The exams have been administered. The last student has gone home with the knowledge that he will have to wait a few more days before he knows if he passed semester one of English 10.
A tall stack awaits me, and it's not IHOP chocolate chip pancakes. I am killing time before tackling that pile of Writing Workshop assignments, so the enjoyable part of Christmas break can begin.
Here at our house, we are nearly ready for the festivities. In the last few days, we have finished decorating the three trees and wrapping the carefully chosen gifts. John has made the fudge Grandpa requested in lieu of a store-bought gift. We have even squeezed in some research and discussion about hosting an exchange student during second semester.
True, there are two gifts left to buy, but I know what they will be and where to get them. I am still waiting for the last book order to arrive. And the seven boxes of decorations - minus some outdated ones that went to Goodwill yesterday- still crowd the living room waiting for someone to hoist them back into the garage attic.
Yesterday morning's trip down McGalliard sparked some ugly thoughts about this yuletide season. Horns honking, traffic backed up like we were on 98 in Panama City on spring break, people pushing and grabbing one of a kind objects - me included- made me wax philosophical while waiting, yet again, for a green light. What is it about this religious/secular celebration that brings out the egocentrism of its celebrants?
I wonder what the Indian students know about our Christmas holiday season. There is so much that is ugly amidst the brightness. Do they get the satire of National Lampoon's Christmas Vacation ? Do they understand that we know there is both tacky and tasteful when it comes to covering our houses with electrified ornamentation? Are they touched by Scrooge's transformation when the Spirit of Christmas Future points its bony finger? Can they hear God's voice in Handel's Messiah ? I wonder.
I am curious to know what beliefs or customs, if any, change Indians from generally respectful, generous, intelligent people into hoarding, self-centered nuts, driven to behave in uncharitable ways.
Is it only we Americans who behave so ignobly during our season of peace on Earth, good will toward men? Or is this sadly a universal trait?
I guess I need to make time to do some research over this break. But first, the papers...
Friday, December 18, 2009
Wednesday, December 16, 2009
How quickly the fire of culture spreads!
Once the idea of an academic exchange had began and the word began to spread among my colleagues, several teachers have been eager to jump onboard.
Two science teachers in my building have joined a Google Group with Madame Vinoda and her classes in India who are researching global warming and agriculture. The plan is that the various groups will post their research on the group site and then be able to share their work with students on the other side of the world. Amazing technology! Amazing teachers!
In another development, one of my Indiana Writing Project colleagues from last summer has jumped on board the research project with me. Her school has similar demographics as mine, and as retired military, she is interested in cultivating the cultural experiences of her students, as I am. She and I worked together to develop a cultural sensitivity research project that reflects how personal experiences through writing may change the attitudes of our students.
In fact, she and I also wrote Robert P. Bell Education Grant proposals and were funded for the supplies that we will use with this project. Many thanks to the Delaware County Community Foundation and the Bell Grant Committee for providing our students with the means to learn to write and speak some Hindi and to send old- fashioned, tangible correspondence to our new penpals.
The exchange of knowledge and attitudes burns brightly!
Once the idea of an academic exchange had began and the word began to spread among my colleagues, several teachers have been eager to jump onboard.
Two science teachers in my building have joined a Google Group with Madame Vinoda and her classes in India who are researching global warming and agriculture. The plan is that the various groups will post their research on the group site and then be able to share their work with students on the other side of the world. Amazing technology! Amazing teachers!
In another development, one of my Indiana Writing Project colleagues from last summer has jumped on board the research project with me. Her school has similar demographics as mine, and as retired military, she is interested in cultivating the cultural experiences of her students, as I am. She and I worked together to develop a cultural sensitivity research project that reflects how personal experiences through writing may change the attitudes of our students.
In fact, she and I also wrote Robert P. Bell Education Grant proposals and were funded for the supplies that we will use with this project. Many thanks to the Delaware County Community Foundation and the Bell Grant Committee for providing our students with the means to learn to write and speak some Hindi and to send old- fashioned, tangible correspondence to our new penpals.
The exchange of knowledge and attitudes burns brightly!
Friday, November 27, 2009
Another Thanksgiving has passed.
I've baked and cooked and cleaned, gone to Grandma's for dinner, visited with the relatives, eaten too much pie, played and watched a few games, been grateful for family, friends, and good health, and come home exhausted...as usual.
In one way, though, this year's observance is a little different from years past.
This Thanksgiving, I am reminded of new blessings: having a classroom equipped with textbooks and with about 18 kids per class; being able to bring together students from across the world using high speed technology; living with a supportive husband and kids who support passions that keep me away from home; learning about and from international teachers.
But the biggest blessing of all is living in a country where my government considers $40 a reasonable per diem for eating dinner out in West Lafayette, Indiana.
Isn't it?
So, now that I am thankful, what will I do with those blessings?
I've baked and cooked and cleaned, gone to Grandma's for dinner, visited with the relatives, eaten too much pie, played and watched a few games, been grateful for family, friends, and good health, and come home exhausted...as usual.
In one way, though, this year's observance is a little different from years past.
This Thanksgiving, I am reminded of new blessings: having a classroom equipped with textbooks and with about 18 kids per class; being able to bring together students from across the world using high speed technology; living with a supportive husband and kids who support passions that keep me away from home; learning about and from international teachers.
But the biggest blessing of all is living in a country where my government considers $40 a reasonable per diem for eating dinner out in West Lafayette, Indiana.
Isn't it?
So, now that I am thankful, what will I do with those blessings?
Sunday, November 15, 2009
Ideas abubblin'
It's only been a week since I returned from meeting the 104 international TEA teachers and the others who are heading overseas to visit them this spring, but my mind has been racing with ideas for my classroom. They have been teasing me as I've tried to focus on my career and family obligations.
Here's what I know: My students deserve to have a blast learning about India, its people, culture, and history. Experience tells me they will learn so much more if it is personal for them, as it is becoming for me. So, how to make that experience real for them has been the question the last few days. I've been thinking....
Wouldn't it be cool to set up a shared blog or Google Group where both my students and the Indian students could post a record of their daily class activities? Both groups would gain writing experience for a specific audience, and both would learn about the culture of education in another country. Maybe they would learn a few new vocabulary words in the process. Maybe they would share some new vocabulary. Maybe both groups would drop some preconceived notions and prejudices about each other as well.
Wouldn't it be cool to have my kids submit the research they are doing about India for our spring Asian Fair to the Indian kids for content proofreading? My students would not only have a real audience for their work at the Fair, but they would also have the benefit of using experts to verify the accuracy of information they find in the context of the lives of Indian families.
Wouldn't it be cool to be able to exchange video email? Having a face and a voice connected to messages would make my students become real people for their counterparts across the world. They would still be composing text, AND writing for a specific purpose, AND taking pride in their work. I'll bet it would make the exchanges more meaningful for everyone involved.
And all of it while meeting state standards and in preparation for end-of-course assessments.
So now, as always...how to make these ideas reality.
Just one more tug away from grading papers on a Sunday afternoon.
Here's what I know: My students deserve to have a blast learning about India, its people, culture, and history. Experience tells me they will learn so much more if it is personal for them, as it is becoming for me. So, how to make that experience real for them has been the question the last few days. I've been thinking....
Wouldn't it be cool to set up a shared blog or Google Group where both my students and the Indian students could post a record of their daily class activities? Both groups would gain writing experience for a specific audience, and both would learn about the culture of education in another country. Maybe they would learn a few new vocabulary words in the process. Maybe they would share some new vocabulary. Maybe both groups would drop some preconceived notions and prejudices about each other as well.
Wouldn't it be cool to have my kids submit the research they are doing about India for our spring Asian Fair to the Indian kids for content proofreading? My students would not only have a real audience for their work at the Fair, but they would also have the benefit of using experts to verify the accuracy of information they find in the context of the lives of Indian families.
Wouldn't it be cool to be able to exchange video email? Having a face and a voice connected to messages would make my students become real people for their counterparts across the world. They would still be composing text, AND writing for a specific purpose, AND taking pride in their work. I'll bet it would make the exchanges more meaningful for everyone involved.
And all of it while meeting state standards and in preparation for end-of-course assessments.
So now, as always...how to make these ideas reality.
Just one more tug away from grading papers on a Sunday afternoon.
Monday, November 9, 2009
Just so you know
Yes, students, I really am practicing what I preach.
I know that my earlier blog entries use sentence fragments.
Really, Mrs. Miller!
I know that they use some lower level diction.
How could you, Mrs. Miller?
I also know that I am pushing the limits on using too many points of ellipses, as well.
Aren't you supposed to be an English teacher?
Yep, I sure am. And as an English teacher, I try to write with a sense of purpose and with my audience in mind. (Notice that I began that last sentence with a conjunction? I did that just to yank your chain.)
So, just realize that I am being purposeful about my diction and style.
Are they working?
I know that my earlier blog entries use sentence fragments.
Really, Mrs. Miller!
I know that they use some lower level diction.
How could you, Mrs. Miller?
I also know that I am pushing the limits on using too many points of ellipses, as well.
Aren't you supposed to be an English teacher?
Yep, I sure am. And as an English teacher, I try to write with a sense of purpose and with my audience in mind. (Notice that I began that last sentence with a conjunction? I did that just to yank your chain.)
So, just realize that I am being purposeful about my diction and style.
Are they working?
Friday, November 6, 2009
Amazing Teachers
I am so awed.
Here I am at Purdue University with 104 international teachers who have been in the US for six weeks studying our education system. They have been listening to professors discuss pedagogy, observing elementary and secondary classrooms, engaging in philosophical dialogues in a second language with other non-native speakers, and, oh yeah, at the same time figuring out how to globalize their classrooms and students'educations.
These teachers are incredible. They have come here to learn from us, but they have so much more to teach us, and in quiet ways.
The India delegation with whom I had dinner tonight reminds me...
About passion for our calling- they have been in cold climates and away from their families for fifty days, immersed in endless discussions about their craft, and yet they still love to engage in teacher talk with us.
About dedication- these teachers had to get through their entire term syllabus before they left India, so less qualified substitute teachers were not left to prepare students for the national exams.
About drive- because many Indian children strive to compete for the high level jobs, these teachers have to keep themselves on an intellectually superior plane with genuine enthusiasm to motivate their students to succeed.
About organization- these kind women are eager to fully outline our agenda for our 14-day visit, prepare all our accommodations, shuttle us to the most appropriate places of interest, and arrange to reassemble our small group for us to debrief and relax afterward.
And all of this with a smile and the generous assurance that we will love India.
If the land is anything like its teachers, I know we will not only love it, but come away spellbound by its charms.
Here I am at Purdue University with 104 international teachers who have been in the US for six weeks studying our education system. They have been listening to professors discuss pedagogy, observing elementary and secondary classrooms, engaging in philosophical dialogues in a second language with other non-native speakers, and, oh yeah, at the same time figuring out how to globalize their classrooms and students'educations.
These teachers are incredible. They have come here to learn from us, but they have so much more to teach us, and in quiet ways.
The India delegation with whom I had dinner tonight reminds me...
About passion for our calling- they have been in cold climates and away from their families for fifty days, immersed in endless discussions about their craft, and yet they still love to engage in teacher talk with us.
About dedication- these teachers had to get through their entire term syllabus before they left India, so less qualified substitute teachers were not left to prepare students for the national exams.
About drive- because many Indian children strive to compete for the high level jobs, these teachers have to keep themselves on an intellectually superior plane with genuine enthusiasm to motivate their students to succeed.
About organization- these kind women are eager to fully outline our agenda for our 14-day visit, prepare all our accommodations, shuttle us to the most appropriate places of interest, and arrange to reassemble our small group for us to debrief and relax afterward.
And all of this with a smile and the generous assurance that we will love India.
If the land is anything like its teachers, I know we will not only love it, but come away spellbound by its charms.
Wednesday, November 4, 2009
Ouch! A slightly painful beginning
It hasn't seemed real yet. That I am going to India.
Last spring, I applied for the opportunity in a huge rush. I learned about the program five days before the application was due, so I quickly created a collaborative project and pressed my sophomores into research mode.
We set up criteria, and in teams, they found answers to many questions about the 18 possible countries I might list as my top three preferences. Then they made recommendations based on the criteria, advising me to consider or not consider the country they had explored via the Internet. From their input, I narrowed my choices to the three countries I knew the least about and probably would never get to visit without a sponsoring program: India, Senegal, and Georgia.
My AP Language class proofread my application essay, pointing out places where I was not as clear as I had thought. I revised it and sent in the application packet. Then I waited...and I waited... until I got the email notification in August that I had been selected and would be going to India. No idea where, not sure exactly when, no clue with whom, but going to India.
The excitement gradually wore off with so few details. I settled into a general interest and vague enthusiasm generated by the occasional India trip dream or television reference.
Two days ago, it suddenly got real... in a pointed sort of way.
After school during a routine medical checkup, I mentioned to my family doctor that I had been chosen to travel to India in April as part of the US State Department's Teaching Excellence and Achievement (TEA) program. I casually asked him about the shots I would need and if it would be possible to take an antibiotic with me, just in case.
He was only too eager to help. He promptly began ticking off the various immunizations I would need: Hepatitis A, Hepatitis B, Tetanus, Typhoid, Malaria...and maybe Yellow Fever, depending on the zone where I would be. Furthermore, he said, I would need to begin them immediately, as it would take six months to complete the series.
Yikes!
Luckily, his nurse was one of the capable types with a practiced technique. With Bandaids fluttering off her hand and ready for action, she pinched my arm and with the other hand she jabbed her three needles once, twice, and again. B-A-T, she said, from top to bottom. Typhoid, Malaria and Yellow Fever would have to wait for the next round.
India here I come!
Last spring, I applied for the opportunity in a huge rush. I learned about the program five days before the application was due, so I quickly created a collaborative project and pressed my sophomores into research mode.
We set up criteria, and in teams, they found answers to many questions about the 18 possible countries I might list as my top three preferences. Then they made recommendations based on the criteria, advising me to consider or not consider the country they had explored via the Internet. From their input, I narrowed my choices to the three countries I knew the least about and probably would never get to visit without a sponsoring program: India, Senegal, and Georgia.
My AP Language class proofread my application essay, pointing out places where I was not as clear as I had thought. I revised it and sent in the application packet. Then I waited...and I waited... until I got the email notification in August that I had been selected and would be going to India. No idea where, not sure exactly when, no clue with whom, but going to India.
The excitement gradually wore off with so few details. I settled into a general interest and vague enthusiasm generated by the occasional India trip dream or television reference.
Two days ago, it suddenly got real... in a pointed sort of way.
After school during a routine medical checkup, I mentioned to my family doctor that I had been chosen to travel to India in April as part of the US State Department's Teaching Excellence and Achievement (TEA) program. I casually asked him about the shots I would need and if it would be possible to take an antibiotic with me, just in case.
He was only too eager to help. He promptly began ticking off the various immunizations I would need: Hepatitis A, Hepatitis B, Tetanus, Typhoid, Malaria...and maybe Yellow Fever, depending on the zone where I would be. Furthermore, he said, I would need to begin them immediately, as it would take six months to complete the series.
Yikes!
Luckily, his nurse was one of the capable types with a practiced technique. With Bandaids fluttering off her hand and ready for action, she pinched my arm and with the other hand she jabbed her three needles once, twice, and again. B-A-T, she said, from top to bottom. Typhoid, Malaria and Yellow Fever would have to wait for the next round.
India here I come!
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