Saturday, February 4, 2012

We're just human!


A post from a community college instructor:

Last week I held one-on-one conferences with my students in our school library. The rest of the class did library research while I went through my class rosters, meeting with each student to go over a writing assignment. It’s a great way to get to know students at the beginning of the semester and provide a quick assessment with each student of grammatical writing skills--before they have to turn in a full-fledged essay. The personal conversation gives us a moment to connect and helps impress upon them the importance of eliminating all those comma splices and run-ons, and that writing only one hundred words isn’t going to cut it.
After class, I went back to my office to work on some upcoming lessons. My door was slightly ajar. A soft knock interrupted my how-to-write-a-compare-and-contrast-paper presentation prep.
            “Come in,” I said, looking up from my desk.
            The door opened slowly and there stood a young man--who was not one of my students. He looked a little flushed. “Could I talk to you a minute? Privately?”
            I got up from my desk and walked to the door, definitely leaving it open. I smiled. “What can I do for you?”
            “Could we shut the door?”
            “No, of course we can’t.” Not to be mean or anything, but it’s very bad idea being alone with a student in an office behind closed doors.
            He took a deep breath.
            I smiled again. “It’s for both our protection. Now, how can I help you?”
            He drew in another deep breath, and released it slowly. “I saw you in the library, well, with your students, and I wondered if maybe, well, we could meet for coffee sometime.”
            I smiled again. “Well thank you, very much. Thank you for the compliment. I so appreciate it. I’m married, though.” I didn’t say and I am old enough to be your mother.
            “I’m only going here for one class, one semester. I’m already at the (he named the big university on the other side of town). So it wouldn’t really be a conflict of interest.”
            The sweet boy. He must be sticking to his plan because he apparently didn’t hear the comment about my hubby.
            “I’m already thirty,” he continued. “And it really isn’t a conflict of interest,” he said again.
            I didn’t tell him I was twenty years older than he is.  “Thank you. I’m honored. But really, it might be a conflict with my husband. So tell me what you’re majoring in.”
            We chatted just enough so that he could save face.      
After he left, I went to the restroom feeling quite pleased. I’m a harried teacher with so much running around and so many papers to grade that my dolling myself up doesn’t last long.
I looked in the mirror. I couldn’t help but feel a bit proud. The young man must have heard me working with my students. He must have thought I did a good job balancing encouragement with threats of failure.
And he must think I’m still at least pretty enough to be seen in public with him at a coffee shop.
“You go, girl!” I smiled at myself in the mirror.
And there smiling back at me was my lunch. During that whole conversation, I had my bean soup sitting in my teeth. I had gone through two classes, an earlier meeting with two of my colleagues and a quick visit from an adoring fan….all with food in my teeth.
And not one person had told me.
After I got over the total embarrassment--not feeling too proud then--I realized that one thing about being teachers is that we’re just plain human with our students. We are with each other day in and day out, through thick and thin. They get us looking snazzy some days, and other days, not so much.
            I thought back to my conversation with the young man. He must have been too nervous to notice the bean skins. At least I hoped so.  
            And all those other students who had sat by me in the library? No one would tell me I looked like a ridiculous cartoon with black in my teeth? I’m thinking about them, thinking that there's got to be some way to give college students detention.

Friday, February 3, 2012

Borderlearning Conference--Come to Las Cruces, NM Feb. 9th & 10th

Seventy presenters will be covering quite a variety of topics....something for all of us who must teach in a world that seems to grow bigger and smaller everyday--all at the same time.

These are the Guests speakers:

Author Denise Chávez is our 2012 Border Learning Conference “Crossing Borders” award recipient. Denise Chávez is a novelist, playwright, teacher and performance writer based in Las Cruces and Mesilla, New Mexico. She has roots in Far West Texas with her mother's family and in Las Cruces, New Mexico with her father's family. A true child of La Frontera, Chávez is the author of the memoir, A Taco Testimony: Meditations on Family, Food and Culture, Loving Pedro Infante Face of An Angel, and The Last of the Menu Girls. She has published a children's book, La Mujer Que Sabía El Idioma de Los Animales/The Woman Who Knew the Language of the Animals. Chávez performs her one-woman shows, Women in the State of Grace and El Muro/The Wall: A Chorus of Immigrant Women's Voices, throughout the U.S. Chávez has recently finished work on a novel, The King and Queen of Comezón, a border mystery/love story. She is working on a collection of stories, El Inglés Tan Bonito/Beautiful English and a book, Río Grande Family, about her Sephardic Jewish roots in Chihuahua and Delicias,México. She is also working on a children's book, La Hermana Ying and LaHermana Yang. Chávez is the Director of The Border Book Festival, a major national and regional book festival based at the Cultural Center de Mesilla, a multicultural bookstore that has recently opened an art gallery, Galería Tepín. www.borderbookfestival.com

Hector Galán is a critically acclaimed independent filmmaker who has won numerous national and international awards and recognition for documenting border issues. Early on in his career, he realized that his goal in life was to bring diversity to national television and bring real stories about real people. His work has explored border issues, such as, migrant farm workers, life in the colonias, development of Tejano music and its reflection of Mexican American history/culture, the life of the first Mexican-American bishop in the history of the Catholic Church, as well as, the hunt for Pancho Villa. Mr. Galán has cast his lens on the Latino experience in America, bringing the culture and history of the U.S. Latino experience to the screen. His work he says, “only scratches the surface of what Latinos are creating in our country. I am extremely proud to be a microphone for their work, to document their art, to publicize their culture.” Mr. Galán received a degree in Mass Communications from Texas Tech University.

Federico Reade received his Ph.D. in Educational Thought and Sociocultural Studies from the University of New Mexico, Albuquerque, in December 2005. His work has focused on critical theory with special emphasis on New Mexico and the experience of the American Southwest. Federico Antonio Reade Jr. is a descendent of one of the soldiers of the First California Column; his great grandmother was a Navajo captive who was traded to a family from San Geronimo, New Mexico, outside Las Vegas, New Mexico, y mama’s mexicanas. He grew up and received his education in Albuquerque, New Mexico. He has applied his education on doing ethnographic documentaries on the sociocultural history of populist movements and stories of peoples of the American Southwest border region and has recently completed a screenplay of the landgrant movement. Today he is working on the story of the Black Beret’s of Albuquerque, New Mexico following a group of youth and their activities from 1968 to 1973.

For more information about the event:

http://dacc.nmsu.edu/bis/borderlearningconference/docs/final%20BLC%202012%20brochure%2009%2015%202011.pdf

Tuesday, January 10, 2012

SO VERY DIFFICULT....

In academia for more than thirty years, this contributor has seen the world of education from many vantage points, including from across a  teacher's desk and now in a school library. She has also been a grant writer and has served as an independent consultant. 

-------------------------------------

I work in the heart of the most urban of areas in a large metropolitan city, Metropolitan Statistical Areas (MSA) population just under two million. 

Eighty-nine percent of children in the school where I work have no father in the home and live in single-mother households. The transience rate for the students is 105 percent, and historically is about 30 percent on average per year for teachers.  Only five out of 336 students pay for their lunches. About 20 percent are in Special Education classes. And only 38 percent pass the annual state exams. Over 40 percent receive in-house mental health counseling and another 15 percent of the school is on a waiting list for services. 

Stark figures, to say the least.

The day-to-day lives of the children ages three to fifteen (grades pre-K-6th) fair not much better. 

This week, kindergartner Demilo was exposing himself to classmates. CPS said all boys do that. His single mom sent him away to live with his dad.

Yesterday, Treasure entered the school library with her class and began quietly, factually recounting her experience with watching her mom forcibly raped three times the night before. Treasure is a first grader.

In fifth-grade for the second year, fourteen-year-old Corrience left the school bus this morning and entered the building visibly angry, fists clenching and unclenching, shallow breaths punctuated by grunts as he glowered straight ahead and shouldered his way ahead of the line.  As he steps over children he has knocked down, he flails and twists away from a teacher’s gentle but firm hands trying to redirect him and minimize the collateral damage. Never mind she had just slammed her own head into the wall as she tried to spare a toppling child.

Corrience’s problem today? His foster mom told him he couldn’t have money to spend at the school store for a pencil and eraser.

Gre’marquis is new to the school just last week. This morning he quietly approaches me in the hall and says he needs to speak to the social worker. As I respectfully try to learn why, he tells me he cannot let his brothers or himself go back to his mother’s home again. He says she was drunk and high again this morning and beat him and his brother as she does most mornings. Most days he comes home and finds her incoherent on the couch. He says he knows it means they will go to the Guardian’s Home, but it is better that way. He magically recites his mother’s name, her complicit boarder’s name, their phone numbers, ages, and the drugs they were using. He provides his grandmother’s telephone number in a distant city and asks that she be notified.  In a very subdued tone, Gre’marquis pleads to not go back to his mother’s again. These are his own words. Gre’marquis is 7.  His brothers are 6 and 5.
 
I mull over all of this as I sit at my desk in the library. Making a difference in these children’s lives--a measurable difference--is difficult.  At least it is difficult to know if anything I do makes an appreciable difference beyond the moment.

I recall my own tumultuous, traumatic elementary years, and I realize words and actions can make a difference far beyond today, far beyond the moment. I recall the summer school teacher between my seventh and eighth grade years who believed in me like no one else did. He said I could pass the classes. He said he knew I could do it, and he’d help me all I wanted. 

And I passed the classes. I passed them for him and because of him.

I see Corrience trudging past the library windows, scowling as he makes his way down the hall. Wondering if he had been suspended or helped, I wave at him and he waves back. I beckon for him to come in to the library--which he does, with a torrent of invectives directed at no one in particular. I let him spout, and then I ask him to come sit with me for a bit and help check-in books. We talk about what had set him off this morning. Eventually, we discuss what he likes to read (not much), but when I tell him I’ll buy for him whatever books on whatever subject he might be interested in, he lights up and begins sharing an amazing amount of knowledge about outer space and space travel. Explaining the source of his mental compendium, he says he likes watching Nova when he can but he usually gets laughed at by his foster family. He says his biological father had encouraged his interest as a child before he disappeared one day when he was eight years old. I say I’ll buy a bunch of books for him tonight at Half Price Books (knowing I’ll have to be sure they were at the 3rd grade reading level he is working at). He can keep them at school or take them home--whatever he wants. 

Glancing at the clock, he scoots back his chair hastily, unfolds his gangly fourteen-year-old man/boy body from the chair and heads for the door to catch breakfast before too late. Taking the pencil I proffer him, he lopes to the door. Looking back over his shoulder, he says, “Thanks, man” and heads off for his day.

Do I think that a span of five minutes cures the ills in his life? Hardly. But I do hope as I follow through on my promise, he can begin to learn to trust again, to trust in talking, talking about his needs and wants, about his hurts and hopes. I hope he can begin to see a place for his dreams when maybe no one else does. I know it can happen. I wanted to be Maria Mitchell, girl astronomer, and only that summer school teacher ever said this troubled, waif-of-a-girl and abysmal math student could be whatever she dreamed she could be.

Wednesday, December 28, 2011

If grading were this easy....

Enjoy the joke from:
http://funnyjokes4me.blogspot.com/search/label/Teacher%20Jokes


A professor stood before his class of twenty senior organic biology students, about to hand out the final exam. "I want to say that it's been a pleasure teaching you this semester. I know you've all worked extremely hard and many of you are off to medical school after summer. So that no one gets their GPA messed up because they might have been celebrating a bit too much this week, anyone who would like to opt out of the final exam today will receive a 'B' for the course."

There was much rejoicing in the class as students got up, walked to the front of the class, and took the professor up on his offer. As the last taker left the room, the professor looked out over the handful of remaining students and asked, "Anyone else? This is your last chance."

One final student rose up and opted out of the final. The professor closed the door and took attendance of those students remaining. "I'm glad to see you believe in yourself," he said. "You all get 'A's."

Friday, September 30, 2011

Check out this! Wow!

Free your inner Geek Girl! Come to GeekGirlCon in Seattle this October 8 & 9, 2011 at the Seattle Center Northwest Rooms and EMP Museum to laugh, learn, and connect. All geeks welcome!

                  http://www.geekgirlcon.com/

GeekGirlCon is a nonprofit organization dedicated to promoting awareness of and celebrating the contribution and involvement of women in all aspects of the sciences, science fiction, comics, gaming and related Geek culture through conventions and events that emphasize both the historic and ongoing contribution and influence of women in this culture. We are having our first annual convention on October 8th and 9th at the Seattle Center Northwest Rooms in 2011.

Sure feels like this somedays....

TEACHER:    Harold, what do you call a person who keeps on talking when people are no longer  interested? 

HAROLD:     A teacher 

Monday, September 19, 2011

Letters of Apology

Being a substitute teacher can be challenging to say the least. Here are some notes from STUDENTS (who need a bit of proofreading) who realize their behavior was less than conducive to learning, and who have a unique way of saying so:

"I am sorry for given you a bad time and for lying to you to make you go crazy."

"I know I or we should of just telling you the truth. I know that you are thinking about being a teacher but with this it looks like you are going to change your mind.  But I am sorry about this because I would to see you as a teacher here."

"I am sorry for misbehaving and I promise we won't do anything that you said we did again. We won't be anymore trouble, and you won't have anymore problems with us."

I can start trying 2 change by behaving. By I guess just staying quiet. And doing my work. And to settle down. And not getting up."

"I just want to let you know that I am sorry for given you a bad day today when your are soposto be having a good day. Again I am sorry for this and have a good day and Happy Halloween."

"I apologize if I lied to you. I hope you can forgive me for my missbehavior. I promise you that I will behave. Also I will make these last two weeks that you'll be with us an unforgettable experience..."





 

Thursday, August 11, 2011

Question: What is the Hardest part of Teaching?

Here are some intriguing answers that come from teachers around the country of varying ages, grades and subject matter:

“The hardest part of teaching is keeping up my enthusiasm when some of my students show little interest in the subject matter. I really can't understand why anyone wouldn't find dangling participles absolutely fascinating.”

            “The politics. And usually the people who become administrators were the worst teachers.”

“I echo "politics" for all levels of teaching. When I was in the middle school classroom (at a private school), the worst part for me was the parents who felt that because they "paid" for their child to be there, they could then control everything in the classroom, down to what seat their child sat in.”

“I agree about the politics. That's actually one of the biggest reasons why I didn't go into teaching lower grades (even with the degree). So far, the college scene has been far less political--at least as an in and out adjunct.
The hardest part of teaching--balancing my time and other jobs with grading 10pg + papers.”

“The politics and BS are the reasons I retired this year instead of next year. The nonsense. Oh, the nonsense.”

“Teaching different abilities. I teach design and writing classes, and I get students from the low to high end and everywhere in between...and balancing out who needs extra help and who needs to be challenged can be challenging at times.”

 “The "entitled" generation: as the old saying goes, "you can lead a horse to water, but you can't make it drink." I've found that in addition to the other daily struggles in the education field (i.e. politics) I've fought to collect assignments, gain attention, etc. from my students. They feel that school is their social time. I remember as a student that I had days when class was boring, yet I always had a willingness to learn. I never dared to disrespect a teacher (even if I didn't care for them), refuse to take or finish a test, or even fail to submit my homework. I worked hard in school, and I wish that I could see more of that drive today.”

“I have several "hardest" parts. First, I'll agree with the "entitled" generation. Back when I went to college, it was an honor. Not a right.
Second, there are the students that you can't figure out how they got as far as they have with absolutely no skills whatsoever. In a Masters program, you would think the students have at least a working understanding of grammar, spelling, and punctuation. However, every semester, I see a few that are functionally illiterate.
However, I think the hardest part is forming a bond with the students who really are gifted, the ones who really "get it," and then watching them leave. Having to bring in a whole new set of students, whom you know will never measure up to the last class, and waving goodbye while the last class gets on with their lives. That's the hardest part. We all have the students that we absolutely love. And it's tough to watch them go.”

‎            "1)Parents
‎2) Shoddy reform
3) Meaningless data used to punish and not improve
‎4) The inability to poke out the eyes of children who refuse to pause and think. If I could just get one eye, they'd think twice and we'd all be able to see the super thoughtless coming from a mile away.
Maybe that last one was too harsh.
5) People who blame my union for the end of the world. People who think my union is just there to make sure I'm overpaid. People who think that my tenure is meaningless.
6) The boxes of discs they expect you to use with your curriculum. When you open them, you realize they are just space-age dittos and fill-in-the-blank packet machines.
7) I don't mind the entitled thing. We all thought the universe spun in tight circles around us when we were young. It's really the rest of us who LET them keep this notion alive: parents, teachers, coaches, media. If we are all special in our own special way, then none of us really are that special. Instead, can't we be interrelated and responsible for the world? Just a thought."

“You know, every June, I become very morose when I think of losing my kids. But then every year I get another great set. :-)”

"The piles of paperwork that take over my life and the lives of my students."

“The hardest part of teaching was realizing that I cannot be divided by 150 (or number that you are teaching each term) to "save" as many as I can. Save them from ignorance, from unkind people, from lack of motivation, from the absence of inspiration.”

“The hardest part of being a substitute is realizing that despite the kids liking you, they really want their "real" teacher back. Which was a good thing. Made me regret not being a "real" teacher, but I'd passed that fork in the road long ago. I am glad I had 15 years of helping those teachers who needed more than a babysitter while they were gone. :-)”

“Perfect timing, Danielle. I just completed a distance course entitled: Preventing Burnout, which helped me to identify some of the things that have affected my enjoyment of my teaching life. 
The first is the systemically poor method of recognition. In my state, I will never be recognized with a gift, bonus or raise, because we are paid on a scale. That means I will NEVER make a penny more than the least effective teacher with the same number of years of experience and education level. Maybe that shouldn't bother me, but it does.
The second issue is the public attitude that we are almost always wrong, and that "their little one" or "the student him or herself" (see entitled comments above) could not possibly deserve a failing grade; ergo, it must be our grading system, et al. This includes people's attacks on the union. True, all unions need a reality check in this day and age, but we cannot be simply ignored.
The third and probably most significant issue is our depth of caring. If we could truly leave school at school, our lives would be fabulous. No more packing extra granola bars in our briefcase for Johnny who comes to school hungry. No more skipping our own lunch to help Suzie who didn't do her homework and must stay in at recess to complete it. No more fielding requests by students who are trying to juggle parenthood, illness, accidents, multiple jobs and schoolwork who need extra time, extra help, extra exemptions, extra credit. This means we never, ever have a "safe zone"--not at school, not in public, not at home.
That's burnout. Still, if we didn't want to be in a helping profession, we wouldn't have chosen teaching. I think the truest answer to addressing the difficulty of our profession is to identify the need for frequent--even if unpaid-- sabbaticals. Clearing our own minds and re-balancing the work/life scale is essential to maintaining our enthusiasm. “

           “I could ditto much of the above; I will add fruitless administrative tasks, meetings, bean-counting that eat up time that could be used in developing better lesson plans or better supporting students.”

            "The hardest part of teaching? Everyone--including me--thinking that if I don't do it all right, the world is going to hell in a hand basket. The truth is if I do a reasonably good job a reasonably good amount of time, my students will learn a reasonably good amount of material which will contribute to them having a reasonably good life...at least that is what I am telling myself these days as I stare at the unreasonable amount of work staring back at me."




Sunday, August 7, 2011

Please, tell me again why we're doing this....

"The function of education is to teach one to think intensively and to think critically. Intelligence plus character--that is the goal of true education."
                                   Martin Luther King, Jr.

Prejudices, it is well known, are most difficult to eradicate from the heart whose soil has never been loosened or fertilized by education; they grow firm there, firm as weeds among stones.
                                  Charlotte Bronte
 

  
"What sculpture is to a block of marble, education is to the soul."
                                   Joseph Addison

"I never cut class. I loved getting As. I liked being smart. I liked being on time. I thought being smart is cooler than anything in the world. You, too, with these values, can control your own destiny. You, too, can pave the way."
                                  Michele Obama

Education is learning what you didn't even know you didn't know. 
                                  Daniel J. Boorstin

"Education is the key to unlock the golden door of freedom."
                                  George Washington Carver

Sunday, July 31, 2011

The Barriers of Language Broken with a Smile: Lessons Taught

A teacher shares life on the border:

My class and I were reviewing homonyms, which then led to a discussion about Spanish words that students often put into their English writing because of the similarity to English words. One of the Spanish words discussed was “embarazada,” which means pregnant. We all agreed that sometimes Spanish speaking students use “embarazada” mistakenly for the English word “embarrassed.”
“Here is an example of using the Spanish word ‘embarazada’ incorrectly,” I said. “I was very embarazada when I fell.” Or course the intent of the sentence was to mean: I was very embarrassed when I fell.
The students began to laugh. I realized that this would be a great opportunity to joke around a little bit while sharing a few tidbits of my personal life to drive home the day's lesson. 
“Although, you can be very ‘embarazada’ when you fall.”
 My students looked at me skeptically, questioning my reasoning.
           I began my story. “I was actually eight-months pregnant with twins when I went to check my mail and without even tripping on anything, I just fell right over into the street! So yes, I was very embarazada when I fell!”
           I could see mouths open, smiles, and I even heard a few dramatic gasps. I continued to tell them how I couldn’t get up, so I just gave in and was hanging out, lying down in the street. I was mortified (good chance for introducing new vocabulary words) for one thing. And I was too heavy and wanted to avoid the embarrassment of trying to roll around until I could get up. So, of course, as I heard a car coming I thought, Oh, please God, don’t let the driver run me over! Please let the driver see me. (Yes, my students found that humorous.)
            I told my class how a man pulled over and got out and asked if I were okay. I said yes, but when he saw me not getting up, he asked if I could.
“Yes,” I meekly replied, just wishing he would leave me alone in my shame.
“Well do it,” he said.
So I moved from my side onto my back and when my jacket fell to the side, of course, there was a huge beach ball!            
The man said, “Oh ma’am!” He ran to get his son out of the car.
As I told this story, my students laughed hysterically as I re-enacted one man and one teenage boy each taking my hands, bracing themselves, and grunting (of course I was exaggerating just a little bit) as they tried to get this big belly pulled up.
            By this point, my students were laughing so hard that some were wiping tears. Some were sharing pregnancy stories, and some wanted to know what happened next. We didn’t take but a few minutes to get through all of this, but it made such an impact on the class.
            Proper clarification was made, and we continued on with our lesson, but it was one point for the teacher, with a smiling class, some continued chuckles, and a completely different atmosphere. 

Sunday, July 24, 2011

Can you relate? :>)

You Might Be a teacher if...
        you have no time for a life from August to June.

        you believe the staff room should be equipped with a Valium salt lick.
     
        you want to slap the next person who says, "Must be nice to work from 8 to 3 and have your summers free."

        you want to slap the next person who says, "Those who can't make it in the real world teach."

        you believe "Extremely annoying" should have its own box on the report card.

        you believe "Shallow gene pool" should have its own box on the report card.

        you know more than a hundred good reasons for being late.

        you think caffeine should be available in intravenous form.

        when out in public you feel the urge to talk to strange children and correct their behavior.

        you refer to adults as "boys and girls."

        you've ever had your profession slammed by someone who would "Never Dream" of doing your job.

       meeting a child's parents instantly answers the question, "Why is this kid like this?" 

        you don't want children of your own because there isn't a name you can hear that wouldn't elevate your blood pressure.

       you find humor in other people's stupidity.

       you believe chocolate is a food group.

       you can tell if it's a full moon without ever looking outside.

       you believe that unspeakable evils will befall you if anyone says, "Boy, the kids sure are mellow today."

       you believe in aerial Prozac spraying.

       you believe no one should be permitted to reproduce without having taught in an elementary setting for the last 10 years.

       you believe no one should be allowed to be an administrator without having taught in an elementary, middle school, and high school setting for the last 10 years.


       you know you are in for a major project when a parent (or your dean) says, "I have a great idea I'd like to discuss."

       you want to choke the next person who says, "Oh, you must have such Fun everyday. This must be like playtime for you."


       http://www.lotsofjokes.com/youre_teacher.asp 
       http://www.workjoke.com/teachers-jokes.html 
       anonymous

    Saturday, July 23, 2011

    Featured Teacher--One of Danielle's fabulous mentors


    Timons Esaias is a satirist, poet and short fiction writer, living in Pittsburgh. His fiction has appeared in fourteen languages, and his poetry has been translated into Spanish, Swedish and Chinese. His poetry chapbook The Influence of Pigeons on Architecture is in its second edition. He has been a finalist for the British Science Fiction Award, and won the Asimov's Readers Award. 

    He teaches at Seton Hill University, and is one of the best mentors on the planet. 

    His website is www.timonsesaias.com.

    His story "The Right Thing" has just appeared in Czech.

    http://fanzine.topzine.cz/sci-fi-povidka-timons-esaias-spravna-vec

    Congratulations, Tim!

    Thursday, July 21, 2011

    Words Surely Matter

    A teacher reminds us that what we say really makes a difference:

    I had just acquired a young Russian man about a month earlier as a student. He was doing well and was a hard worker. Having finished his university studies and gotten his first real apartment he was excited. He wanted to improve his English as well as his chances for a better job. It was evident that he wasn't happy with his job.

    In our conversations--as happens with most of my students--I said to him, "I don't care what kind of work you do. Just make sure you like what you do. No matter what it is, you will be successful." I mentioned that this was something I had repeatedly said to my sons.

    A couple of weeks later he called me and asked if he could come over and talk to me. Not for a lesson, just to talk. I said yes.

    When he arrived he said, "I've been thinking a lot about what you said, about doing what makes you happy. I don't like what I've been doing. So I'm going back to school to do what I want. I will have to quit my English classes, and I wanted to let you know."

    You couldn't smack the smile off my face.

    I was so proud of him, even if I did lose a student.

    We have to remember that--as teachers--everything we say can be taken seriously by our students.

    Words have much power.
                                                                                 
                                                                         anonymous

    Sunday, July 17, 2011

    When fake lives take over....


    Online "living" can sure be a distraction for our students, especially when we've got laptops as part of our learning. Read how one teacher uses humor--with firmness--to handle the pull of these computer-game worlds:

    ME, to the student on a laptop--who is clearly not being productive: Stop playing FarmVille.

    STUDENT: It's not FarmVille. . . . . It's College Town.

    ME: Don't care.

    STUDENT: But it's a really fun game, Miss M. You should play it.

    ME: Really? What can I do? Can I assign homework and give out Fs? Oh wait! I get to do that ...in real life!

    STUDENT: Hahaha. You're funny.

    ME: I know I am. Now close your laptop.

    I always remember that fondly. That particular student and I had some good tit-for-tat at times. All good-natured, of course. ^_^

                                                                                                        anonymous