Successful Teaching

Useful Information In and Out of the Classroom 5/17/13

2013-05-17T06:00:00.000-04:00

Note: Each resource is labeled with a level and subject area to make it easier to use.

Levels: E: Elementary; M: Middle; H: High; G: General, all levels; SN: Special Needs; T: Teachers

Subject Areas: LA: Language Arts, English, Reading, Writing; M: Math; S: Science; Health; SS: Social Studies, Current Events; FA: Fine Arts; Music, Art, Drama; FL: Foreign Language; PE: Physical Ed; C: Career; A: All

MathisPower4U - Youtube videos: Math tutorials on arithmetic to calculus and beyond (L:G; SA: M)

The Art of Storytelling - “Experience a Story: Listen to stories, read and view pictures inspired by our collections created by visitors like you.;Tell a Story: Become a storyteller as you write and record a story inspired by works in the museum’s collection.; Picture a Story: Create your own work of art using objects and characters found in some of the museum’s most noteworthy paintings. Enjoy, and let your creativity flow through pictures and words!” (L:G; SA: A)

Video Notes - take notes while watching a video; put the url of the video in and watch on one side while taking notes on the other side. Then share your notes if you want to. (L:G; SA: A)

The Economics of Seinfeld - “Seinfeld ran for nine seasons on NBC and became famous as a “show about nothing.” Basically, the show allows viewers to follow the antics of Jerry, George, Elaine, and Kramer as they move through their daily lives, often encountering interesting people or dealing with special circumstances.It is the simplicity of Seinfeld that makes it so appropriate for use in economics courses. Using these clips (as well as clips from other television shows or movies) makes economic concepts come alive, making them more real for students. Ultimately, students will start seeing economics everywhere – in other TV shows, in popular music, and most importantly, in their own lives.” (L:M,H; SA: M, SS)

Popcorn Maker - “Popcorn Maker makes it easy to enhance, remix and share web video. Use your web browser to combine video and audio with content from the rest of the web — from text, links and maps to pictures and live feeds.” (L: T; SA: A )

Original Image: Tools by Pat Hensley

Drop Out Rates Can Be Deceiving

2013-05-16T06:00:00.000-04:00

In Diplomas Elusive for Many Students With Learning Disabilities from On Special Education - Education Week, Christina Samuel shares,

For the 2010-2-11 year, “Nationwide, the dropout rate for SLDs was 19 percent. But 22 states had dropout rates higher than the national average; South Carolina, at 49 percent, had the highest dropout rate.”

I was not shocked to see that my state had a high percentage of drop outs but it may be because I know what they include in the drop out category. As in many statistics, numbers can tell just about anything but if you are comparing apples to oranges, the numbers are meaningless. Unless all of the states calculate drop outs with the same criteria, these numbers don’t show anything and makes South Carolina look worse than it is. I’m not saying that our dropout rate is bad, but I am saying that it may not be as bad as it is portrayed.

I know that I taught self contained students who earned an occupational diploma from my district. Since this diploma is not recognized by the state, it is actually listed as an attendance certificate. Also, because my students were not required to pass some kind of exit exam and didn’t receive a state diploma, they are classified as drop outs. They are considered drop outs even though they have completed twelve or more years of school!

I feel this label really does a disservice to my students. It is demeaning and really minimizes all the hard work they put into towards completing a public school education. Many of my students were very bright but learned differently than students in general education classes. In fact, I helped many earn a GED after they finished public school. Some of my students may have had behavior issues (which may have been worse because of the frustration with learning) and put into a self contained class because a general education teacher could not handle them. Some students were slower learners and rather than getting accommodations in a general education class, they were dumped in my class. Even if I found out after a year that they were wrongly placed, they would have had to repeat that year over in order to earn Carnegie units from a general education class and many were too discouraged then to try.

In order to get an occupational diploma, my students had to work in an unpaid internship in 11th grade and then get at least 360 continuous paid employment hours in their 12th grade year in order to graduate. This means they could not get fired or quit or they had to accumulate hours all over again. We didn’t just teach them how to get a job but how to keep one also.

When I would go out to their place of employment, many employers would tell me how conscientious my students were and that they were more dependable than some of their other employees. I think it is because my students realized they already had a strike against them (their disability) and had to work harder than anyone else so it couldn’t be used against them.

I had a student with autism who completely organized a doctor’s office medical records. He was steady and a hard worker and didn’t seem to get distracted from his goal. This office raved about him so much they offered him a permanent job after graduation. I had another student who started working as a bag boy with Publix and eventually earned promotions each year that when I saw him years after graduation, he is a department manager and has stock options in the company.

I could go on and on about different students’ successes but it amazes me that students like this are listed as drop outs. I wonder if we followed the ones who have graduated, how many of them have full time jobs? Do graduation rates really predict success rates? I’m not sure. It sure seems like most of my students who are considered “drop outs” are pretty successful after graduation.

I really think statistics can be deceiving if we aren’t comparing numbers that use the same criteria rather than just having the same label.

What do you think? Please share.

Image: 'boys and dropout rates'
http://www.flickr.com/photos/7815007@N07/8640356813
Found on flickrcc.net

Square Pegs

2013-05-15T06:00:00.000-04:00

In One size does not fit all…, Paul Bogush asks,

“What are you doing for the square pegs? What do you see in their future when they walk into your class?”

I think we need to make sure that we pay close attention to these square pegs. According to Fortune 500 magazines, many of the rich, famous, or in leadership positions were the square pegs in the classroom. These are the ones that learned to survive in the real world by developing coping skills from their school days.

I was one of the kids that tried to fit in to the round hole. I believe now, looking back, that I was really a square peg but I learned to adapt so that I could fit into a round hole. No one made exceptions for me and I was so determined to succeed that I found my own way to make myself fit. I was very self motivated and determined but many of the students in my classes did not have the same characteristics.

My husband would have been that kind of student who never fit in and never knew how to make himself fit in. He was considered a lousy student and deemed a failure. Luckily he went into the navy where failure wasn’t an option and learned coping skills (out of pure survival I think) that helped him succeed. Years later he went on to college and even became a judge. I share this story with many parents so they can realize that it is important not to give up on students who don’t fit the mold. Many parents don’t ever give up but it is really hard for them to convince the professionals not to give up.

I also learned many things from my husband on how to help my students fit in. Then I began to talk to other adults who felt like square pegs when they were growing up and I asked them for tips on how to help my students. Sometimes I opened up this discussion with my students and it is interesting that many of them have some ideas of how they can fit in better but feel like no one is listening to them. Allowing the student to give input actually empowers them and makes them feel more confident.

I’d love to be able to give you a laundry list of things that worked for every student but every student is different. Sometimes I had to try different things and if they didn’t work, I had to try something different. This sometimes took a lot of patience for both of us, the student and myself. I prepared the student for this possibility before we tried something so that the student didn’t feel like a failure if something didn’t work.

To find strategies that work, I had to take the time to survey the student and try to determine what style of learning works best for that student and in which situation. Sometimes a student may have different learning styles depending on the task the student is being asked to complete.

I also need to learn as many different strategies as possible so that when I when I need to try a specific strategy, I will have an assortment of things to try. It is like a construction worker who must have the right tools on hand to complete a project. If you don’t have the right tools, the end product might not turn out the best that it could.

This whole process will also help the students when they leave my classroom. They need to learn how to advocate for themselves and look for strategies that will work for them. Instead of sitting passively waiting for someone to help them, they will be able to take an active role in their own learning.

How do you help the square pegs in your classroom? Please share.

Image: 'unemployment was high in lego land'
http://www.flickr.com/photos/73645804@N00/2472232245
Found on flickrcc.net

Things I Thought I’d Never Do

2013-05-14T06:00:00.000-04:00

In Kaylie: Top Five Things I NEVER Thought I’d do as a Special Ed Teacher from Reality 101: CEC's blog for new teachers, Kaylie says,

“For all current teachers, please share what makes your lists of ‘Things I NEVER Thought I Would DO as a Special Ed Teacher’.”

As I began to think that I didn’t have anything to list, some things did pop into my head. Here are things from my list.

I never thought I would:

1. Dig 30 holes by hand with my students (3’ in diameter and 3’ deep) so the trees we ordered could be planted. I ended up in holes that I couldn’t get out of and students had to pull me out. The trees were so big, that a crane actually lifted them off the truck and placed them in the holes.

2. Start a worm compost system in my classroom.

3. Learn how to mat and frame pictures in order to teach my student a skill he wanted to learn.

4. Have a student go into labor in my classroom.

5. Take my class on a 8 mile hike with me to a waterfall at the state park.

6. Cry when a student gave me a dozen long stem red roses at graduation as his way of thanking em for teaching him to read(his parents say this was his own idea and bought with his own money).

7. Double date for the prom with my students.

8. Call 911 on one of my students who had perfect attendance in my class when I found out he was wanted by the police. It was a sad day for me. Later, when talking with him, I explained that I had to do the right thing and wouldn’t cover for my students.

9. Attend wedding showers, weddings, and baby showers for my former students.

10. Keep in touch with many of my students 20 years later.

What are some things you never thought you would do as a teacher? Please share!

Image: 'Rake & shovel'
http://www.flickr.com/photos/28481088@N00/1932087056
Found on flickrcc.net

Florida Adventure May 2013

2013-05-13T06:00:00.000-04:00

Tuesday, 5/7/13

We left home at 7am and it was good timing. Traffic was smooth the entire way. We stopped for breakfast on the north side of Atlanta because the traffic started to back up due to an accident. After breakfast at Steak-n-Shake, I drove us through the heavier traffic through Atlanta. We stopped in Montgomery, AL for lunch at Mrs. B’s Home Cooking and the food was delicious. If we go through there again, we will definitely stop here for lunch! It was $9 for an entrée, 2 sides, bread, and a drink. We arrived at Fort Pickens State Park around 3:30 (central time) and set up our campsite (C45) for $20 per night. We drove around the area and Pensacola Beach. Since we had to pay $1 to get over the bridge, we stayed on the island and decided on a Subway sandwich for dinner which we ate at our campsite. We walked over to the beach and watched the sun set. Our campground had Pensacola Bay on one side and the Gulf of Mexico on the other.

Wednesday 5/8/13

We had breakfast at the Coffee Cup Restaurant on E. Cervantes St. in Pensacola. In fact, we went here for breakfast every day because it is where the locals and cops ate plus the food was cheap and good. Then we spent the day at the National Naval Aviation Museum which was free and lots of fun. We took the trolley out to the flight line and saw 2 of the Blue Angels take off on a practice flight. Lunch at the Cubi Café was reasonably priced too. Later in the day we were there for the Blue Angels autograph session. We ate dinner before returning to the campground and walked the birding trail around the Marsh. We saw 2 snakes: a rattlesnake and a copperhead. On the way back to the campground we walked along the beach on the gulf side. The mosquitoes were really awful and they feasted on Don.

Thursday 5/9/13

I woke up with red bumps all over my feet and a few on my hands. We think I might have been bitten by sand fleas since I had been wearing my sandals and Don wore his tennis shoes. After breakfast, we went to Fort Barrancas and explored. About 2 hours later, the park ranger found us and let us know that she was locking up because the fort was actually not open to the public. She had been giving a tour to a school group which is why the gates were unlocked. After apologizing, we left and stopped at the Barrancas National Cemetery. Then we stopped at Walmart to pick up some supplies and had lunch at the Coffee Cup Restaurant. After lunch we went to Fort Pickens where the park ranger (the same one from that morning) was giving a tour so we joined her. Hooters was our place of choice for dinner. The 10 wings were $6.99 but the sodas were $3 each!

Friday 5/10/13

I woke up at 4am and the wind was picking up and it was cloudy enough that I couldn’t see any stars. After checking the weather online and noting that the fog was moving in, I woke Don up at 4:30 and we packed up the tent to head out. We were going to head to Manatee Springs State Park but the rain looked like it would hit there too so we headed for home.

We had a great time and would definitely come back here again!

Useful Information In and Out of the Classroom 5/10/13

2013-05-10T06:00:00.000-04:00

Note: Each resource is labeled with a level and subject area to make it easier to use.

Levels: E: Elementary; M: Middle; H: High; G: General, all levels; SN: Special Needs; T: Teachers

Duckie Deck - Educational Games (L: E; SA:M )

Miss Spell’s Class - fun word game to identify misspelled words (L:M,H; SA: LA)

Word Kingdom - “Build your kingdom by arranging letters to form words. Correctly spelled words can be converted into resources to feed your warriors, fortify your fortress and dominate WordLand.” (L:M,H; SA: LA)

Digital Public Library of America - “The Digital Public Library of America (DPLA) brings together the riches of America’s libraries, archives, and museums, and makes them freely available to the world.” (L: G; SA:A )

Career Sighted - “…3 minute videos about every career you can think of and thousands more that you can’t. These videos are available for free at www.CareerSighted.com so that students (and anyone considering a career change) can discover a career that is well suited to their interests and talents.” (L:G; SA: C)

Original Image: Tools by Pat Hensley

National Naval Air Museum

2013-05-09T06:00:00.000-04:00

Yesterday we visited the National Naval Air Museum in Pensacola, FL. We spent hours looking at the many planes here. How exciting it was to be there for an autograph session by the Blue Angels! We even saw two of the planes take off for a practice flight. Unfortunately all of the shows have been cancelled due to the federal government sequestration so I was glad to be able to meet the pilots and talk to them!

Original photo by Pat Hensley

Accentuate the Positive

2013-05-08T06:00:00.000-04:00

In John: Where’d All the Good People Go? John asks,

“…could you share some of your successes, big and small, in the comment section to help some teachers struggling to find the positives in our profession?”

Well, I didn’t share this with John in the comment section because I tend to be wordy (who would have thought!). I thought I would share my thoughts here.

First of all, I don’t think I can depend on others to find the positives I need to keep going. I have to look for them myself and squirrel them away for a rainy day. Just thinking positive thoughts wasn’t enough for me even though it helped.

John had a great idea of keeping a journal which I did the first year. I kept a daily notebook and wrote about each student every day. It was really wonderful to go back years later and read this notebook. Not only did I see my own teaching practices in a different light, but I was able to see how much I had grown and take satisfaction in that. I have started keeping a Joy journal and writing down each day the things that bring me joy. When I am feeling down or discouraged, it is fun to read this journal.

Another thing I did was keep in close contact with the parents of my students. I called them every 2 weeks or so, which helped keep the phone calls short and sweet. By calling often, I established a wonderful rapport with many of the parents and they appreciated me for keeping in touch. Many of them would tell me how much this meant to them. When I was feeling discouraged or frustrated, I would call some parents to brag about their child’s work, behavior, and/or general attitude. This always thrilled the parents and worked as a pick-me-up for me and I always felt better after these calls.

I developed a few hobbies such as hiking and gardening. This really helped relieve a lot of stress as well as took my mind off my classroom. My husband could tell you that he thought I had my classroom on my mind 24/7 and would constantly talk about how whatever we were doing and how I could use it in the classroom. All during the summer, I was thinking about new lessons and things that would make my classroom better. Having hobbies helped me decompress and give my mind time to relax and take a break.

I also like trying to improve my teaching practices every year by researching current trends and new strategies that are being used. This involved attending conferences and training sessions during my personal time. When possible, I would ask colleagues if I could observe them to learn something that they were doing that seemed special. Many were flattered and allowed me to do this. I tried to avoid getting in a rut and teaching the same way every year and doing the same things over and over (because let’s face it, it is easier and not much work is involved). I would read magazines, watching educational podcasts, and even developed a personal learning network online. Connecting with others and sharing ideas and strategies is truly energizing!

Facing the reality that being a teacher isn’t going to be happy and fabulous all of the time also helps. Like anything in life, there will be ups and downs. Talking (or ranting) about the down times with a colleague helps me but then I need to let it go. I can’t harp on it constantly every day and let it consume my life or there won’t be any room for the “ups” to come in. I have to admit that I will make mistakes, I don’t know everything, and I can’t be perfect no matter how hard I try but I can learn from my mistakes, learn more every day, and try to be better each day. In the same respect, I have to see other people in the same light and not expect others to be error-free, know everything, and be perfect.

So, how do you find the positives in your profession? Please share!

Image: 'Explosion of positive energy'
http://www.flickr.com/photos/22558336@N06/2372487324
Found on flickrcc.net

My First Paycheck - Now What?

2013-05-07T06:00:00.000-04:00

In Preparing students for real-world financial success, Lisa Nielsen states,

“Students often begin pursuing employment as early as high school, but they are not taught best practices when it comes to managing their money.”

Many people I talk to don’t realize this until we are discussing it. Then we talk about how we learned or when we were taught. Many were taught by their parents but now with so many children living in single parent homes or being brought up by grandparents, I think this real life skill is falling by the way side. I learned a hard lesson about credit cards when I graduated from college and maxed out my new credit card. No one taught me how credit cards worked and my parents never had one so they couldn’t teach me. I was thrilled that I was able to get something that my parents didn’t. Luckily, when I got married, my husband had more money sense than I did and got my finances on track.

Here are some skills that I think we need to teach our students. These can be incorporated in lessons for reading, math, social studies, social skills, and/or career preparation.

1. Bank Accounts - how to open up checking and savings accounts, what bank fees are involved, how to balance the accounts, withdrawing and depositing money, penalties

2. Banks/Credit Unions/Rent to Own/Check Cashing Companies - Look at the different types and compare

3. Loans - loan applications, fees, final payoffs, interest payments

4. Health insurance - benefits, costs, comparison shopping

5. Car insurance - benefits, costs, comparison shopping

6. Credit cards - reviewing statements, annual fees, interest charges, other fees

7. Pensions/Retirement - how does the system work

8. Taxes - state, federal, sales

9. Buying a Car - comparison shopping, taxes, maintenance costs, other costs

10. Renting an Apartment/House - comparison shopping, fees, utilities, deposit, maintenance

11. Buying a House - costs, fees, different types of loans, interest, final payoff

12. Budgeting - How to set up a budget, look at expenses and income

These are just some of the things I wish someone had taught me so I didn’t have to learn the hard way. I believe by learning these things, students will be more successful in life. What other financial life skills do you think students need to learn before they leave school? Please share.

Image: 'Dollar in Piggy Bank'
http://www.flickr.com/photos/59937401@N07/5857027687
Found on flickrcc.net

Who Taught Me?

2013-05-06T06:00:00.000-04:00

In Prompt #3: The Writing on Learning Exchange: Who Taught You by Siobhan Curious, she asks,

“This week’s prompt: Who have you learned from? What did he/she teach you?”

I guess I’m in another weird situation because not one person taught me the main things but several people have taught me many important things about life. Some are no longer living, some are, and some I have no idea where they are. So, let’s begin!

My professional life:

I had a wonderful third grade teacher who made me love school more than I ever thought I could. She challenged me and praised me every day. Learning was fun and doing well was even better. I wasn’t expected to be perfect but I was expected to do my best. Reading was the best part of her class and it was encouraged every free moment we had. I never wanted to leave her class. I knew that I wanted to be a teacher when I grew up and wanted to be just like her!

My fourth grade teacher was a nightmare I will never forget. She was a perfectionist and physically abused students when they gave a wrong answer. She would pull them out of their desks and bang their heads against the cinder block walls. Then we were threatened that if we ever told on her, she would get us next. I had the beginning of an ulcer that year and it was the first time I ever went to the doctor. Needless to say, I was a straight A student and did not make mistakes so I was never abused but the threat was still there. I didn’t realize until a year or two later that she had been engaged, married, abused by her husband (which is why she wore sunglasses to class), and was divorced in that one year I was in her class. In fact, she had such an impact on me that I never told my family about her abuse until I was married and out of college. Even though she was awful, she taught me a lot. She taught me that I never wanted to be a teacher like her. I never wanted my students to be afraid of making mistakes. I never wanted my students to be afraid of telling their parents about school. This was a teacher that I never wanted to be and used her example to review my teaching practices at the end of every school year of my career.

My personal life:

My parents: My parents worked hard raising three daughters. My mother was a stay at home mom and my father worked in a restaurant. I don’t believe he had any sort of pension plan or health insurance. I learned to stay healthy and take care of myself and was given home remedies if I was sick. I loved peanut butter and jelly sandwiches and had it for lunch every day of my school career and give it a lot of credit for my good health which also resulted in perfect attendance. My mother made all of clothes for school and my father spent a lot of time with me on his one day off from work. We had dinner together as a family every day even if it meant that we ate dinner as soon as I got home from school because my father left for work soon after that. I’m not sure I ever told my mother how much I appreciated her when she died at the age of 59 but as I get older, I feel like I can see more and more the many sacrifices she made for me. I realize now that she did without so many things so that I could have so many things. My father is still going strong at the age of 93 and I work hard to let him know how much I appreciate all that he taught me such as having a strong work ethic is very important and that family is important too.

My oldest sister: She taught me to enjoy life because you never know how long you will live. She was diagnosed with lupus when she was about 18 and since they didn’t know much about it, she wasn’t given long to live. She lived for 9 more years and didn’t die until she was 27 years old (I was 15 at that time). She appreciated every day she was still alive and even though I was so much younger than her, we were very close and I learned to appreciate life with her. I learned that I couldn’t worry about the “what ifs” and I need to live in the “here now” or I would miss out on many wonderful things.

My husband: He has taught me to start every day with the right attitude. No matter how I am feeling, I need to be thankful for each day and be happy that I’m alive. In fact, he actually says that out loud every day. He gives me a kiss good morning every day and lets me know how much he loves me. I learned how much this can mean to someone because I know how much it means to me. I learned to appreciate being alive and being thankful for the people in my life!

So, now I ask you, who taught you and what have you learned?

Photo by one of my family members but I’m not sure who.

Useful Information In and Out of the Classroom 5/3/13

2013-05-03T06:00:00.000-04:00

Note: Each resource is labeled with a level and subject area to make it easier to use.

Levels: E: Elementary; M: Middle; H: High; G: General, all levels; SN: Special Needs; T: Teachers

Math Trail - game involving math and geography skills (L:M, H; SA: SS)

100,000 Stars - “100,000 Stars is an interactive visualization of the stellar neighborhood created for the Google Chrome web browser. It shows the real location of over 100,000 nearby stars. Zooming in reveals 87 major named stars and our solar system. The galaxy view is an artist's rendition.” (L:H; SA: S)

Kodu Game Lab - “Kodu lets kids create games on the PC and XBox via a simple visual programming language. Kodu can be used to teach creativity, problem solving, storytelling, as well as programming. Anyone can use Kodu to make a game, young children as well as adults with no design or programming skills.” (L:G; SA: A)

Astronomy Picture of the Day - Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer” (L:H; SA: S)

Scoot and Doodle - “online, collaborative studios where friends and classmates easily get creative together, face-to-face and in real-time.” (L:G; SA: A)

Original Image: Tools by Pat Hensley

Monthly Review of Goals from April

2013-05-02T06:00:00.000-04:00

April is now past andI want to see how I’m doing with my goals to this point. All of my goals can be found here.

For the year:

1. I want to spin the alpaca fiber that I processed with some wool. ( I accomplished this!)

2. I want to knit a sweater. (I am finished this and I think I love making top down raglan sweaters!)

3. I want dye yarn. (not worked on yet)

4. I want to spruce up my gardens this year. (I have spread 26 bales of pine straw and did a lot of weeding so far. We’ve had a lot of rain though so my weeds seem to grow faster than I can pull them!)

5. I won’t commit to more to more than I can handle. (I have turned down 2 leadership opportunities this month. Even though I would have loved to do them, I have enough on my plate right now. )

6. I will find something good in each day. (This month has been glorious!)

7. I will learn archery. (I still haven’t signed up for my lessons yet and hope to do it this month.)

8. I will nurture old friendships. (I spent a lot of time with friends who attended the Spring Wildflower Pilgrimage too.)

9. I will lose at least 20 lbs. this year. (My weight has gone up and down this month but I’m still down 5 lbs from the beginning of this year.)

Daily:

1. I will eat healthy. (I have been logging my food in daily and I think that helps me be conscious of what I’m eating.)

2. I will exercise. (I have walked 10,000 steps for 26 days of the month.)

3. I will stretch. (I am doing strength exercises each day.)

4. I will read my bible. (I let this slide this month and I need to get back to doing this!)

5. I will do something that I have been avoiding. (I haven’t been avoiding things this month so I think I’m doing a good job with this.)

6. I will contact a friend and let them know I am thinking of them. (I’m still working on this one.)

7. I will be happy. (I don’t have to work too hard on this because I’ve been pretty happy.)

I’ve done pretty well this month. The only thing that I’m disappointed in is with my bible reading. I need to do a better job with that. I still think this monthly review of my goals has really helped me stay on track.

Have you reviewed your goals or resolutions you made at the beginning of the year? How are you doing? If you haven’t achieved something yet, don’t give up. Just begin now.

Image: 'La Jolla Goal Wall'
http://www.flickr.com/photos/30011527@N05/3876577832
Found on flickrcc.net

Spring Wildflower Pilgrimage Day 3

2013-05-01T06:00:00.000-04:00

(Click to see pictures from Spring Wildflower Pilgrimage Day 3)

(Link to the Spring Wildflower Pilgrimage 2013)

The first session today was on Forest Foods and Pharmacy led by Ila Warren and Brittney Hughes (Naturalist, DeSoto State Park in AL). We met at Metcalf Bottoms and walked to the Greenbrier School. Here are things we saw and info about some of them.

1. Witch Hazel (by bridge and water) - astringent, used for water dowsing; loves its feet in water, seed pods burst, beins are not symmetrical.
2. Solomon’s Seal - cut rhizome in a cross section and Star of David Appears.
3. Fleabane - new can be pink or blue; pregnant women planted this to predict sex of babies.
4. Rattlesnake Weed - green leaves with purple veins, in the dandelion family
5. Cinquefoil - yellow bloom, aka Barren Strawberry; 5 leaflets not leaves.
6. Poison ivy - leaves of 3
7. Galax - aka Beetleweed or Fairy wand, smells stinky, pollinated by ants.
8. Spotted Wintergreen
9. Christmas fern - eat fiddleheads by parboiling and then sauté.
10. White Pine - source of Vitamin C and calcium. Limbs are in a circle. Add to Yellowroot and make a salve using lard and oil. Fry with needles, cinquefoil, and yellowroot. Use on poison ivy and bug bites.
11. English plantain and jewelweed can be used for poison ivy too.
12. Dog hobble
13. Dog wood - bloom is actually yellow. Flowers are modified brachs. Use dogwood berries - parch and ground; used for quinine to treat yellow fever during the Civil War
14. Violets -edible blooms; leaves have to be cooked.
15. English Plantain - aka White Man’s Foot - use in a salve; use instantly on bug bites by crushing and rubbing on bites; young are edible in a salad along with dandelion, chickweed, and violets. Seeds are great fiber source.
16. Wild Ramps - industrial onion; lots of sulphur, false hellebore leaves look the same and cooking them could kill you.
17. Morel mushroom - $35-$40/lb. tastes like steak or fishy; can stuff and back, can bread and fry. Leatherback mushroom is also good in the fall even though it is smelly, it tastes good.
18. Wild Woodruff - whirled leaves
19. Spanish Dagger - aka yucca; take finber to make cordage; blooms are edible right off the plant.
20. Trailing Arbutus -once they bloom, they put off new foliage.
21. Partridge Berry - aka squawvine. Berries are edible; have 2 belly buttons, 2 blooms with a fused ovary.
22. Buffalo nut - aka oil nut; oil used for lamps; put wicks in oil to make them last longer.
23. Poke salad - eat leaves but parboiled several times; eat berries whole; roots are poisonous
24. Wild Cherry - never pick and let leaves wilt because arsenic becomes concentrated; use leaves immediately when they are fresh; leaves used in cough medicine
25. Yarrow - staunching wounds and bleeding
26. Halbred leaf violet - yellow bloom
27. New York Fern - tapered on each end, wide in the middle, big spread of them
28. Wild Geranium - palmate leaf with a lot of vines; seed pods burst when touched; pollinated by ants; ants carry off seeds, eat oily covering and the rest germinates.
29. Wood Anemone
30. Rattlesnake Plantain - orchid family
31. Lemon scented trillium
32. Dwarf Iris
33. Chickweed - use leaves in salad for weight loss
34. Monarda - Wild mint; square stems, Bee balm
35. Vetch - goat’s rue
36. Wild Yam - women’s medicine; estrogen, uses roots
37. Stonecrop sedum
38. Bloodroot - blooms early
39. Ironwood - see “tendons” in the bark that looks like human muscles
40. Vasey’s Trillium
41. Sassafras - spring tonic (SSS tonic - Sassafras, sweet birch, and spicebush); boil and simmer roots to make tea; blood thinner so be careful if you have high blood pressure; weak tea; cleansing and tastes good.
42. Yellowroot - looks like parsley; help kidney ailments, mouth ailments, antibiotic
43. Cutleaf Toothwort - peppery; mountain wasabi; used for toothaches, tastes like horseradish; if it ends in -wort usually has healing properties.
44. Sweet Birch - smells like wintergreen; 2 leaves at one place and 2 buds; aspirin like properties; lightly boil or simmer; aka toothbrush tree; refreshes plain water.
45. Woody stems - simmer; leaves - steep
46. Lycopodium - running cedar

Our next session was on Wildflower Photography using an SLR camera. This was led by Jack Carman ( author of Wildflowers of Tennessee) and Bob Hutson (co-author of Wildflowers of the Great Smoky Mountains). We were also in their class on the first day and this really added to what I learned on the first day.

1. Focal length divided by camera’s multiplication factor (Nikon = 1.5)
2. Manification talked about in terms of life size: 35mm =1x1.5=life size; ¼ life size = 4x6”
3. SLR shopping - look for Depth of Field Preview, Live View, manual or aperture priority, cable release, mirror lockup, Nikon or Canon

Lenses
1. macro lenses are the Cadillac of photography; life size without accessories; 100mm or 180 mm-200mm which is better; goes to life size but not as flexible as a soom lens for other uses and cost.
2. Zoom Lenses - work well for flower photography, use a diopter or extension tubes for magnification beyond ¼ life size; 70-200mm or 70-300mm works well
3. Diopters - fits in front of lens, 2 elements are high quality; magnification is the focal length of lens divided by focal length of diopter; positives (no light lost, low cost); negatives (minimum optical degradation)
4. Extension Tubes - hollow tubs between lens and camera; magnification is length of tube divided by focal length of lens; Positives (no optical degradation and relatively inexpensive); negative (loses light)
5. Multipliers - 1.4x (1 stop) or 2x (2 stop) are best; fits between lens and camera; increases focal length but maintains the original close focusing distances; positive (longer focal length); negatives (some optical degradation and major light loss; should not be used with zoom lens)

Accessories
1. Tripod - goes flat to the ground; Eye height without use of a center column; minimum 4 lbs if made of carbon fiber ($$-$$$) or 5 lbs. if made of aluminum ($); legs move independently; 3 secions stronger; Brands - Bogen Gitzo, Induro, RRS
2. Tripod Heads - ball head most commonly used; camera placed and locked by a single knob, quick release; ara - Swiss
3. Cable Release
4. Angle View Finder
5. Level
6. Polarizer
7. Dark Cloth
8. LCD Views - old slide fild , 4x Loupe, Hoodman 1x loupe; newer model collapses
9. Plant holder (pipe cleaners, ties)
10. Commercial stakes to hold accessories
11. Camera cases

Electronic Flash
1. Use standard TTL flash unit
2. Flash used mostly as fill with a flash compensation setting of 2 stops
3. Used with a diffuser

Batter Powered LED Lights
1. See results before you take the picture
2. More control than reflector
3. Video broad light like a reflector
4. Flashlight, spotlight, or special effects
5. Video Lights have more color cast
6. Correct with gel or filter provide
7. Flashlight has greater color cast
8. Inexpensive video lights ($40); available such as CN-160 from Amazon
(Note: Get Light Source in close light up subject not the background.)

Diffusers
1. Rain umbrella - 36 inches
2. Collapsible Translucent - 32 inches
3. Photographic umbrella - 60 inches

Shading Tools - Black piece of cloth over umbrella

Depth of Field (DOF)
1. Use manual focus
2. Depth of Field - difference between the closest point in acceptable focus and farthest point in acceptable focus.
3. DOF is a function of
4. The magnification of subject - mag. Increases, DOF decreases
5. F stop - f stop increases, DOF increases
6. DOF is not a function of lens focal length
7. Maximize DOF
8. Camera back should be parallel to the plane of your subject
9. Selective focus

Depth of Field Preview
1. Lens is normally at its max opening, min. DOF when you look through view finder
2. Use DOF preview button to stop the lens down to the picture taking aperture
3. DOF preview with live view
4. Focus with live view

I had a great time at the Spring Wildflower Pilgrimage 2013. If you have never been to it, I highly recommend it! Maybe I’ll see you next year!

Original Photo by Pat Hensley

Spring Wildflower Pilgrimage 2013 Day 2

2013-04-30T06:00:00.000-04:00

(Click here for Pictures from Spring Wildflower Pilgrimage 2013 Day 2)

(Link to the Spring Wildflower Pilgrimage 2013)

The first session of the day was Wildflower Photography with Jack Carman ( author of Wildflowers of Tennessee) and Bob Hutson (co-author of Wildflowers of the Great Smoky Mountains). I didn’t realize who our instructors were and I wish I brought my books for them to autograph! This was an awesome session and I learned so much.

Contrast and Control Techniques
1. Full sun casts harsh/very hard shadows, requires contrast. Control to lower contrast.
2. Mixed sun/shade - need to lower contrast
3. Cloudy bright - no contrast needed
4. Deep shade - raise contrast

Contrast Control
1. add light to shadows and subtract light from highlights; use reflectors (crumble tin foil, paste on foamboard with dull side out) and get as close to the flower as possible so as to light the flower and not the background; sides or angles but not head on.
2. Diffuser - white rain umbrella, frosted vinyl shower curtain, sheer white cloth
3. Shading tools - black cloth over umbrella
4. Use friend’s body, hat, coat, newspaper
5. Blocking only direct sun will diffuse
6. Block all creates shade
7. Diffuser in sunlight all the time.
8. Sometimes wait for cloud to block the sun.

Background Selection
1. Zoom: use optical zoom not digital
2. Longest focal length
3. Telephoto lets you control background better
4. Choose background that is far away
5. Make subject stand out
6. Increase contrast between subject and background

Composition
1. Zooming is cropping
2. Move to change composition
3. Odd number of flowers looks best
4. Simplify - focus in on what is the most interesting thing
5. Bulls eye pictures are less pleasing.
6. Get your subject off center
7. Thirds rule
8. Don’t let subject touch edges of frame
9. Bulls eye work with symmetrically shaped subject.
10. Get in as close as you can.
11. Make horizontal and vertical photos. Most subjects will lend themselves to one or the other.
12. Look for geometric shapes such as diagonal lines, curves, s curves. Diagonal lines look better than straight up and down.
13. Most things look better from their level.
14. Stop and study from all angles.
15. Sweep the edges of the frame with your eyes and look for distractions.

Taking the Picture
1. Highest quality image setting
2. Set lens for telephoto
3. Work under optimal lighting conditions (cloudy bright)
4. Get helper, tripod
5. Use light modification techniques.
6. Use auto ISO setting - shutter speed at least 1/100 of a sec.
7. Compose using LCD on back of camera, not viewfinder
8. Autofocus on what is most important
9. Manual focus if autofocus doesn’t lock on what you want.
10. Manually focus at the distance that gives you the composition you want.
11. Use 2 hands.
12. Brace elbows against body and squeeze slowly.
13. Use autoexposure -either program mode or aperture
14. Use exposure compensation - check your image for blinkies to see if you have blown the highlights.

Wind
1. If flower is blowing in slight breeze, be patient.
2. Photograph early in the day when wind is generally still
3. Shield plant with umbrella or other device.
4. Check image on LCD screen for exposure, focus, composition, and wind before you walk away.

Other Tips
1. Do it Right in the field. Photoshop never as good.
2. Search for picture or good specimen. Spend more time looking than photographing.
3. Small groups or single flowers are easier to work with then large mass. A large mass works better for a carpet or scenic.

Ethics
1. Do not damage your subject or environment.
2. Gardening is the removal of things from the picture consistent with a natural look. Do in a nondestructive manner.
3. Use dead leaves to cover rocks and sticks and water to tone down/darken things.
4. Never remove or damage live plant material
5. Gently brush other vegetation out of the way or stake back if necessary.
6. Don’t remove all the leaves around the plant. Return everything back the way it was.
7. Think about what you are doing. Don’t trample other stuff to photograph something.

Our next session was on Bugs and Butterflies with Chuck Parker. Here are things we saw:

1. Millipede
2. Cranefly
3. Stonefly (characteristics are 4 wings, 2 prongs at end of abdomen, long antenna, mouth parts not well developed, wings specific)
4. Scorpion fly
5. Moth fly
6. Worm
7. Snail
8. Dark winged fungus gnat
9. Grasshopper
10. Caterpillar
11. Ground beetles
12. Rolled wing or needle stoneflies
13. Wasp
14. Caddisfly
15. Sowbug
16. Butterfly
17. Salamander
18. Carpenter bee
19. Tiger beetle - iridescent blue green
20. Adult mayfly
21. Saw flies - female ovipositor looks like saw blade.
22. Doll’s eye
23. Swallowtail
24. Beetle larva
25. Seersucker sedge
26. Sweat bee
27. True bug
28. True fly
29. Bee moth aka hummingbird moth
30. Crayfish
31. Leaf hopper
32. Lady bug
33. Water penny
34. Flatheaded caddisfly
35. Forester moth - day active; white belly, white stripes, black body
36. Caddisfly cases on rocks (if stuck - pupated)
37. Midge
38. Angelwinged butterfly
39. Black fly larva - look like bowling pins; can eat bacteria out of water.
40. Rhyme -
Sedges have edges.
Rushes are round.
And on grasses,
Nodes can be found.

Come back tomorrow to see my notes from Spring Wildflower Pilgrimage Day 3!

Original photo by Pat Hensley

Spring Wildflower Pilgrimage 2013 Day 1

2013-04-29T06:00:00.000-04:00

(Click to see pictures from Spring Wildflower Pilgrimage 2013 Day 1)

(Link to the Spring Wildflower Pilgrimage 2013)

We began the day with the session Edible Mushrooms which involved a hike on the Engine Creek Trail which was led by Christine Braaten, a PhD student at University at Tennessee. I have to say she was pretty awesome! Not only was she very knowledgeable but you can tell she was enthusiastic about her subject. I got a lot of information and it made me want to learn more which makes me feel like it was a great session to attend. I like to end up wanting more and being inspired to learn. Here are some of the notes I took:

1. The trail is behind the Greenbrier Ranger Station and is about 5 miles long (which we didn’t do the entire trail). At the end, there is a train engine wreckage.
2. Peak time for mushrooms is late summer and early fall.
3. Mushroom hunting in the Great Smoky Mountains National Park is legal. You can gather one pound per person per day as long as it is 200 feet off the trail. (someone might want to photograph the ones near the trail).
4. There are 3000 species of fungi in the park.
5. Trees to fungi ration is 1:5.
6. Lung lichen (Lobaria Pulmanarius) - sensitive to air pollution and probably won’t find any in Knoxville; air quality indicator
7. Mushroom - fungus, most of its biomass lives underground. Reproductive structure that produces spores is what we see.
8. Polypores grow off wood. Harvest young or it turns hard.
9. False morel (Gyromitra esculenta) might not be poisonous if parboiled (at least 3 times) (Correction from Christine: Gyromitra korfii a lighter colored false morel may be considered edible after par boiling and emptying the water each time, despite the name "esculenta" Gyromitra esculenta should never be eaten and its the only false morel that has been responsible for a death.)

10. Morels are toxic if eaten raw so don’t cut them up and put them in your salad.
11. Reishi - traditional Chinese medicine. Nonsteroidal and anti-inflammatory. Easy to grow. When fresh, boil them 1/2c. to qt. of water for 5 hours. Drink tea (tastes bitter)
12. Oyster mushroom - has gills
13. Milk cap (lactarius volemus) -
14. Russula - red cap
15. Morels can be found on eastern red cedar, hemlocks, ash, tulip poplar
16. Usnea - also called old man’s beard - antiseptic properties
17. Devils urn (urnula craterium)- black, tough, if found it is the right habitat and right time of year for morels.
18. Deer mushroom (plutious servinus) - putrid smelling, gills are white, spores are pink
19. Velvet tooth polypore (tricaptum) - little teeth, fresh after rain.
20. 75,000 fungi have been discovered.
21. Mushroom related deaths in the US- 2 (Correction from Christine: Also the North American Mycological Association (NAMA) after a 30 year study, reported an average of 1-2 deaths "Per Year" in the US.")

22. Death Cap (Amanita philloidas) - Avoid, imported from Europe
23. Elvin Blue Cups (Chloro Cyboria) - bluish tint on logs, no gills
24. Crimini and portabella mushrooms are the same thing.
25. Lichen - gets food from partnership with the algae; no mycelium hidden, what you see is what you get; keeps moss from growing on the rock, secretes acid
26. False Turkey tail - smooth back
27. Turkey Tail - You can feel the spores; make tea; can chew and eat when fresh (Sept.), thick and juicy
28. Trimides Elegans - bigger and smoother than turkey tail (looked like a clam shell to me)
29. Chicken of the woods - bread and eat like chicken fingers
30. Hen of the woods - don’t take if growing on pine, usually get off hardwood.
31. False Hen of the Woods (Mytaki) - stains black, tastes like liver
32. Cinnabar Red Polypor - not poisonous but pretty and red; shelving
33. Orange Parchment Fungus (Sterium complicatum) - orange crust on log
34. Bleeding Canker - black on the tree, looks like someone tried to burn the tree.
35. Orange Witches Butter - orange
36. Lion’s Mane is also edible.

The second session was on Bears and Wild Hogs led by David Whitehead, a TN Wildlife Resource Agency Manager.

Hogs
1. Hogs are non native to the US
2. Late 1800s - hunting clubs bring hogs back to hunt
3. Hogs like plants with rhizomous high carbs such as spring beautys.
4. Hog wallows attract salamanders but are detrimental because of the constant disturbing.
5. 1987 Congress appropriated funding for hog control in the park.
6. Hogs from coast show pseudorabies (kills dogs but not people) and Brucilosis (deadly to people)
7. Landowners can do anything except poison to control wild hogs; just needs to apply for exemption
8. Killing about 4000 per year.
9. Average litter size is 13-15 and 3 litters a year (in the wild, maybe 2). In the wild, bringing 6 to a year old is a successful litter.
10. Gives birth in Jan. and Feb.
11. Predators: man, bears, wolves, mountain lions. Bobcats and coyote eat babies.

Bears
1. Pregnant females will go in den.
2. 80% bears will den in a tree.
3. Males don’t sleep a lot unless it’s cold.
4. TN- 3500 bear including the park
5. Dens can be used over and over but not by the same animal.
6. Den used Oct. to April; bears have a fecal plug and their body recycles waste
7. Eat squawroot, berries, insects, yellow jacket larval bees, carion
8. Do not run from a bear!
9. Bears do not show aggressive behavior. They either attack or don’t’. They show non-defensive or non-aggressive behavior to scare you off (chomp jaws together, blow air, bounce up and down on paws, bluff charge). If it intends to attack there are no signals. If this happens, fight back. Nose is most sensitive part.
10. Babies -weighs 8 oz. when born, by April 5-10 lbs., in Dec. 30-50 lbs.
11. Hibernation now called winter sleep
12. Eggs fertilized, will float until Oct. and then attach. Used to be called delayed implantation and now called delayed development.
13. More bears killed on the coast than in the mountains.

Please come back tomorrow to see what happened on Day 2 of the Spring Wildflower Pilgrimage 2013!

Original photo by Pat Hensley

Useful Information In and Out of the Classroom 4/26/13

2013-04-26T06:00:00.000-04:00

Here are some interesting sites that I’ve found this week, thanks to my PLN. As a teacher, I feel we have to keep up to date concerning research in our field and current issues in the education system. I hope some of these inspire you, inform you, and even have you asking questions. Thank you for coming by and visiting!

Note: Each resource is labeled with a level and subject area to make it easier to use.

Levels: E: Elementary; M: Middle; H: High; G: General, all levels; SN: Special Needs; T: Teachers

Subject Areas: LA: Language Arts, English, Reading, Writing; M: Math; S: Science; Health; SS: Social Studies, Current Events; FA: Fine Arts; Music, Art, Drama; FL: Foreign Language; PE: Physical Ed; C: Career; A: All

Poetry Idea Engine - “this activity will allow you to write haikus, free verse, limericks, and more!” (L:G; SA: A)

Class Charts - “With Class Charts you get data rich seating charts and streamlined behavior management. You can even collaborate with other teachers and work as a team to tackle behavior.” (L:T; SA: A)

Story Starters - story prompts (L:T; SA: A)

Conservation Connection - “Students, check out how these weird conservation tools help make your favorite things.” (L:M, H; SA: S)

Nanospace - virtual amusement park that students can click through to find videos, games, and other short lessons about atoms and molecules. (L:E,M; SA: S)

Original Image: Tools by Pat Hensley

My Comfort Books

2013-04-25T06:00:00.000-04:00

In Comfort books from Blue Skunk Blog by Doug Johnson

“Every few years, I also find I need "comfort" books* - books that I've read before and can relax in the re-reading of, knowing the plot and the characters…

What are your comfort books?”

When I get bored or if I’m stressed out, I need comfort books. They are like getting a hug by words. Some are paperbacks that have worn covers from so much rereading. Here are some of my favorites:

1. The Narnia books

2. Little House on the Prairie books

3. A Wrinkle In Time by Madeline L’Engle

4. Books by Janette Oke

5. To Kill a Mockingbird

6. Harry Potter Books

7. Little Women

8. Charlotte’s Web

9. The Five Little Peppers and How They Grew

10. The Little Princess

11. The Outsiders

12. Romance novels for when I don’t want to think and just want a happy ending (some favorite authors are: Nora Roberts, Robyn Carr, Sherryl Wood)

What are your comfort books? Please share!

Image: 'Tome Reader'
http://www.flickr.com/photos/33377700@N00/443545349
Found on flickrcc.net

Yes, You Do Matter!

2013-04-24T06:00:00.000-04:00

In Teachers Matter from Angela Maiers, Speaker, Educator, Writer, Angela Maiers shares,

“After my presentation, a young man approached me and said, “This is my first year of teaching. I had pretty much made up my mind that this would be also be my last year of teaching. I now realize that teachers matter, and there is no way I’m giving up a job that matters.”

Teachers matter.”

Her post had me thinking about how much we don’t tell teachers that they matter enough. So, this is my way of sharing with all the teachers that read my blog - Yes, you do matter!

It seems like I tell my family how much I love them and how much they mean to me.

I tell my friends how glad I am to have their friendship.

I tell fellow church members how happy I am that we attend the same church.

I tell my neighbors how glad I am that we all live in the same community.

I tell my students how awesome it is to have the opportunity to teach them.

But I don’t tell teachers enough how much they matter. The media doesn’t share enough about how much teachers matter. They are quick to share info about the teachers who mess up, make mistakes, or commit crimes but there are more teachers who are making a positive difference out there than negative impacts.

I wonder if we start telling more teachers how much they matter that maybe they will stay in the profession longer. Maybe they won’t burn out so fast. Maybe they won’t be as frustrated. Maybe they won’t give up so easily. Maybe they will teach more effectively. Maybe they will enjoy their jobs more. Maybe they will make more positive changes in the teaching environment. Maybe they will impact other teachers so that they can be better at what they do.

So this is for all the teachers out there, the ones who read my blog, the ones who don’t, the ones that I teach, the ones who I’ve worked with, the ones who I come in contact with at meetings and conferences…

Teachers Matter!

Image: 'worth a thousand words'
http://www.flickr.com/photos/86251769@N00/403089292
Found on flickrcc.net

Being a Shepherd

2013-04-23T06:00:00.000-04:00

In church this week, our pastor (Trinity Lutheran Church) talked about shepherds and how we are considered sheep. I started to think about how this related to the classroom. Teachers are a lot like shepherds and our students are our sheep.

Teachers have a close relationship with students (not the kinky kind!) like a shepherd does with sheep. Shepherds care about their flock like teachers care about their students. They want the very best for them and have high hopes for them.

Teachers guide students like a shepherd guides the sheep. Sheep don’t understand where they need to go and need help getting to their destination. Teachers can help students reach their goals. Teachers have the knowledge and can direct students to the best places to go to find information. We help students go in directions that focus on the student’s strengths rather than weaknesses. By guiding a student, we can help show them the potential that is in their life.

Teachers protect students like a shepherd protects the sheep. Sheep are vulnerable to many predators and students can be vulnerable to their peers, or even adults. We protect them from bullies that can hurt them physically and emotionally. We protect them for injustices as much as we can. We protect them from themselves sometimes.

Teachers rescue students like a shepherd protects the sheep. Sheep sometimes fall in ravines or holes and would die if left there. Sometimes students make bad decisions, and we try to help them find their way out of a bad situation. We try to be there for them and listen when they need a caring ear. We try to show them the options that are open to them.

Are you a shepherd? In what ways do you help your students? Please share.

Image: 'Shepherd in Morey Plains'
http://www.flickr.com/photos/97235261@N00/2260639712
Found on flickrcc.net

Too Much Attention

2013-04-22T06:00:00.000-04:00

As this week’s tragedy was spotlighted in the news, I was truly saddened. I felt sad for the victims, for their families, for the people in Boston, Massachusetts, our nation, and the world. I was saddened that there is so much evil and hate in our world.

Yet, I wonder how much of this evil and hate is sensationalized by our media. Throughout the day, I watched endless news reports detailing the tragedy. During the week there were endless special reports about capturing the killers. There was so much attention given to these evil men. All day long, videos replayed the bombing at the Boston Marathon. I honestly did not need a blow by blow description of the investigation, killing, and capture of the killers. Now I’m watching reports about the aftermath and future prosecution of the captured killer. Enough attention to the bad guys!

I’m afraid that we are giving way too much attention to the bad guys. If someone wants attention, they look at all of this and think that they could do something bad like this to receive it. They might not care that it is bad attention because all they see is all of the media attention. I’m afraid of all the copycat unbalanced people who may look at this and want the same attention.

Our children are becoming desensitized to the evil around us. There is so much killing in video games, movies, and TV shows that children think it is all make believe. No wonder they don’t understand the impact of an actual gun shooting.

Why doesn’t all of the many good acts that go on around the world get attention? Obviously bad news sells and good news doesn’t. People seem attracted to the bad but I wonder if it is a bad habit that we have developed. Maybe we need to turn off the news and watch things that are more productive. Maybe if we stop giving all this negative attention to the bad guys, it might slow it up.

I’m not saying we shouldn’t know what is happening around the world but it seems like the regularly scheduled news reports are recapping what has been shown all day long. Why not stop the daylong show and just report it on the regular news programs?

Do you think we are giving evil to much attention? How can we change this? Please share.

Image: 'Evil monkey from the movie about the+evil+monkey+that+smiles+awkwardly'
http://www.flickr.com/photos/27261720@N00/132750728
Found on flickrcc.net

Useful Information In and Out of the Classroom 4/19/13

2013-04-19T06:00:00.000-04:00

Note: Each resource is labeled with a level and subject area to make it easier to use.

Levels: E: Elementary; M: Middle; H: High; G: General, all levels; SN: Special Needs; T: Teachers

Witty Comics - make your own comic strip (L:T; SA: A)

3D Solar System Web - “This is a 3D solar system simulation application, which gives you the approximate location of the planets in the solar system at different time, and some information about each one of them.” (L:G; SA: S)

The Spacesuit - Interactive site from NASA about the spacesuit. ((L:M,H; SA: S)

Quizdini - “allows teachers to create and customize material for their students - for free! We are committed to providing you a simple, easy-to-use, cost-free system that helps you help your students” (L:T; SA: A)

Map Treasure Hunt - “Provide as many questions (clues) and answers (locations) as you like to create a virutal 'treasure hunt'.When you are finished you can save the game and share it with others.Players have to use each clue to collect the 'coins' that appear in each of your secret locations.” (L:T; SA: A)

Original Image: Tools by Pat Hensley

Daily Challenge

2013-04-18T06:49:00.001-04:00

I’m participating in another year of the Photo of the Day project. I post to 2 groups on Flickr and one of them is where we get a challenge every day. I like these challenges because they help me decide on what I will photograph that day. Sometimes I’m unable to do the challenge but most days I can complete it.

I think this would be a great thing to do in the classroom too. Maybe a daily challenge for the students would look like:

Use a specific vocabulary word three times today.
Say something positive to five people today.
Use math to solve a problem you have today.
Resolve a conflict peacefully today.
Help someone who is having difficulties today.
Pick up ten pieces of trash today and put it in the trash can.

I’m sure there are many more but I thought this would be a fun activity each day. Then have the students report about their accomplishment the next day. This would be done on the honor system but if they have to explain it, it might make them more accountable. You can make a game of it and give points for each. Maybe at the end of the week, there can be a cheap prize like a free pencil, pass to the library etc.

What other daily challenges can you think of? Please share.

Image: 'Face off'
http://www.flickr.com/photos/14534290@N04/6309895167
Found on flickrcc.net

Using My Inner Critic

2013-04-17T06:00:00.000-04:00

In Kill Your Inner Critic, from Sioux's Page, Sioux talks about how everyone has an inner critic and she asks,

“So, how do you handle your inner critic? Do you kill them off (I'm overly fond of "death by wood chipper") or do you embrace them?”

I have a sensitive relationship with my inner critic. I think we finally understand and accept each other. If I allow her to exist in the background, she tries not to overshadow my attempt to do the things I want to do.

First let me explain that I grew up in a strict household. My parents were strict and I knew they loved me but they didn’t accept anything but the very best from me. If I got a B, they wanted to know why I didn’t get an A. If I got an A, they wanted to know why I didn’t get an A+. If I got an A+ they wanted to know why all of my work didn’t have an A+. I really struggled to keep up my grades because I never wanted to disappoint my parents. When I finally grew up, I think this attitude was passed on to my inner critic. Whenever I did something, she wanted to know why I didn’t do it better.

For many years I fought her but next to her, I hate deadlines even worse. I’m so afraid that I won’t have something done by the deadline that I will work hard on getting it done early. This means that there are times that I need to brush her aside and get something accomplished. Then I allow her to come back and look at what I have finished but I don’t let her review it more than twice. At that point, I accept what is finished and let it be.

I have decided that perfectionism isn’t all that it’s cracked up to be. I don’t need to be perfect. I just need to do the best that I can and if that isn’t perfect, then it is what it is. Accepting that I’m not perfect has made my life much more enjoyable. But I’m not saying that I need to do a slapdash job either. I know if I’ve given a task my best effort and if I have, I can live with the results and be happy. If I haven’t, then I know that I haven’t and I listen to my inner critic’s disappointment in myself. I deserve it.

So, while I listen to my inner critic, I don’t let her rule my life. I’m in charge of my own life and my own actions. It is alright to evaluate my work but not let it dominate everything I do. I don’t let it paralyze my actions because I fear failure. I try to use my inner critic to move me forward instead of holding me down or holding me back.

I think this is an important thing to show my students too. My actions can be an example for them to guide them in the future. I’ve had many students who refused to try anything because they had failed so much that they didn’t see a reason to even try. I needed to help them be successful in small ways so that they were willing to give things a try instead of letting their inner critic hold them back. I need to share my worries and concerns about my attempts and then let them see how I use them in positive way. As the old saying goes, “actions speak louder than words.”

How do you handle your inner critic? Please share?

Image: '327 of 365: Everyone's A Critic'
http://www.flickr.com/photos/70544918@N00/2581843770
Found on flickrcc.net

Am I Listening?

2013-04-16T06:00:00.000-04:00

In Public Service Announcement from Barn on the Web - Daily Happenings, RJ talks about someone he heard about who was killed by a train because he had earbuds in his ears while jogging and didn’t hear the train. He mentions,

“Have you ever taken the same route all the time and you get so used to it you say I can drive it with my eyes closed? Well, when you jog, walk or run you normally take the same route and you get that used to the dogs, traffic and trains that you can actually NOT hear it.”

What a sad story! It reminds me how sometimes when I read or I get involved in a project, I tend to tune everything else out. I stop listening to what is going on around me and that is without having anything in my ears. I ignore all of the sounds, words, conversations that happening and may be important.

I wonder if that happens in the classroom too. I get so used to the usual classroom noises that I tend to tune them out. I know that certain students can be whiny and others can be needy, so I stop responding to them. I stop listening to the conversations that they are having with one another. Or I can be so involved in the lesson that I’m teaching, I don’t hear the unasked questions that are visible on their faces. I don’t hear them because I stopped listening.

I can learn a lot about what is going on in their lives but listening to the conversations that they are having with each others. Sometimes it is easier for them to share what is going in their lives with their peers than with an adult. I found out that one of my student’s parents were going through and ugly divorce which explained about the angry behavior I was seeing. Another student was worried that she might be pregnant and I was able to talk to her privately after class and get her some help. I also heard of some trouble between a couple of students that might happen and was able to head it off so no one got in trouble with the school.

I can learn a lot by “listening” to their body language. I can see that they are bored or confused and may be tuning me out. I need to find ways to get them to engage in the lesson. They might not know what questions to ask in order to get a better understanding of what I’m saying. I may need to stop and explore what they don’t understand.

I need to stop ignoring all of the sounds around me and actually start listening. It may be important and I don’t want to miss an opportunity like this.

Do you do this in the classroom? Are you listening? How do you pay attention? Please share.

Image: 'listen to me...'
http://www.flickr.com/photos/46766162@N00/41713155
Found on flickrcc.net

My Next Learning Adventure

2013-04-15T06:36:00.001-04:00

In Prompt #2: The Writing on Learning Exchange: What I Want To Learn Now from Classroom as Microcosm, Siobhan Curious asks,

“This week’s prompt: What do you want to learn next?”

I have always loved learning! I think learning is so exciting and each year I try to learn something new. My friends and family tend to roll their eyes when they hear that I’m learning something new but well, that is just me. I have a driving need to learn. I probably won’t stop until I die.

So, what do I want to learn next? I want to learn to shoot a bow and arrow. Well, actually relearn. I learned archery in high school and really enjoyed it. It was one of those few things that I could do well in gym class. As a nerd in high school (I still am in adulthood), I was not a desired player when it came to team sports and was usually the last one picked. In fact, I think teams argued over who would be “stuck” with me. So, when archery came along, it wasn’t a team sport and I just improved my score against myself.I haven’t touched a bow and arrow in almost 35 years.

We were in a sporting goods store one day and I saw the bows and arrows so I mentioned it to my hubby. He said he would be willing to give it a try. Then we were at a walmart when the sporting goods dept. clerk told us about an archery range very close to us. So, we headed there and found out that the owner gives lessons! We went home and talked about it but that was about it. Then one day, I saw an email advertising a groupon coupon for lessons at that archery range! It was meant to be! So I bought the coupons and now I just need to set up the lessons. I didn’t know that there were competitions all around the country that we could enter. This could be exciting!

Since the movies Hunger Games and Brave, I think archery is making a come back and I’m glad to see that. I’m also glad to see that this is not a “men’s only” sport.

I’ll keep you updated and let me know how my archery lesson goes!

What do you want to learn next? Please share.

Image: 'Hot-Air Balloon Flight over Cappadocia Rock Sites'
http://www.flickr.com/photos/10362153@N03/3392218554
Found on flickrcc.net