I was able to squeeze in 50 books and 50 hikes in 2014, although it definitely came down to the wire. For 2015, my goal is to read 50 books, watch 50 movies that I haven’t seen before (my husband’s excited about helping me reach that goal), and walk 25 miles per week. Hikes are fun and relaxing, but harder to squeeze them in these days, which I think might lead to me giving up on that goal if I tried to do it for 2015.
Independent School magazine has published an article I recently wrote based on Dr. danah boyd’s book, It’s Complicated. It’s an important read for parents, educators, and others who care about kids.
“While much of the rhetoric around teens’ use of social media is cloaked in language of fear, boyd argues that fearmongering is unnecessary and, indeed, counterproductive. The kids are all right, she argues, but they need – and, in many cases, want – the listening ear and guidance of concerned adults when navigating digital spaces.”
Today I’m presenting at the North Carolina Association of Independent Schools (NCAIS) Annual Educators Conference. The session is from 3-4pm in Carolina C room. Here’s the session description and slide deck.
Primary sources allow students the opportunity to “do” history and can be rich wells of inspiration for writing in Language Arts. Primary source analysis allows students construct meaning and more carefully examine the world around them. This session will offer participants the opportunity to participate in a primary source analysis activity and discuss several examples of activities from History and Language Arts classes, including activities using digital analysis tools. Finally, we’ll explore a host of resources for locating useful primary sources for the classroom, so teachers can easily and successfully locate primary sources for their classes.
This past Friday was fall break. While I did plenty of grading and planning, I also got in a bit of baking. Here are two of my recent favorites that I made over the weekend. Both of the recipes I tweaked, one intentionally and one unintentionally :)
Flourless Chocolate Cupcakes
(Adapted from Epicurious)
4 ounces fine-quality dark (72%) chocolate
3/4 cup sugar
3 large eggs
1/2 cup unsweetened cocoa powder
Preheat oven to 375°F. Line 9 count muffin pan with cupcake liners. If using a 12 count muffin tin, pour a little water in the three remaining holes.
Chop chocolate into pieces. In a double boiler or metal bowl set over a saucepan of barely simmering water melt chocolate, stirring, until smooth. Remove top of double boiler or bowl from heat and whisk sugar into melted chocolate. Add eggs and whisk well. Sift 1/2 cup cocoa powder over chocolate mixture and whisk until just combined.
Pour mixture into muffin pan and bake at 375°F for 15 min or until center of cupcake is set. Dust with cocoa or garnish with a raspberry.
The original recipe called for a stick of butter, which, truth be told, I completely forgot. They were super rich and tasty, even without the butter. If you like a more dense, buttery flavor, you could try adjusting the amount of butter to suit your taste.
(Adapted from Epicurious)
2 cups rolled (not instant or quick cooking) oats
1/4 walnut or pecan pieces, toasted or untoasted and chopped
1/4 cup maple syrup, plus more for serving
1 teaspoon baking powder
1 1/2 teaspoons ground cinnamon
1/2 teaspoon fine-grain sea salt
2 cups milk
1 large egg
2 tablespoons unsalted butter, melted and cooled slightly
2 teaspoons vanilla extract
2 cups chopped fruit (peaches, apples, pineapple) or berries
Heat oven to 375 and butter and 8 inch square baking dish
In a bowl, mix together oats, baking powder, salt, cinnamon.
Add butter, vanilla, fruit, milk, maple syrup, and egg, and mix well.
Pour into baking dish and bake for 25-30 minutes at 375 degrees or until top is brown and center is set.
Drizzle maple syrup on top.
The original recipe called for bananas, but I’m not a big banana fan. I used peaches I had frozen this summer for the fruit. It also called for you to mix dry and wet ingredients separately and layer them in the dish. But it worked just fine dumping everything in together, saving labor and a mixing bowl. You can also mix the ingredients up the night before, refrigerate overnight, and then bake the next morning.
As part of our social and emotional health curriculum, we were recently doing an activity in which students considered about 25 different core values, such as honesty, perservance, and empathy, and brainstormed examples of people or characters who exemplified these values. Students then considered which of these core values were most important to them personally.
Through several rotations of eighth grade students, the examples they came up with were remarkably similar- Dr. Martin Luther King, Jr. and Rosa Parks were mentioned repeatedly. On one hand, it’s great that these names were on the tips of students’ tongues. On the other hand, I groaned internally a bit each time the names came up because it fet like students were just parroting familiar answers.
I was reminded of the lesson when listening to the NPR-produced American Chronicles Civil Rights collection of interviews a few days later. The story of Georgia Gilmore was one of those featured. Mrs. Gilmore was the owner of back door restaraunt whose food helped fuel the Civil Rights movement of which Dr. King and others were the more public faces. She was also an organizer and fundraiser for the movement who lost her job after testifying in support of the Montgomery Bus Boycott.
As I was listening, I thought that’s the kind of example I want students to be aware of. Not that I want to say “Ugh, no” when students offer the example of Dr. King or Rosa Parks, but I want to say “Yes, Dr. King was a great example…. and so was Georgia Gilmore…. “Yes, Rosa Parks was a great example, and so was Claudette Colvin…”
This is the great work of teaching history and character education- offering students stories to help envision the ways they might participate in their communities. If we only talk about Dr. King and Rosa Parks, we might suggest to students it’s only the big contributions that are praise-worthy. I hope that I teach students who go on to do great, memorable things, but I also want students to know that the less grand contributions are also important.
As a teacher, I consistently feel a tension between being present and getting things done. Articles with titles such as The Multitasker’s Guide to Being More Present suggests that I am not alone in feeling this tension.
By nature, I’m inclined to make lists and check things off of them. In fact, one of the things that I find reassuring about teaching is that it’s typically pretty easy to divide my work into discreet tasks to be done (lessons to plan, student work to give feedback on, parent contacts to make, schedules to adjust).
The difficulty of this “get it done” mentality is that if I’m not careful, it can suck the life out of the reasons I enjoy working in a school (and the reasons I turned down a big lawyer job to do so)- connecting with students and thinking about the big picture questions that present themselves every day. If I’m too deep into my to-do list, these things can feel more like distractions rather than being the work/motivation that informs the checklist(y) work.
The two mentalities don’t have to be completely discreet, however. Spending time giving informal feedback to students can cut the time I need to spend giving formal feedback at the completion of an assignment, when the feedback to students is less useful, in any case. Time spent working to insure that a new initiative is designed in the best and clearest way it can be saves implementation hassles later. Focusing my attention and being present while I’m observing a colleague can help me gain insights into my own teaching that may make me more effective or efficient.
We have a new counselor in the middle school this year. At a meeting of the middle school advisors a few days ago, she asked, “In ten words or less, what is Advisory to you?” Most of us took a few more than ten words, but we did offer a variety of perspectives, while keeping things fairly concise.
(A bit of background- Our advisories are groups of 10-13 students divided by grade level. Sometimes teachers will have students who are in their content area classes in advisory, but this isn’t always the case, A group of 8-9 advisors exists for each grade level, and these advisors meet bi-monthly to discuss concerns related to students. Advisories meet M, T, TH, and F during the last 45 minutes of the school day for bonding, study hall, and exploration of social and emotional health issues.)
Several people suggested to them an advisory was like a family within the larger community of the middle school. One teacher suggested that advisories were like the tidal pools that form along bodies of water. Others pointed out that advisory can be challenging if you have a student with whom you struggle to make connections. Several teachers noted that the emotional work of advisory can be draining, especially given all the demands placed on a teacher throughout the course of a school day. That emotional investment has the potential to payoff in big ways, though, since relationships with advisees can be stronger than with other students. I also pointed out that I think advisory provides a “value-add” for our school because parents can feel confident that there is a teacher at the school who has an special responsibility for his son or daughter. That might not be the case at other schools.
Reflecting on what Advisory is before we jumped into the joyous chaos of the first few days of school was really fruitful. I’ll admit that Advisory is one of the most challenging parts of teaching for me. It’s the part of teaching that I don’t feel like I bargained for going in. The work of navigating human relationships takes much more energy than navigating the content of US or World History. But as I’ve been reminded by conversations with folks like Zac and Chris at EduCon and elsewhere, care for students (both their minds and their hearts) is the most important work that we do.