I have been working on my industrial revolution unit, creating it for my eighth graders. Now, I have some fantastic ideas that I think may really work. But I thought I should write them out first.
1. Hold class with no lights, except for candles. This may be a problem, solution = electric candles. Boom! My students will totally respond and understand the importance of light bulbs. Second problem? Getting electric candles.
2. Morse code activity. Learn morse code for some sentence or phrase. Give my kids a sheet with morse code letters with their morse code code, then tap it out on the desk. First student to get the phrase wins a prize. Then have student learn to do their names, friends' names, etc.
3. Inventor day: have students come in with a prepared presentation, they are the inventor (can dress up) and at the end we all guess who it is. This will involve fun times and will teach my kids how to research.
4. Menlo Park day: students will pick one of Edison's numerous inventions, draw it, and we will create Menlo Park on a wall in the class.
HOW FUN ARE MY IDEAS????!!!!!!!! I am so super excited to be able to work with kids that are younger. I think they will appreciate all my ideas and learn at the same time. I have never been more excited about being a teacher, than I am at this exact moment. Woot!
Suffrage!
I think this sums up everything!
Sunday, January 29, 2012
Sunday, January 22, 2012
Women, Eighth Graders, and Test Reviews--oh my!
So as I was transitioning into my second teaching placement I realized my new students were learning about Women's Suffrage. This is interesting because compared to my high school students, my new eighth graders were really glancing over the topic. They skimmed over the topic as if 80+ years could be discussed in a total of ten years.
I wonder how I can expand lessons to meet my students needs, yet at the same time not bog them down with information that is too in depth? And that begs the next question, what is too much information for eighth graders? They need to expand their critical thinking skills so that high school isn't too hard. But how do you transition students into higher levels of thinking when most students are apathetic toward pushing themselves further?
I want to motivate students to challenge themselves, but I am stuck on the how.
I helped my eighth graders review for their Suffrage test, yet most of them got a 5 out of 10. I just want my students to love learning, like my love for teaching!
Any advice would be ok with me fearless readers.
Topics for next time? Maybe, a little sushi and a discussion on standardized tests.
I wonder how I can expand lessons to meet my students needs, yet at the same time not bog them down with information that is too in depth? And that begs the next question, what is too much information for eighth graders? They need to expand their critical thinking skills so that high school isn't too hard. But how do you transition students into higher levels of thinking when most students are apathetic toward pushing themselves further?
I want to motivate students to challenge themselves, but I am stuck on the how.
I helped my eighth graders review for their Suffrage test, yet most of them got a 5 out of 10. I just want my students to love learning, like my love for teaching!
Any advice would be ok with me fearless readers.
Topics for next time? Maybe, a little sushi and a discussion on standardized tests.
Tuesday, November 1, 2011
Listening to Sting Inspires Creative Thinking
The last month or so I have been on a Sting kick. If you don't know who Sting is, then I am sad. He is a singer AND he used to be the lead vocals for the Police. Google it. Now, I have been listening to him for my whole life, because my lovely mother made me when I was younger. But around 13 or 14 I actually started to love his lyrics.
As you all know I have been teaching my students some amazing lessons inspired by my good friend Sunny, and I finished that today. So I am sitting on my couch waiting to go to a meeting, and I am listening to my favorite Sting song, "Moon Over Bourbon Street." The lyrics have been so mysterious sense I was in high school. And the best quote is. "I must love what I destroy, and destroy the thing I love." To me this is the epitome of how I feel about my five days of teaching. (Yes I am summing up my entire mini worksample with Sting lyrics).
I loved teaching my students about what women went through to gain the rights they should have had from the beginning. But the hard part, is that students DON'T want to learn about this topic. It has nothing to do with the teachers, or the way we teach our lessons, it's the topic itself. WHY IS IT SO NEGATIVE? Why do students think that I am a hairy-legged, crazy, man-hating teacher if I teach about women's suffrage? Yes I am a feminist, but I am a third-waver. I love inclusivity (is that a word?) and I shave my legs for comfort.
The sad point I am trying to make here is that we need to take suffrage back! As women and educators we need to take this topic back and make it fun for our students. We need to show to them that learning this stuff is important and not boring. That it is interesting and engaging. I am sick and tired of people making suffrage to be this terrible topic like the Civil War.
Suffrage as a topic in public schools is cursed and has some terrible notion behind it. I guess the sad fact is that we haven't come that far. Burning our bras in the late 60s and early 70s wasn't enough. Throwing out our Cosmopolitan magazines, protesting beauty pageants, and throwing away our makeup was not enough to get out from under the patriarchy. I am sick and tired of feeling bad for loving a topic that inspires me to change the world.
I am tired of males AND females putting such a negative connotation with Women's Suffrage. Clearly, they weren't raised to think critically about history and learning. Clearly, they (males AND females I am ranting at) are not on the same playing field as all the other scholars I know. Clearly my fellow fems and I need to start a new Third Wave movement to show that women's history is, oh let's say 51% of the WORLD'S history. Does that not make sense to anyone but me?
I am just starting to feel the pull from "the man," and I am beginning to think that is not okay. I am thinking from scratch here when I say we need to change that whole idea, of "the man," as well as attitudes towards women. We haven't reached equity if people still can't understand that women's history is important. And complaining about suffrage is the entire reason women wanted suffrage.
Well, at least that is what I think. Keep is classy, brassy and a little sassy . . .
As you all know I have been teaching my students some amazing lessons inspired by my good friend Sunny, and I finished that today. So I am sitting on my couch waiting to go to a meeting, and I am listening to my favorite Sting song, "Moon Over Bourbon Street." The lyrics have been so mysterious sense I was in high school. And the best quote is. "I must love what I destroy, and destroy the thing I love." To me this is the epitome of how I feel about my five days of teaching. (Yes I am summing up my entire mini worksample with Sting lyrics).
I loved teaching my students about what women went through to gain the rights they should have had from the beginning. But the hard part, is that students DON'T want to learn about this topic. It has nothing to do with the teachers, or the way we teach our lessons, it's the topic itself. WHY IS IT SO NEGATIVE? Why do students think that I am a hairy-legged, crazy, man-hating teacher if I teach about women's suffrage? Yes I am a feminist, but I am a third-waver. I love inclusivity (is that a word?) and I shave my legs for comfort.
The sad point I am trying to make here is that we need to take suffrage back! As women and educators we need to take this topic back and make it fun for our students. We need to show to them that learning this stuff is important and not boring. That it is interesting and engaging. I am sick and tired of people making suffrage to be this terrible topic like the Civil War.
Suffrage as a topic in public schools is cursed and has some terrible notion behind it. I guess the sad fact is that we haven't come that far. Burning our bras in the late 60s and early 70s wasn't enough. Throwing out our Cosmopolitan magazines, protesting beauty pageants, and throwing away our makeup was not enough to get out from under the patriarchy. I am sick and tired of feeling bad for loving a topic that inspires me to change the world.
I am tired of males AND females putting such a negative connotation with Women's Suffrage. Clearly, they weren't raised to think critically about history and learning. Clearly, they (males AND females I am ranting at) are not on the same playing field as all the other scholars I know. Clearly my fellow fems and I need to start a new Third Wave movement to show that women's history is, oh let's say 51% of the WORLD'S history. Does that not make sense to anyone but me?
I am just starting to feel the pull from "the man," and I am beginning to think that is not okay. I am thinking from scratch here when I say we need to change that whole idea, of "the man," as well as attitudes towards women. We haven't reached equity if people still can't understand that women's history is important. And complaining about suffrage is the entire reason women wanted suffrage.
Well, at least that is what I think. Keep is classy, brassy and a little sassy . . .
Friday, October 28, 2011
Shirley Chisholm
I must say, yesterday I forgot to blog about the AMAZINGLY inspiring, Shirley Chisholm. I too, want to be forever remembered as a catalyst for change. I think her simple and to-the-point quotes are so shockingly fresh.
I projected a quote from her "Tremendous amounts of talent are being lost to our society just because that talent wears a skirt." And some of my students, with just as much tenacity as Chisholm herself, interpreted that quote in such a way that I wanted to cry.
Working with this beautiful curriculum, that Sunny put together, has really rejuvenated my activist spirit. I just can't express myself clearly enough in this blog. I feel like I am becoming the woman I have always dreamed about becoming. Going to NLO, and meeting women just like myself, renews my feminism and my love for women and politics on an hourly basis. I never knew how much I needed my own grit until recently. I never knew that teaching my students about phenomenal women would make me feel so proud of myself and so worthy.
At the end of the day I thank fate for pushing me to go to NLO, because if I hadn't gone I would have never felt so connected to myself and to my dreams and goals of raising awareness on women's rights. I would have never gotten the curriculum to teach my students about the trailblazing women from Oregon, and especially Shirley Chisholm.
Watching that footage from her 1972 campaign gives me goosebumps every time. She is the epitome of beauty. Her reasons for running for president were genius. Her words were so powerful, that when she spoke I couldn't tear myself away. Chisholm is a woman that I will never forget in my entire life. She is the reason that I feel confident in teaching my students about women's suffrage. She is the reason I look forward to hearing the whining about "learning about women" from my students. Because I can reply honestly, to my students, that what they are learning is important.
One student left my classroom the other day and thanked me for teaching because of my enthusiasm. I was touched, but I realized too, that I was excited to teach because the next day was Shirley Chisholm day.
I will leave you again readers, but this time with a quote that is more powerful than any other I have read in a long time.
"I am, was, and always be a catalyst for change." Shirley Chisholm
I projected a quote from her "Tremendous amounts of talent are being lost to our society just because that talent wears a skirt." And some of my students, with just as much tenacity as Chisholm herself, interpreted that quote in such a way that I wanted to cry.
Working with this beautiful curriculum, that Sunny put together, has really rejuvenated my activist spirit. I just can't express myself clearly enough in this blog. I feel like I am becoming the woman I have always dreamed about becoming. Going to NLO, and meeting women just like myself, renews my feminism and my love for women and politics on an hourly basis. I never knew how much I needed my own grit until recently. I never knew that teaching my students about phenomenal women would make me feel so proud of myself and so worthy.
At the end of the day I thank fate for pushing me to go to NLO, because if I hadn't gone I would have never felt so connected to myself and to my dreams and goals of raising awareness on women's rights. I would have never gotten the curriculum to teach my students about the trailblazing women from Oregon, and especially Shirley Chisholm.
Watching that footage from her 1972 campaign gives me goosebumps every time. She is the epitome of beauty. Her reasons for running for president were genius. Her words were so powerful, that when she spoke I couldn't tear myself away. Chisholm is a woman that I will never forget in my entire life. She is the reason that I feel confident in teaching my students about women's suffrage. She is the reason I look forward to hearing the whining about "learning about women" from my students. Because I can reply honestly, to my students, that what they are learning is important.
One student left my classroom the other day and thanked me for teaching because of my enthusiasm. I was touched, but I realized too, that I was excited to teach because the next day was Shirley Chisholm day.
I will leave you again readers, but this time with a quote that is more powerful than any other I have read in a long time.
"I am, was, and always be a catalyst for change." Shirley Chisholm
Roadblock on the way to Equity
Alright everyone, I have had some minor issues with curriculum. Let's say a couple of potholes. The first and foremost being whining. Apparently ALL my students have learned about women's rights and the suffrage movement, yet their scores on the content exam may say something different. I understand that they think what I am teaching is boring, yet at the same time I don't care.
I am passionate about what I am teaching, and I am excited so I feel like they should be too. I feel like all my students should try to engage in what I am teaching them, but it's definitely pulling teeth.
My favorite question thus far has been, "Ms. Cogburn, why do we have to learn about women?" Well young, impressionable student, we are 51% of the population--maybe it would benefit you to learn about them. Why does history and government have to solely be about males? I think that women are a very important and I don't understand why it's so painful for students to learn what teachers are teaching.
Therefore my answer is this, "I am the teacher and I decide what we learn. Ergo, deal with it." I just think that students need to try, no matter what their opinion on the matter is, just try it.
Other than that, my potholes comprise whining about taking notes and whining about writing critical thinking questions. Every now and then I get some minor snags with what is a part of the lesson, like today a fire drill ruined my jigsaw. But who knows? I feel like teaching is a fun challenge, and I never back down from a challenge. I love my students, they are great individuals, but all the little problems really built up this week.
I am feeling drained, but teaching the same thing, three times a day is really hard. At the end of the day everything is so regimented and structured I feel like I want to do something completely different.
Until next time, keep it classy, brassy and a little sassy . . .
I am passionate about what I am teaching, and I am excited so I feel like they should be too. I feel like all my students should try to engage in what I am teaching them, but it's definitely pulling teeth.
My favorite question thus far has been, "Ms. Cogburn, why do we have to learn about women?" Well young, impressionable student, we are 51% of the population--maybe it would benefit you to learn about them. Why does history and government have to solely be about males? I think that women are a very important and I don't understand why it's so painful for students to learn what teachers are teaching.
Therefore my answer is this, "I am the teacher and I decide what we learn. Ergo, deal with it." I just think that students need to try, no matter what their opinion on the matter is, just try it.
Other than that, my potholes comprise whining about taking notes and whining about writing critical thinking questions. Every now and then I get some minor snags with what is a part of the lesson, like today a fire drill ruined my jigsaw. But who knows? I feel like teaching is a fun challenge, and I never back down from a challenge. I love my students, they are great individuals, but all the little problems really built up this week.
I am feeling drained, but teaching the same thing, three times a day is really hard. At the end of the day everything is so regimented and structured I feel like I want to do something completely different.
Until next time, keep it classy, brassy and a little sassy . . .
Wednesday, October 26, 2011
One Down, Four to Go
I have completed the impossible. I have taught three different classes today, with one great lesson, from a great lady I know. It went really well. The students are responding to the material like any other unit.
HOWEVER, one of my classes was SO engaged today. I was blown away with how smart and awesome they are. I cannot even tell you how bad I thought it was going to go. I said "suffrage" and their faces dropped. Then I gave them a comprehension test, the handouts, they read and did a worksheet. It was pure magic. They were roaring through this content and asking some amazing questions. I love them.
My other two classes were not as equally engaged, but I still brought enthusiasm to the table. Just in case. At the end of the day I know that I am doing the right thing. I am teaching them what needs to be learned, I am loving it, and I hope they all love at least one of the five lessons. I don't care if it's not until next Tuesday, but I hope they do.
The best part of all, is at the end of the day, one of my students said I did a good job. And he said he likes me teaching, because I am so enthusiastic. Well, fyi, I love that you came to class and didn't complain about all the work I made you do.
Good day, great lesson, nervous for the formal observation tomorrow.
HOWEVER, one of my classes was SO engaged today. I was blown away with how smart and awesome they are. I cannot even tell you how bad I thought it was going to go. I said "suffrage" and their faces dropped. Then I gave them a comprehension test, the handouts, they read and did a worksheet. It was pure magic. They were roaring through this content and asking some amazing questions. I love them.
My other two classes were not as equally engaged, but I still brought enthusiasm to the table. Just in case. At the end of the day I know that I am doing the right thing. I am teaching them what needs to be learned, I am loving it, and I hope they all love at least one of the five lessons. I don't care if it's not until next Tuesday, but I hope they do.
The best part of all, is at the end of the day, one of my students said I did a good job. And he said he likes me teaching, because I am so enthusiastic. Well, fyi, I love that you came to class and didn't complain about all the work I made you do.
Good day, great lesson, nervous for the formal observation tomorrow.
Tuesday, October 25, 2011
Putting on My Big-Girl Pants to Teach Tomorrow . . . eeek!
Alright everyone. The time has come for me to actually teach this mini worksample. I swear, my students better love me too, because candy is going to improve their attitudes. I am not above bribery, by any means. However, I am super NERVOUS! That is the only reason to mention candy, and it's almost Halloween.
Ok, so for serious now everyone. I am nervous though. What if the lessons have too much, what if my students don't understand the material, what if they hate it? I have all these worrisome questions in my head running rampant. I don't know how to answer them. I guess I am just nervous that what I am doing won't appeal to my students. I don't think it's an issue of failing at anything, except what if the lessons are not going to rally the students to fight for a cause?
I want to do my best and inspire my students at the same time. I want them to understand that equity has not been won, there is still a fight, and everyone should understand that. I want all the girls to leave asking the question, "when should I run for office?" I want the boys to leave asking similar questions, "when should I run for office? why don't I inspire my sister to run for office?" I want to leave asking the question, "What more can I do for these students to inspire them to be the best they can be?"
I think every single one of my students can do something to change the world. They just don't know it yet. They all have the power to change the world, and I hope that these nest five days will show them some great examples of women who have done just that. I won't lie, I am using some great stuff. Thanks Sunny for all your hard work. (And I hope you don't mind that I had to tweak the lessons to fit my students) . . .
I feel like there is this huge fire inside me, that I can't put out. It's a blaze for change. I want to impact the world, my students, and people who are close-minded. I want to show a different vision, I want everyone to feel included. I just can't even articulate it right, but I want to leave something behind for posterity.
If one person was ever changed for the better because of something I did, then I would know that I have made a change. If one person ever stands up for what they believe in, because of me, then I will have made a difference.
I sincerely hope that my students take away, from this set of lessons, what I have learned over the last 5 years of my life. That women are strong, capable, and wonderful leaders. That women have the power to change the world in a blink of an eye.
Until tomorrow readers, keep it classy, brassy and a little sassy . . .
Ok, so for serious now everyone. I am nervous though. What if the lessons have too much, what if my students don't understand the material, what if they hate it? I have all these worrisome questions in my head running rampant. I don't know how to answer them. I guess I am just nervous that what I am doing won't appeal to my students. I don't think it's an issue of failing at anything, except what if the lessons are not going to rally the students to fight for a cause?
I want to do my best and inspire my students at the same time. I want them to understand that equity has not been won, there is still a fight, and everyone should understand that. I want all the girls to leave asking the question, "when should I run for office?" I want the boys to leave asking similar questions, "when should I run for office? why don't I inspire my sister to run for office?" I want to leave asking the question, "What more can I do for these students to inspire them to be the best they can be?"
I think every single one of my students can do something to change the world. They just don't know it yet. They all have the power to change the world, and I hope that these nest five days will show them some great examples of women who have done just that. I won't lie, I am using some great stuff. Thanks Sunny for all your hard work. (And I hope you don't mind that I had to tweak the lessons to fit my students) . . .
I feel like there is this huge fire inside me, that I can't put out. It's a blaze for change. I want to impact the world, my students, and people who are close-minded. I want to show a different vision, I want everyone to feel included. I just can't even articulate it right, but I want to leave something behind for posterity.
If one person was ever changed for the better because of something I did, then I would know that I have made a change. If one person ever stands up for what they believe in, because of me, then I will have made a difference.
I sincerely hope that my students take away, from this set of lessons, what I have learned over the last 5 years of my life. That women are strong, capable, and wonderful leaders. That women have the power to change the world in a blink of an eye.
Until tomorrow readers, keep it classy, brassy and a little sassy . . .
Subscribe to:
Posts (Atom)