Four-day weeks? Classes year-round? Hmm...

Hello there, all my class-less friends...
(tee hee, get it?! Because we dont have classes this week! Sorry- bad joke I know.)

Just wanted to throw this article up on here that was in the Tyee a few weeks ago for you all to check out- it discusses the B.C school districts modifying school calendars to assist both student achievement and tight budgets.

Some school districts have already tried some of these tactics (like the 4-day school week), with mixed results. For the Gulf Island district, in which the students have to commute on ferries every day to and from school, the 4-day week has been very successful.  On the other hand, the Coast Mountains school district tried the 4-day approach, but then switched back due to a number of concerns.

Check out the article here to read more of the pros/cons...and let me know what you think!
Would you like to teach longer days, but only 4 of them per week?
Or get one month off in the winter rather than two in the summer?

"You are a mentor- do not disappoint."

On the last day of my 2-week observation, I had the opportunity to attend an Educators Against Racism Conference that was being held at my school.  The set-up for the conference was comprised of a keynote speaker, a morning workshop then afternoon workshop.  The keynote was Staff Sergeant Baltej Dhillon, who was the first turbaned Sikh police officer with the Royal Canadian Mounted Police.  He gave a talk on racism in the classroom and how we as educators can work to combat it.  The two workshops I attended for the day were "Working with Aboriginal Youth" and "Poverty as a Classroom Issue".  In the first workshop, we first discussed what life was like for Aboriginal people prior to contact, and how we should try and integrate those ways of knowing in various ways within the classroom.  We also discussed the issues that are plaguing Aboriginal education in the Canadian school system; the instructor showed us a video on Residential Schools, and we then discussed how this event (and similar oppressions) are the roots of many social problems that affect the Aboriginal students we will work with.  In the second workshop, we discussed the various factors that constitute poverty, how to spot students that are living it in your classroom, and some ideas/resources on how you can make their school life an enriching experience- even an escape from the realities of home. 

The conference was extremely enriching as I got a chance to explore some issues that will be of the utmost importance in our classrooms. Listening to Sgt. Dhillon speak about his experiences with racism and prejudice in school (and how it continued throughout his career) made me realize how prevalent it is and how we as educators need to vigilant as to making sure our classrooms remain a place of tolerance and respect.  In the Aboriginal workshop, I picked up some great tips and approaches for supporting those students in the classroom while keeping in mind the social factors that affect many of them.  Our instructor gave us some techniques of how to adopt Indigenous cultural practices into the classroom, as well as reminding us that we have to work to change the mindset of school itself for many Indigenous families- as school has not been a positive experience for many.  In the poverty workshop, I received a number of fantastic resources that not only explain the various factors that constitute poverty among students, but ideas/approaches on how teachers can assist in making learning easier and more accessible to those that are struggling. 



Sgt. Dhillon



I went up to Sgt. Dhillon after his presentation and asked him what he thought was a best approach to encourage multicultural tolerance in the classroom- whether it be Indigenous, Sikh, Chinese, etc.  He told me that the most important tool we can use is the very thing we are supposed to be giving students- knowledge. If you have students of diverse cultures in your classroom (which we no doubt will), give that student a chance to explain their culture/beliefs in a way so that the other students understand.  Take field trips to cultural sites, bring in cultural foods,  or have guest speakers; there are a variety of approaches to both teaching and learning that you could use to expand the knowledge of the students so that they become more tolerant individuals. "When it comes down to it", he said, " we are all human and when dialogue is made- we look past the externalities." 

NOTE: The title of this post were the final words about teaching I heard from Sgt. Dhillon in his keynote speech.

EDCI 336 Video Review

Here is my review of Mike's "G20 Protests and Arrests" video, which can be found here
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336 G20 Review Review Podcast.egg on Aviary.

Spreadsheet Assignment.

Here are three spreadsheet-based activities I reviewed:

1.  Fast Food Fun- http://www.wmburgweb.com/Resources/Lesson/index.htm

This website gives the instructions for a lesson assignment that would have a variety of valuable teaching tools and knowledge for the students.  It outlines an assignment in which the students research the nutritional data of a particular meal from a fast food restaurant and create an Excel spreadsheet featuring statistics based on the data.  The students would then look at the information collected and test it against healthy eating guidelines.  After testing their information against the guidelines, they would then analyze their own eating habits and come up with some possible solutions to perhaps change their food consumption.

I think that this activity would be very interesting in a Social Studies class, particularly in the area of sustainable food development and media literacy.  Most students have likely not investigated the nutritional facts of their favourite fast food restaurants before, so it may be an eye-opening experience for them to realize how unhealthy some of these foods can be.  You could tie this discovery in with discussing ways to eat more healthy- and one way can be looking into organic, local foods. That topic can also spread to a variety of other discussions, such as food production and the environmental impacts that accompany it.  This assignment would also be beneficial in terms of ICT skills, as the student would be working with Excel and developing their spreadsheet skills.

I am actually creating a unit plan at the moment on GMFs (Genetically-Modified Foods), so I think this could be another creative activity to add into the lesson; it would give the students a chance to examine their own eating habits and apply the knowledge given about food processing/production to their own lives.

2. Excel Workbook Files- http://www.internet4classrooms.com/technology_tutorials/excel_workbook_files_excel_topics_technology_tutorials.htm

 This website has a multitude of Excel lesson ideas to use in the classroom, as well as some practical tools for teachers- such as spreadsheets to use as sign-ins for attendance.  One tool I particularly enjoyed was a Review Bingo Template.  Following this template, teachers would enter short answers in 30 blocks and then print 32 bingo cards (4 to a sheet on 8 sheets).  The teacher would then distribute the bingo cards to the class and begin the review. 

This would be a fantastic review technique for any subject, because the teacher would simply enter the information into the template and create the review. It would also be a fun way to go over the study material as opposed to the traditional format of simply handing out study sheets and asking students if they have any questions.  Another way you could use the Bingo template would be to get the students to create the Bingo sheets; this would get the students to think about what they believe is the most important information they need to know.  You could also get the students to create a description/definition to go along with the words they choose for the Bingo sheets so they demonstrate a clear understanding of the concepts.

3. Spreadsheet Crossword Puzzles- http://www.catawba.k12.nc.us/pages/sites/edwebsites/computerskills/quizzes/spreadsheetcc.htm

This template would be a very fun activity to do in many subject areas, but I think it could be applied very effectively to an English class for essentially any topic within the curriculum. The teacher could get the students to create their own crossword, the questions for it, and the crossword itself using Excel.  For example: If the students were working on the Short Story Unit, one of their assignments could be to create a crossword using the definitions/terms they need to know.  After creating them, the students could exchange with their classmates, or even use the crosswords as a study tool.  The crossword could serve as both a chance for the students to practice their spreadsheet skills, as well as review and test their subject knowledge.

Some Food for Thought on a Saturday Night...

I wanted to post an idea my Social Studies prof discussed on Friday in class, mostly because I found it so incredibly interesting!

Before we launched into presentations, he gave a quick talk about the hypocrisy of using candy and grades to motivate students in the classroom.  He asked us to consider this: is that kind of material motivation really needed? Here is the one point he said that really stuck in my head:

“The idea that we have to lure people to learn suggests that learning isn’t a natural state.”

   He suggested that rather than motivation in material form, we should be recognizing and celebrating the good in all of our students- and that recognition will have an even greater effect on their desire and self-motivation to do well.  This idea has really intrigued me because I can certainly see his point of view: By recognizing all student achievement- even if it is something as simple as that student having a postive attitude in class- we can continue to make that student want to be in the classroom and want to keep learning.

   On the other hand, isn’t a huge part of development (at least in an educational aspect) based on positive/negative reinforcement that in turn teaches effective behavior? (Wow, I sound like our psychology textbook...)  And if we don’t have material means (such as grades) to motivate, how do we hold onto certain students who just dont have any self-motivation or desire to learn (at least in high school)?

Those are just a couple points for each side, I know there are more...so feel free to add your thoughts on the subject!

Technology Questions Answered!

Just thought I’d throw these up on the ol’ blog as well!

 

1. What pathway has been adopted at your school?

The pathway adopted at the school I was at most closely resembles the Digital Media Development pathway. The students have to take a mandatory 4-week computer course in Grade 8 to learn the basics of such programs as Word, Excel, and Photoshop.  After that, there is a range of courses they can take where they can learn more advanced forms of Digital Media in the areas of 2/3D animation, Photoshop, Web Design, and Video programs.  There is also two senior courses- Marketing 11/12 and Entrepreneurship 12- that focus on the business aspect of ICT, as well as a Programming 11/12 course for students wishing to expand their knowledge of computer programming.  All the courses, with the exception of the Computer 8 class, are electives.

 

2. What are the benefits of this model?

The major benefit of this model are the courses themselves- there is such a range of interesting topics being offered to the students. Not only can they become familiar with popular programs (such as Word) that they will likely use for the rest of their lives, but they can take it further.  They can learn more sophisticated techniques of digital video production, or learn marketing techniques that can be used in a business context.

 

3. What are the disadvantages?

A major disadvantage of this model (and ICT courses in general at this school) is that the school isn’t wireless yet- so students can only use the internet at designated times. Furthermore, there are only four computer labs and the computers range from 2-6 years old- which is fairly old in computer years!  Because the access and current technology isn’t there yet, I think students are hesitant to sign up for those elective courses- that makes it hard to actually run them.

 

4. What changes could be made to enhance dynamic, purposeful use of technology?

I talked to the head ICT teacher at the school and he showed me the Technology Proposal he created; the Proposal has 4 phases and is intended to take about 4 years to set up.  The purpose of the proposal is to address the gap in teaching technology.  The plan is to do it through teacher/technology professional development (this part has already begun, with all the teachers receiving personal laptops), the installation of fixed technology tools (as well as wireless internet), and the creation of mobile computing labs.  Eventually, the final goal is to invest in Netbooks that students can get in Grade 8 and pay off in a 5-year purchase plan.  The reason the Internet is coming so slowly to the school is that the district is leery about putting wireless into the school because of security reasons, but this teacher assured me that it could be made safe for all students to be online at school.  I think all these proposals could ultimately benefit the school by making ICT more accessible to everyone.

 

5. How would you describe the teachers’ and students’ attitudes, skills, and knowledge of ICT?

 I would say that the attitude of the teachers and students towards ICT at this point is a bit indifferent.  The students didn’t seem overly engaged or completely bored when I saw them in Computer classes, and I didn’t meet any teachers that were really gung ho to have new technology in their classrooms. They actually seemed quite content with overheads and a DVD player! I was there the day the teachers got their new laptops, and I told one particular teacher how much technology was being emphasized in our program, and asked if she was happy that new equipment was starting to come into the school.  Her response was that “it’s all well and good to learn those digital tools, but when there aren’t enough computers for each student- and we cant guarantee they have one at home- it makes it very difficult.” The ICT teacher told me that there is a wiki-esque program set up at the school for teachers to use/edit/share ideas, but only a few teachers actually use it.  There is only one class Moodle site set up, and it is for the senior classes taught by the head ICT teacher.  I can certainly see the side of the argument that technology isn’t prevalent enough to be fully used, but I also hope that when tools such as active whiteboards one day come into the school, the teachers will be eager to try them in their classrooms.

Student Questionnaire

As I said earlier, I ran a student questionnaire last week with an Engl 10H class.  It was actually the teacher who asked me if I’d like to do it- he thought it might be something useful to not only me, but also my fellow student-teachers (all of you awesome people!)  He said he’d leave the room, I’d go over what I wanted them to do, read out the questions while they wrote out responses, and then I’d collect them and go over them later on.  I made sure to emphasize (and the teacher wanted me to as well) that they were anonymous, so I wanted their honest opinions and answers.

The first three questions were about teachers, the fourth was about bullying (it came out pretty even on whether or not they thought bullying was a problem- but leaned slightly more to NO), and the fifth question asked them to list the last book they read. I’m happy to report that only two of them (out of 27) said they couldn’t remember/don’t read outside of school. 

Like I also said in an earlier post, I’m going to post the full list of the survey answers in an e-portfolio entry (then link it on here), but for the first 3 questions I asked, here are the top-rated answers:

1) What do teachers do (or have done) that you really like?

•  Show films that are relevant to the topic (17)

·        In-class discussions- both in partners and groups (11)

·        Mix up the activities (4)

2) What do teachers do (or have done) that you really dislike?

·        Making us present in front of the class (10)

·        Lecturing for the entire period (9)

·        Giving work at the end of the class- we would like time in class to do it (6)

3) What do you think makes a great teacher?

·        Having a sense of humour (9)

·        Diverse teaching techniques/methods (6)

·        Easily approachable (4)

·        Allows us to express ideas and doesn’t put them down (4)

·        Keeps monotonous questions to a minimum, and favouring discussions instead (4)

·        Being understanding of students (4)

·        Connect with students and cares about them (4)

Some of the popular points students raised weren’t surprising (watching movies, for example), but I liked how for the third question, many of the students touched on the same qualities we did when we brainstormed about what makes a good teacher on the first day of seminar.  That means that what we recognized as a good teacher is still relevant in schools today- so we should try very hard to become a teacher with those qualities as well!

And it's Over!

So it’s Thursday, and observation at Wellington is officially done. It’s a pretty nice feeling to know we can go back to the regular life routine on Monday, but I’m a bit sad to leave this school behind. I met some fantastic teachers, and they were kind enough to share tons of ideas and materials with me (including a rather hefty photocopy pile I am bringing home of Lord of the Flies and grammar lesson materials that one of the Engl 11 teachers so graciously gave to me for a block to go through!) I really enjoyed the students and the school community, so I’d love to be able to return here in April.

Some highlights this week…

• I forgot to mention this earlier, but I got to run a student questionnaire last week!  I did the questionnaire with an Engl 10H class, in which I read them five questions, they answered anonymously, then I went through all 27 responses and compiled them into some form of a results sheet.  I’m going to post my results document on my e-portfolio hopefully next week at some point to share, but just to give you a sense of what I was doing, here are the questions:

1) What do teachers do (or have done) in the classroom that you really like?

2) What do teachers do (or have done) in the classroom that you really dislike?

3) What do you think makes a great teacher?

4) Do you think bullying is a problem at Wellington? *

5) What was the last book you read?

* that question was originally supposed to be about the classroom setting, but I’d been reading so much about the gay teen bullying that’s been in the media spotlight recently that I was really interested to hear what the students thought!

• I attended the Parent/Teacher Conferences on Wednesday night! I asked the VP if I could just mill around and check out how the night is run, but I ended up being invited to sit with the Engl 8 teacher I’ve been shadowing this week and watched her run interviews for nearly two hours! It was really great to get to see that student/teacher dynamic when a new factor- parent- is thrown into the mix.  I really liked how the teacher not only gave feedback to the parents, but included the student in the discussion as to how they might improve their performance in the classroom.

• I got to teach a (brief) lesson on Sustainability to a SS 11 class today! I’m going to do another blog post where I discuss this in more detail, but I just wanted to mention that it was a great chance to jump into the waters and try it out.  I ended up being in front of the class for almost 40 minutes (I’ll get to that later), but I felt great! I’m really glad I took the teacher up on the offer because it was a great learning experience- I initially turned it down when he asked me on Tuesday last week.  Then again, it was my first day in the school and I could barely find my way around! I felt very confident today, and I’m glad I’ve got some solid feedback to work with.

Okay, it’s off to bed now- I’m going to an Educators against Racism Conference tomorrow at the Well, and then back to Victoria tomorrow night. Hope you all have a fantastic long weekend and see you on Monday:)

Sex Ed Class. Better known as, “Okay kids, just get your giggles out now and then we’ll get on with it!”

Just to be clear, I’m not blogging about getting to go to two Sex Ed. Classes just because I know you’ll all be jealous (heehee). It’s actually because I was so impressed by the teacher and the students.  When the teacher told me the Health and Career 9 class was just about to start their 3 or so days of Sex. Ed, I thought it would be a great chance to see how a teacher delivers this information to a group of 13-year olds with the constant comments/giggling. I remember doing this class in middle school, and that reaction seems to be part and parcel to the class- so I was interested to see how this teacher handled it.  I also thought that, despite our subject areas, we may be asked one day to teach this subject to our students- and to some people, the idea of going over private parts in detail to 30 Grade 9’s is a nightmare-ish concept. So I was hoping that I would get to see a teacher that made it look easy- even a bit fun.

The first day was going over male/female body parts, bodily functions that accompany puberty, condom use, and then anonymous Q&A’s at the end. The teacher did a fantastic job of getting through the material and handling every question with such a patient and relaxed (yet serious to the topics) attitude.  Rather than deliver the material to the students as if none of them had ever heard of these topics before, she gave them the information very honestly and was very open to any questions they had.  I think that by delivering it in this manner that respected the students, it in turn gained her more respect and willingness to participate from them. Rather than vilifying the topic (“You’d better NOT be having sex!”), she taught the information with a balance of caution and openness.  When I asked her afterwards how she taught it so effectively, she said that she tried to keep in mind that yes, they shouldn’t be having sex at this age,  but in reality- some of them are.

Surprisingly enough, I was really impressed by the students! That isn’t to say there wasn’t muffled laughter most of the time (and some of the anonymous questions fell into the category of ridiculous), but on the whole the students were attentive, gave thoughtful answers when asked, and successfully completed the assignments.  In Friday’s class, the students had to create Lovers Licenses (yep, like a drivers license)- where they had to write down the traits/qualifications/knowledge they thought someone ought to have before they start having sex. I looked at the cards after they had handed them in…and wow. For 13-years old, some of them were really thinking!  Some of the examples included: Current medical examinations, maturity, commitment, respect for their partner, at least 2 weeks of Sex. Ed classes, even a successful pass of a lie-detector test! The students really seemed to be engaged in the activity. 

This is not to say that all classes are going to be able to work so efficiently and maturely on this topic, but in this case I think all 30 students gained at least a bit more awareness about the bird and the bees.

Soapbox Fridays!

I just HAVE to share this idea- I love it! I sat in on a Comp Civ 12 class for the last two days of the school week, and I am inspired by this classroom (and the teacher- he’s fantastic!). It’s completely covered in posters, ranging from maps to newspaper clippings to student projects.  He has quotes chosen by the students- glued to coloured paper- hanging from the ceiling.  I don’t exactly know how to describe the seating arrangement, but if you’re sitting at the back, it looks like a big L with a little L in front of it on the left side and the opposite on the right- so that the teacher’s desk is in the centre.  On Fridays, the teacher’s desk becomes the soapbox and the students come up and present an issue to the class- then facilitate group discussion. Each student signs up for a date, then two present each Friday. They choose an issue, explain it, give some kind of thesis statement, and then pose questions to the class to facilitate debates. It’s AWESOME! The two topics I watched were vaccinations (the presenter argued against them) and gender equality (the speaker argued that females were starting to get higher rights than men) - both very heated topics! It was fantastic to watch the students get into these topics, as well as listen to the teacher pop in there with questions/comments as well. I had to get in there too- I just couldn’t help it! It was such a great way to get students not only aware of current/important issues, but also for them to practice public speaking- something that most of them will have to face outside of the high school walls (especially if they attend university!). I’m going to make sure I’m in this classroom on Thursday to watch one more…

Sifting through the Book Room.

In the last waning minutes before early dismissal on Friday, I wandered into the library to check out the book sets and video resources available to staff at Wellington. As soon as I was let into the room, I noticed there were no book sets in there (?). So I was told to go chat with the Dept. head afterwards to find out what book sets were in stock. I still decided to take a look around the resource room, and I was impressed to find numerous reference books (ESL, Special Needs, Grad Transitions, etc.) as well as over 1,000 videos/DVDs spanning all subject areas for teacher use.  I then headed off to find the Dept. head (who I’ve also been observing this week), and he gave me all the details on book sets.  It’s pretty much standard fare in terms of the books for this district, and the teachers generally follow the grade recommendations so teachers can build on previous knowledge gained from the novels they know the students read last year.  Some of those titles (that I’m sure most of us remember reading) include: The Outsiders, The Chrysalids, To Kill a Mockingbird, Lord of the Flies, and 1984. He also showed me a cabinet full of various unit plan binders for all the novels- which is a fantastic resource for the teachers!

On the topic of book choices, I talked to an Engl 11 teacher who was in the process of trying to get Testimony by Anita Shreve approved to teach in her class. I haven’t read the novel, but she said that the first 15 pages are a particularly graphic rape scene- hence the issue getting it approved. She said that she really wanted to do this novel because she could relate it not only to Lord of the Flies (the other novel they’re reading), but it could also be related to the issue of rape- an important discussion to have with high school kids. As it stood last week, it was sitting at the superintendent level, waiting to get approved. It certainly raises the issue- how risky can novels be at a high school level? Should we choose literature that plays to the most naïve student? Or should our goal be to jar their worlds and (hopefully) inspire them to greater heights of knowledge? I think it would have to be a happy medium, but how one would define that? I’m not too sure.

Technology in the Classroom (Inspired by Lauren’s SMART board-equipped library experience)

Hi everyone!

The first week is over, and I’m having a great time at the Well (I’ve even got the nickname down)! I’ve got a bunch of topics to post about, but I haven’t been blogging as much as I should. However I’ve got the whole weekend now, so I promise to get a few posts done in the next couple days!

Of all the interesting things I have seen and heard at Wellington so far, the technology in the school has really intrigued me- mostly because they haven’t joined the world of wikispaces and tweets yet.  There are only 3 or 4 classrooms equipped with computers (along with the library), and of those locations, there are no Macs in sight. The computers are big, bulky, and straight outta 1998.  This is certainly not the fault of any of the teachers, it’s just that the school doesn’t have the budget to revamp and acquire computers for its 1,000 students- and certainly not laptops that can be loaned out to students.  When talking to one of the English teachers about how we’ve been introduced to all these digital tools and their promise in the classroom, she said that they were certainly fantastic ideas- in theory. But when the school can’t afford/make sure computer access is available to everyone, she said, it makes online teaching difficult.

The principal has started an initiative this year to get each teacher a laptop, to start the process of connecting Wellington staff and students to the online world. So the shift is happening slowly. Maybe one day soon, English classes will be tweeting about Hamlet while watching Kenneth Branaugh lament on-screen. But for now, the extra copies folder in the English 11 classroom will continue to be stocked daily.

“Everything is strange when you’re a stranger...”

  My Social Studies prof quoted this song lyric in class on Friday, and told us that it would be very much the feeling we’d have walking into a brand-new school….and I have to agree.  Everything was strange to me, and I was the stranger! However, after the initial confusion faded, I felt pretty comfortable navigating the halls of Wellington.

  I arrived bright and early at 8:00am to avoid any parking issues, but there is plenty of road parking around the school so it wasn’t an issue.  The VP met with me around 8:15, gave me a master timetable list, a map, and a copy the staff handbook (to read up on all those policies).  She told me that I could basically wander around/in and out of classes as desired, so I did just that! I first took a walk around the school, that holds 60 staff and 1,000 students.  Wellington is fairly easy to navigate, and it helps that the school wings are based around a circle- we’re all well aware of that set-upJ 

  The first class I dropped in on was a SS 11 class, which was in the middle of a current events debate when I arrived.  I was impressed at the level of maturity and participation in the class- especially after the teacher told me that the class was 30 students, 6 of which were designated but had no EA’s. He did a fantastic job of keeping the students on task, and used a variety of activities over the class period.  He also asked me if I wanted to teach at all next week- to which I said I’d get back to him. I’m not sure I’m feeling comfortable (and knowledgeable) enough at this point to take the plunge, but we’ll see how I’m feeling by Monday!

  The next class was an English 10H, and the classroom reminded me of UVic- tiered seating with a podium at the front. The teacher was totally sarcastic and comfortable with the students, I loved it! He also tried to make the material (we were looking at Romeo and Juliet) relatable to the students- for example, he argued that Romeo was emo. It was pretty entertaining watching the students generate ideas with him!

  Third class was an English 8, but I only watched part of the class since I hadn’t gotten a chance to check out the library/other areas- and the teacher told me that it was going to be a very slooow day because everyone was still in turkey comas.  So I explored the bookroom, checked out the counseling office, the gym, multipurpose room, etc.  Read the staff handbook to gain knowledge on their policies- for example, Wellington doesn’t ban cell phones, but I barely saw any during classes, so I suppose students have more self-control than I assumed.

  Last class of the day was English 11, and it was a really good demo of some of the teaching strategies we’ve been talking about for the last month! They did AB partner work, class discussions, and exit slips. The teacher, much like the English 10 teacher, was very relaxed with the students, which made it a really good learning environment.

  So all in all, it was a good day. I’m hoping to bust out of the SS/English mold tomorrow and view some other classes and activities if I can- I want to see as many teaching styles as possible. The good or the bad...it all helps us to design our own distinct teaching style!

A film worth checking out...

In EDCI 773 today, our professor Jason Price showed us some clips from a documentary called "The First Year", which follows the journey of five new teachers in the Los Angeles school system.




A still from "The First Year"

We only saw snippets, but in that short time I was both shocked and saddened to witness what kinds of issues these new teachers had to deal with in their classrooms and schools. We may experience things quite similar- so it's worth checking it out! From what I saw, it looked like a really interesting and thought-provoking documentary.  I will link the official website here if you'd like to read more about the film, but you can also find the entire documentary on google video if you search the title.

Off to the Harbour City!

Finally. The wait is over. We know where we are headed for the next two weeks…and they certainly didn’t disappoint with building up the suspense!

As I sat in seminar today, I couldn’t stop myself from thinking about that elusive form we’ve been after since September- nor could I stop myself from dropping not-so-subtle verbal cues to our practicum prof that we really wanted to see where we were heading. He finally gave into our pleas, and distributed the forms to the elated cheers of the class.  It wasn’t until the silence, signaling that all names had been called, that I realized I didn’t have a form in my hands.  I raced up to see Betty and Phil in the office, and they told me that they were about 80% sure where I was going, but they hadn’t gotten the official confirmation yet- so they would e-mail me once they knew. Phil consoled me by giving me a chocolate and telling me that I was the last student in the program to be placed- so at least I felt special to have been left to the last minute!

Back to class I went, dejected that I didn’t have a pretty placement form in my hands. Less than one minute later, Phil was at the door telling me to come back up- as they’d received the confirmation e-mail about 30 seconds after I’d headed back downstairs.  I headed back up to the office, and left holding that form I'd been waiting days to read...

And with that, I’m off to Wellington Secondary School in Nanaimo next week!

I chose Nanaimo because I have quite a few friends that live there (and offered me a place to stay), it’s not too far away from home, and I actually quite like the city! I wouldn’t mind living there for a couple years after finishing the program, although from what I’ve heard the prospects of getting a job there are much like Victoria- along the lines of impossible.

At any case, I’m excited to explore this school and meet the teachers, students and administrators- this will be my first real taste of high school from the other side of the desk.

Photo-Editing

I was actually excited to do this week’s assignment- because I love photography and photo-editing! I’ve been a Picnik fan for a couple years now, and it’s definitely my favorite because of its user-friendliness and multitude of neat effects and tools!

I found my image on Creative Commons, courtesy of mikebaird.

For my first edit- using my beloved Picnik- I took the original image and did the following:

Moved the Saturation to -28

Applied the Holga-ish effect with 30% Grain and 70% Blur Edges

 Applied the 1960’s effect

 Set the Film Grain to 16%

Added some Text to the image

And voila! A very vintage feel…..even cinematic (as if it is a video still).

For my second image, I went with Sumo Paint, a program I’d never heard of before. I found this site a bit harder to navigate around and the tools not so easily displayed. I could see this one being a lot of trouble for someone not so educated in the digital photo-editing world.  That being said, Sumopaint had some really cool effects that Picnik did not!

For my second edit, I applied the following:

Stylized filter effect- Dithered Poster

I altered the Colour Balance so that Green was offset to -60

I really like the way this one turned out as well; A highly stylized, very modern feel as opposed to the first edit.  And once I figured out how to navigate around the Sumo Paint editing tools, there were a lot of cool options to explore.

Overall though, I think my allegiance still lies with Picnik. It was definitely still the easier one to use, and provided more than enough edit options to make a variety of unique images.

Twitterature?!

After perusing another book title discussing Facebook lingo/classic literature on Amazon, I noticed this book as another recommendation and thought I'd post the cover image on here.  I didnt realize it, but Twitter has made it into the literary world!

The book is in the bargain section (and didn't seem to get good online reviews), so I think it's safe to say that twitterature isnt going to replace real literature anytime soon....but it's interesting to see the twitter impact. And I'll admit the cover image is pretty cute:)

Tweet Tweet!

I have finally joined the world of twitter, tweets, and everything else the site entails. Despite being a huge fan of Facebook, tumblr, and a multitude of blogs- I’ve never really had any desire to join the tweeting revolution. Sure, I’ll admit that I’ve checked out celebrity tweets more than once to get a glimpse into their sporadic thoughts (sometimes discovering there isn’t a whole lot of thought going on), but that’s about the extent of my experience. I didn’t really see why I would need one, since I have status updates on Facebook if I really want to let people know what I’m doing or thinking.

Twitter was relatively easy to set up, and very easy to connect with my classmates. However, it only took about two minutes after joining that Julia and I were both messaged by a random tweeter asking, “are there any single guys there to chat?”

And we weren’t the only ones that got spammed right out of the gate- everyone saw that charming comment referring to male parts posted on our class feed right after it was created.

The issue of spamming and inappropriate comments/links makes me continue to lean more towards the Twitter is bad  party, since I’d rather not have the experience of listening to a chorus of Grade 11’s in my classroom saying, “Miss Patten? Someone from Colorado is messaging me to chat!” (Or any other variety of equally awkward scenarios- you get the idea.) With e-mail and classrooms sites such as Wikispaces, I sometimes wonder if that is more than enough online connection for students and teachers? I’d like to think that students can still survive the 21^st Century classroom by actually bringing paper sheets home from school and writing due dates in an agenda rather than an e-reminder. We all did it, and we still made it to university! I’m leery to become dependent on technology to share the breadth of our classroom thoughts and discussions, because (as we all know)- technology does fail from time to time. How sad would it be to lose all that collective effort if nothing was actually written on paper?

However, I do see the potential in Twitter. It could be a fantastic way to send out those last-minute reminders to your students about exams, papers, and alike. A class feed would allow students to post questions/comments and they would be able to respond to one another, continue classroom discussions, or even post upcoming events that may be of interest to their fellow classmates. I realize that we, as teachers-in training, need to keep an open mind and try to experience a variety of media that we’re bound to run into in the classroom- or at least recognize the influence they hold in our students’ lives.

So here we are, one day later and I’ve tweeted about four times. I’m giving it my best shot to see what potential this service holds, but so far I’m not sold on its place in the classroom. That being said, it has only been one day so I’m not giving up on Twitter just yet.

Happy tweeting everyone!

Here we go!

Though I am relatively new to the blogging scene, I’m looking forward to having somewhere to share ideas about all things education-related (which encompasses a lot of stuff!) with not only my fellow student teachers, but also the online community as a whole. It’s exciting to think of what kind of knowledge we might gain by opening up our teacher education up to an open, online forum!

Here's the basic educational facts in a nutshell: I graduated from UVic in June with a BA in English, and I am going to be teaching English and Social Studies: History. But more importantly...

I want to start my blog off with a bit about why I am in the PDP with all of you...

I have known I wanted to be a teacher since kindergarten. No joke. Since then, I’ve told anyone who’s asked me the same answer. The only thing was, I was dead-set on being an elementary school teacher. In fact, before last year, I really hadn’t put any thought into the idea of secondary. So after graduating high school in 2003, I set forth to go for that B.Ed in Elementary. I completed my Associate of Arts Degree from Camosun College and then transferred to UVic to finish off the rest of my prerequisites for the Ed. Program. After applying for the Elementary Program (and subsequently being denied due to my GPA- those damn math courses), I sat down and really thought about what I was doing.

I realized a few important things: One was that I loved my English and History courses, and I was incredibly sad that, in finishing my undergrad, I would no longer get to study poets such as Gray or Keats, or get to analyze such topics as the cultural and social changes during the Renaissance. Another was that I really enjoyed working with teenagers at my Aquatics job- and I’d been able to build great relationships with many of them. I realized the massive potential teens have if they are exposed to great educators- and since I have been successful in teaching at the pool, I felt like I could bring that experience to teenagers in a classroom.

So with that, I decided to set forth. I busted my butt last year to get my grades up as high I could to apply for the PDP- and here we are!

Sure, there are still a bit of nerves I’m going to have to overcome (I think we all have a bit of that)- but I’ve realized, after just two weeks of classes, that I think we're going to have an incredible support system in each other to get through the next 16 months...

And we’re all gonna ROCK! J