It's the end of a quarter, so naturally I feel that I should be grading instead of writing this, but I'm taking a moment to evaluate my emotional state since mid-winter. I find that I took no time to slide down off of one sad farewell before leaping to another potential relationship. The pain was compounded. Maybe that's the problem with rebound relationships: you're not ready to approach the risk with a clear head; you aren't thinking about the risk, just thinking of feeling better. If and when the fall comes, it takes you by surprise because this was supposed to be your feel-good relationship, so how can it make you feel so bad?
After a month of attempts to install the Windows 10 update, I asked for help. It seemed the update had not installed after numerous attempts, but lo, and behold! thank the Lord above!, I have the beautiful privilege of using my computer. It is working for the moment, but another update could crash it. Anything could crash it. I have a new least-favorite brand, and they don't have a support center in Northern Africa, and they don't do refunds.
The job search has been a distant but real part of my daily stress. It has been the chord in a tug-of-war between trusting God and trying to be diligent, feeling like I'm not doing enough.
It seems like a lot to do, I mean... I've gotta move countries again. Gotta find a place to live when I find a job. A place that has a kitchen where everyone can hang out, living room be damned, if I have to choose.
I hesitated to write about this, because what if it sounds like whining, especially when I know that I did this to myself. It looks awfully masochistic, doesn't it? I knew this would be challenge upon challenge. Just because something is difficult doesn't mean it's not worth doing. Very often it's the opposite, as you well know.
Showing posts with label thinking. Show all posts
Showing posts with label thinking. Show all posts
Friday, April 13, 2018
Friday, March 31, 2017
Everyday Lesson Planning With Miss McKalips
7:15 AM
I walk into the classroom. Chairs are on desks; the cleaning lady has been through, and the room is ready. She has faith that what we do in here is important, and she works to make our space worth learning in every day.
I know we have to learn something today, but we need to start a new unit. What was our last unit about? Short stories. The test was yesterday. I stayed up late grading them, and I went to bed telling myself I would figure something out in the morning. Here I am. It is morning. What do I teach?
I go to the curriculum map. I'm not ready for any of these units. Okay, I'm good at teaching writing: I'll teach a paper. Whooaaaaa... Am I ready to grade 53 seventh-grade papers when it's so close to the end of the quarter? When is it ever convenient to teach writing?
I open up a book by one of my favorite (one of my only) writing pedagogy authors. I look at where he begins, and how much work he pours into every paper, every lesson. What? Every time he teaches Polonius' speech in Hamlet, he does this incredible amount of studying. At night. After he's left school, he reads the act again, reads his research again, listens to the play on his way to work. I want to kill him. I will never be able to do that. I can't do this.
7:40 AM.
What am I going to teach today?
7:45 AM.
Hall duty. Good thing I have first period planning to think through this.
8:05 AM.
What am I going to teach today? It's a really good thing I haven't been called to cover anyone's class.
8:10 AM.
Forget teaching writing today. Take that book home and read it, and do it all perfectly the first time; but the first time won't be today. Actually, no, just throw that book into one of these drawers with other people's perfect ideas.
8:20 AM.
Open the textbook and figure out what is next. Poetry. Oh my gosh. I love poetry.
8:30 AM.
We can't just read poems on day one! How are we going to read them!? What will this unit even be about?
8:40 AM.
The students come in ten minutes! FIGURE THIS OUT RIGHT NOW.
8:45 AM.
Okay. I'm going to make a decision. Decision made. We'll make a chart on the board of different kinds of art. And then we'll choose one kind of art, and talk about what the different tools are that that artist uses. I'm only barely qualified to talk about the art of painting... good enough: we'll talk about the tools a painter uses. Then we'll talk about how a poet is an artist, and list off the tools a poet can use. We'll create a vocabulary list that way, and we'll be sure to include rhythm, rhyme, allusion, form, stanza, assonance, alliteration...
8:50 AM. [Bell]
Guess that'll work. [Open the door. Kids come in.]
I walk into the classroom. Chairs are on desks; the cleaning lady has been through, and the room is ready. She has faith that what we do in here is important, and she works to make our space worth learning in every day.
I know we have to learn something today, but we need to start a new unit. What was our last unit about? Short stories. The test was yesterday. I stayed up late grading them, and I went to bed telling myself I would figure something out in the morning. Here I am. It is morning. What do I teach?
I go to the curriculum map. I'm not ready for any of these units. Okay, I'm good at teaching writing: I'll teach a paper. Whooaaaaa... Am I ready to grade 53 seventh-grade papers when it's so close to the end of the quarter? When is it ever convenient to teach writing?
I open up a book by one of my favorite (one of my only) writing pedagogy authors. I look at where he begins, and how much work he pours into every paper, every lesson. What? Every time he teaches Polonius' speech in Hamlet, he does this incredible amount of studying. At night. After he's left school, he reads the act again, reads his research again, listens to the play on his way to work. I want to kill him. I will never be able to do that. I can't do this.
7:40 AM.
What am I going to teach today?
7:45 AM.
Hall duty. Good thing I have first period planning to think through this.
8:05 AM.
What am I going to teach today? It's a really good thing I haven't been called to cover anyone's class.
8:10 AM.
Forget teaching writing today. Take that book home and read it, and do it all perfectly the first time; but the first time won't be today. Actually, no, just throw that book into one of these drawers with other people's perfect ideas.
8:20 AM.
Open the textbook and figure out what is next. Poetry. Oh my gosh. I love poetry.
8:30 AM.
We can't just read poems on day one! How are we going to read them!? What will this unit even be about?
8:40 AM.
The students come in ten minutes! FIGURE THIS OUT RIGHT NOW.
8:45 AM.
Okay. I'm going to make a decision. Decision made. We'll make a chart on the board of different kinds of art. And then we'll choose one kind of art, and talk about what the different tools are that that artist uses. I'm only barely qualified to talk about the art of painting... good enough: we'll talk about the tools a painter uses. Then we'll talk about how a poet is an artist, and list off the tools a poet can use. We'll create a vocabulary list that way, and we'll be sure to include rhythm, rhyme, allusion, form, stanza, assonance, alliteration...
8:50 AM. [Bell]
Guess that'll work. [Open the door. Kids come in.]
Friday, August 15, 2014
How I Grade and How I Think
(I began this piece last spring. It's true. I wasn't often working at an optimal mental level for the last three years.)
I was sitting in the park, admiring the stream, having just half-composed a poem about the leaves against the sky. I opened my grading folder, and started in. One paper later, I received a phone call from a friend, also a beginner teacher. "Hey, Carolyn. I'm calling to hear about your grading philosophy..." Hahaha! I couldn't have planned it better. Of course, while this conversation took place, highly gratifying, though it was, nary a paper was graded.
___
Teachers: talk to each other about grading. What does an "A" mean to you? I would be willing to bet a lot of us are actually grading on effort over product most of the time. If you're not "in education," you might find it surprising how many books and classes center on this very issue.
___
I wish I knew how to teach a works cited page and avoiding plagiarism, and to do it calmly. I wish I knew how to do anything calmly. To sit quietly and grade 22 papers fairly and consistently, and afterward to keep my head clear and just do a load of laundry and go to bed.
I wish I knew how to stop watching YouTube clips and move through the day. Why does Buzzfeed have to format their articles with lists and gifs? Lists are my favorite way of organizing my thoughts. My thoughts are like cats, sitting on sofas and tabletops, each prowling, playing, sleeping, and sunning as they have need. And lists are like herding these unlawful creatures into a straight line.
I was sitting in the park, admiring the stream, having just half-composed a poem about the leaves against the sky. I opened my grading folder, and started in. One paper later, I received a phone call from a friend, also a beginner teacher. "Hey, Carolyn. I'm calling to hear about your grading philosophy..." Hahaha! I couldn't have planned it better. Of course, while this conversation took place, highly gratifying, though it was, nary a paper was graded.
___
Teachers: talk to each other about grading. What does an "A" mean to you? I would be willing to bet a lot of us are actually grading on effort over product most of the time. If you're not "in education," you might find it surprising how many books and classes center on this very issue.
___
I wish I knew how to teach a works cited page and avoiding plagiarism, and to do it calmly. I wish I knew how to do anything calmly. To sit quietly and grade 22 papers fairly and consistently, and afterward to keep my head clear and just do a load of laundry and go to bed.
I wish I knew how to stop watching YouTube clips and move through the day. Why does Buzzfeed have to format their articles with lists and gifs? Lists are my favorite way of organizing my thoughts. My thoughts are like cats, sitting on sofas and tabletops, each prowling, playing, sleeping, and sunning as they have need. And lists are like herding these unlawful creatures into a straight line.
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