Correlation between Critical Thinking and Developmental Levels of Critical Writing
Theme seems like a no-brainer–it’s the universal truths we find in a text that make it relevant to the human experience. Yet teaching theme can be quite challenging. Students have difficulty grasping the concept, and I am not sure if it’s because they don’t know how to phrase a theme statement or if they simply don’t have quite enough life experience to recognize grand human truths (we’ll set aside semantics for now and operate on the premise that there are “human truths” by which we live). Continue reading “Judging a Book by its Cover: Teaching Theme”
Getting students to read can sometimes be a monumental task. With so many other engaging multimedia entertainment options for children to choose, assigning chapters to be read for class often results in students arriving in class without having completed the required reading. I can’t say I blame them. In my own education, I’ve been assigned some texts that were real snooze-fests. And if we are being totally honest, I am much more unlikely to read a novel that is assigned–perhaps there’s a bit of passive-aggressive behavior in that. I don’t like being told to read something because it has “literary merit” and is part of the canon. Continue reading “Building a Culture of Reading through Choice”
In case you haven’t figured it out yet, I’m a pretty busy woman. Between teaching 150-something students, leading an English department, coaching 6-12th grade ELA teachers, directing our district’s AP programs, advocating on behalf of students and teachers at the state and national level, completing a dissertation, blogging, consulting, scoring, mentoring, and enjoying my precious little downtime with my (very patient) husband, people are always surprised when I say that I cook dinner. Every night. And that I enjoy cooking. They’re even more surprised when I say I have it ready and on the table when my husband gets home from work. Strange looks are cast my direction, women have visions of placing a plastic bag over my face, people tilt their heads as if asking, “Are you for real, lady?” Even my students are astonished: “Bailey, you cook?! Real food??” Continue reading “A Pinch of Peace, A Dash of Joy”
I have had occasion in the recent present to think a lot about renovating. In fact, I’m hiding upstairs in a small nook I’ve cleared of construction dust and grime while the flooring guys are laying wood floors downstairs. I don’t know if it’s the heady perfume of new carpet, freshly painted walls, or floor glue, but the complete renovation–upstairs and downstairs–of our 20 year old house has me waxing philosophical about many things.
Firstly, you never really fully appreciate how much stuff you collect in 20 years of marriage until you have to move every. single. bit. from room to room in the inevitable Construction Shuffle. Nothing is left untouched. Questions like “When did we get this?”, “Have we ever used this?” and “What the hell is this?” get asked often, usually by me. My rule of thumb: throw it out if it hasn’t been used or worn in a year or if the technology is obsolete. My husband, however, is a hoarder. The only people I know who Continue reading “Renovating Teaching Strategies”
Speaking from experience, I can honestly say there is no job, area of study, or political camp more bloody than an English department. If you want to instigate war and ensure a battle to the death Roman Gladiator-style, simply state loud enough for four or five people to hear, “There’s no point in teaching Shakespeare anymore.” Then sit back with your popcorn and your body armor, and let the games begin.
As a scholar and PhD candidate, I’ve seen my share of in-house feuds among professors and within areas of study. You have the Renaissance and Victorians on one side of the divide and the Post-Modernists and Literary Theorists on the other. Somewhere in there, the Folklorists and Rhetoric guys are wandering the desert like the Israelites, trying to find the Promised Land. The vitriol within a university English department is quite unlike anything you’ve ever seen, and the battle for research money is indeed a nasty one. Thus, it’s no wonder there are so many turf wars; but the major battle is in deciding (or rather lobbying for) which works should be included in the Canon, and thus, which works should always be taught. Dante? Chaucer? Shakespeare? Milton? Of course. Pope? Swift? Jonson? Johnson? Yeah, okay. Barrett-Browning? Austen? the Brontes? Eh, they’re women, but I guess they can join. Woolf? Auden? Plath? Wait a minute. Let’s fight about this. Continue reading “Shakespeare: To Teach or Not to Teach, That is the Question”
Part 2: Technology and Time Difference
In my last Global CXN post (click here to read Part 1), I talked about how our group started and the initial “getting to know you” stage of the interactions. Once students learned a little about each other and found a common project to undertake, work got underway and students have enjoyed their collaboration. However, getting them on a reliable, functional, collaboration-friendly platform has been a hit-and-miss operation for Vietnam GCXN facilitator Daniel Rymer and me. While we have most of the kinks ironed out now, it was off to a dubious start three months ago.
When we first started in September, I knew getting our students on a platform that encouraged discussion and collaboration was going to be a challenge. Not only were we facing a 12 hour time difference that could stymie any sort of real communication, but also The Olympia Schools is a Google platform school, whereas La Porte ISD is an Office 365 school. My school district blocks all things Google except for Google Search and previous requests to unblock Google have always been met with rejection. Too, Continue reading “Global CXN: The Technology Challenge, Part 2”
Part 1: The Beginning
This year, students from La Porte, Texas, have the opportunity to correspond and collaborate with students attending The Olympia Schools in Hanoi, Vietnam, to learn about each other’s local communities, lifestyles, education, and other sociocultural issues. Initially begun as a way for US and Vietnamese students to engage in literary and cultural studies that would provide a basis for cultural awareness and allow them to interact and share their worlds, the group has moved far beyond our hopes and is now a thriving learning community of global citizens.
The idea for the group began last March when Christopher McDonald, Head of Schools for The Olympia Schools in Hanoi, Vietnam, and fellow AP English Literature grader sent me a television newscast video of the charitable work TOS was doing as part of a service learning project in their community. His students were interacting with the world around them and becoming better citizens and stewards of their community while learning valuable life skills and character development through experiences that complement the lessons taught in the classroom. While McDonald has cultivated many partner schools in the US and Canada, La Porte High School, the only high school in a suburban city of 35,000 people approximately 30 miles outside of Houston, is relatively insulated from the world. What better way to broaden my students’ worldviews than by introducing students from each school and providing an avenue for them to collaborate, as well as gain proficiency in 21st century skills and the real-world application of those skills? McDonald and I discussed the possibility of a student-led collaboration between the two schools, and with high hopes and no idea where this project was headed, we created the Global CXN group. Continue reading “Global CXN: La Porte, Texas meets Hanoi, Vietnam, Part 1”