ask why, to build meaningful relationships that we can really find out who …