Issuu on Google+

NDCTE North Dakota Council of Teachers of English

IN THIS ISSUE: Member receives national recognition - 2 Breaking down the myth behind 30-second rule - 5 Job seeking skills and the ELA classroom - 7

ndcte on social Media Featuring popular NDCTE tweets from the last year

@NDCTEboard

Teachers working to become better Maestros of standards Molly Bestge Contributor

As the baton is raised to cue the musicians to prepare for the performance, the tuning note comes from the first chair oboe. Soon the entire orchestra is tuning using a single, sustained, standard note. Adjustments are made by the musicians on slides, reeds, and embrasure, and soon, the sound coming from the orchestra is a single note, in perfect pitch, ready to begin the piece. How the piece sounds as it is played for an audience depends on practice, fidelity, feedback, and orchestration.

Continued on page 3 -----------------------------

October 2013

Issue 1

president’s Message Teaching takes true courage

Aaron Knodel

NDCTE President

Teaching is hard. Really hard. And it isn’t the lesson plans, or the correcting, or the actual instruction that weighs the heaviest. It is the defeating notion that every moment of your class matters, yet few actually have the significant impact we hope for. As this school year began, I was reminded of the professional courage it takes to teach in spite of this harsh reality, and it came to me from one of the most memorable patriarchs of literature—Atticus Finch . Talking to his children about true courage, Atticus offers this definition: “It’s when you know you’re licked before you begin but you begin anyway and you see it through no matter what. You rarely win, but sometimes you do.” The prodigious Maycomb lawyer may well have been talking about our profession. Like his “tired old town,” the culture of education often stages us for impending failure. Yet, we press on. We know we are licked, but we begin anyway, and we hope for even the smallest of victories. Despite notions to the contrary, good teaching cannot be minimized or simplified to pedagogy or knowledge base. It is entrenched in something much more significant – the character, integrity, and authenticity of the teacher. And that takes work. So, how can we work to strengthen our professional courage? How can we face our classrooms, our workplace, our communities with the same audacity and bravery of an Atticus Finch? Knowing full well that I have not always adhered to my own advice, I humbly offer the following suggestions: 1.put students first, always. A challenging notion, for sure. Forego arguments about seniority, do not hoard resources or lessons you have created, and be generous with your

time and talents even when it is inconvenient. 2. treat your at-risk students the Best. Teaching is not reciprocal. I have heard a colleague or two say that students must “earn their Knodel respect.” Great teachers treat everyone with dignity, especially the malcontents. 3.push your adMinistrative leaders. The good ones recognize they aren’t infallible, and like all of us, they need direction and feedback. Teachers who hold their leaders to high standards, who question decisions fairly, and who (most importantly) do not retreat to the lounges to complain but instead speak up against endemic problems in our schools do a service for us all. 4.stand up to the puBlic, and to your colleaGues. Our profession is not a punchline— gently defend its nobility whenever given the chance. Students should never be degraded— defend them even when the assailant is a peer. 5.Model the art of the apoloGy. Nothing harms your character more in front of students than denying you made a mistake. Nothing builds your character more than apologizing for it. 6.use Genuine praise. This goes well beyond the “good jobs” or smiley faces that make students fragile in the face of real criticism, and vagueness screams of insincerity. Be deliberate, specific, and private with your remarks—your students will remember this forever. At the end of our days, most of us will go home from school exhausted and deflated, cursing the futility of our job. But tomorrow, we pull into our parking lots, we walk toward that brick building, and we reset our hope. After all, you rarely win, but sometimes you do.


October 2013

Page 2

creating better Writers through coaching

Sue Skalicky

2.deMand that your student writers “Get the naMe of the doG” - “At the St. Petersburg Times, editors and writing coaches warn reporters I have seven children. Two are done with not to return to the office without ‘the name of college, two are in college, one is a senior in high the dog.’ That reporting task does not require the school this year, one is a third grader, and one is writer to use the detail in the story, but it reminds just about three years old. As each of the older the reporter to keep her eyes and ears opened. . . five have journeyed through academia, I have . The good writer uses telling details, not only to noticed an overall common thread of frustration: inform, but to persuade” -Roy Peter Clark, Writing the lack of coaching as they’ve struggled to write Tools: 50 Essential Strategies for Every Writer. assigned papers. Instructions are giving, resourcLittle, Brown, 2006. This definitely works with my es are shared, encouragement is ever present, journalism students as they interview sources for but they have each questioned whether they are the stories they write. doing it right as they stare at their But, I’ve also noticed “...writing should be a procomputer screen at midnight, alone it helps my English in their room. Sometimes, they’ve cess where the student and students to not overlook the teacher journey together been lucky and received a good necessary details for every step of the way.” grade, but other times, they’ve their researched based been penalized for a wrong turn papers. And, when they made early on in the writing asked to interview process, but no one was there to help guide them primary sources for a paper, they tend to ask more back onto the right track. As I enter my ninth year than enough questions instead of not enough. of teaching journalism and sophomore English, I Contributor

am more convinced than ever that writing should be a process where the student and the teacher journey together every step of the way. Here are ten unique and maybe somewhat unconventional techniques for coaching student writing that in my experience have proven positive results: 1.use GooGle docs. Because writing is a process, you need to check what your students are writing and do it often. The only way I have figured out how to do this effectively is with Google Docs. Google Docs is a Web 2.0 tool that allows you and your student to work on the same document, even at the same time. Imagine their Google document hanging in a room with 200 windows surrounding it. The curtains are drawn on these windows until the student “shares” the document using an email address. The document is not emailed; an email is sent notifying the recipient that a document has been shared with him or her. Once that recipient receives notification and logs on to Google Docs, the curtains on that one window are opened and he or she can view the document and collaborate with the writer and/ or edit the content. It may sound extremely time consuming to be glancing daily at your students’ writing, but, in reality, this process has saved me hours of correcting final drafts.

3.teach your students to ask for help. Belaboring a problem with his or her paper only causes anxiety that prevents the student from moving ahead. Often, they hit the point of no return. Make yourself available and approachable to your students. I have chosen to make my cell number available to my students in the event that they have a question about homework outside of school hours. I know many teachers are not comfortable with this, but I have never had an issue with any student abusing this privilege. But, I have experienced students being able to move on with their assignments or with their papers because a small obstacle was removed by them being able to contact me. If you are not comfortable giving out your cell number, consider giving them your email. 4.encouraGe your students to write on the run. Students should take breaks from writing in order to get their creative juices flowing again. It has been scientifically proven! Our superintendent encourages movement in the classroom and loves hearing stories of unique ways of doing just that. The next time your students are writing a paper during class, try having them take active

Continued on page 5 -------------------------------------------

NDCTE member honored with national award Bethany Karnik from West Fargo Public Schools in West Fargo, has received the 2013 High School Teacher of Excellence Award, given by the National Council of Teachers of English (NCTE). Karnik is a Karnik member of the North Dakota Council of Teachers of English and one of 16 high school teachers nationwide awarded this year. Established in 2001 by the NCTE Secondary Section, this award recognizes and celebrates high school classroom teachers selected within each affiliate. Bethany Karnik will be announced as a recipient of the 2013 High School Teacher of Excellence Award at the 2013 NCTE Annual Convention in Boston, MA, during the Secondary Section Luncheon on Saturday, November 23, 2013. For more information about the NCTE High School Teachers of Excellence Award, including past winners, see http://www. ncte.org/second/awards/ hste.


October 2013

Scholarship for NDU members In August of 2006 Decker Anstrom in honor of his parents Ron and Ann Anstrom endowed a scholarship fund of $100,000 with the North Dakota Education Association Foundation. In 2008 Decker endowed another $50,000 to increase the principle of the scholarship fund to $150,000. The North Dakota United Foundation is using the earnings of the fund for up to two summer school scholarships. The scholarships are intended to provide math, science and English teachers with the opportunity to improve their teaching skills by engaging in a focused, ongoing course of study that will lead to a graduate degree in English, math or science. Such a degree program may include courses emphasizing innovative educational approaches that improve classroom learning. The Foundation Board may award several smaller scholarships for less than a full summer of work if there are no applicants for the full scholarships. Individuals may receive funds for graduate courses during the academic year, on-line courses and/or extension courses if they are part of a program leading to a graduate degree. Individuals may be awarded subsequent scholarships provided they continue to meet the scholarship criteria. Applicants must be North Dakota teachers and North Dakota United members. Forms and information is available on the NDU web site.

Page 3

STANDARDS: from page 1 -------------

The maestro raises her baton with confidence that her musicians will perform the piece well. During these last few weeks, the musicians have collaborated, they have come together to work out the kinks in runs and phrases, and they have rehearsed relentlessly, seeking perfection. The house lights dim, the down beat is given, and away they go—immersing themselves in the crescendo of sound. They are in sync and in tune. They are making music. Teachers are the maestros of curriculum. Teachers are, in a sense, “raising the baton” to cue students with regard to standards. We have to choose the right “piece” to teach skills we can assess. The problem is we sometimes feel we’re playing ten pieces at a time, and we wonder why we don’t all end at the same spot together. Shocking concept…I know (insert sarcasm). As English/Language Arts teachers, our plate is VERY full. We’ve got the Common Core State Standards (CCSS) for ELA and College/Career Readiness, the ISTE (International Society of Technology Educators) Standards for Technology (www.iste.org ), and the 21st Century Skills from the Partnership for 21st Century Learning (www.p21.org ) filling our educational musical score. I think of the CCSS as our ELA melody—it can stand alone and sound beautiful. But when notes are combined in different complementary intervals, there is harmony. The ISTE standards and 21st Century Skills complete the chord and make the concepts become relevant for students. This summer, ISTE presented a position statement at their national conference with regard to the Common Core State Standards (http://www.iste.org/standards/com-

mon-core ). This position statement is accompanied by an infographic that aptly represents the relationship between CCSS and ISTE standards. Within the statement there was an acknowledgment of the rigorous nature of the CCSS and an affirmation of the great task it will take to meet or exceed these standards. The only way to meet the standards well is to meet the kids where they are and help them grow through engaging tasks with relevant purpose. As I read the position statement, I kept thinking about an orchestra. It’s the perfect example of a collaborative team. Each person plays a part in the product at the end. Each person has to work hard to know and be able to perform his/her own part of the piece, play it at just the right time, follow the conductor, and be attentive and “in tune” with the others in the ensemble. It’s kind of like 21st Century Education. If we are going to prepare 21st Century learners who are college and/or work ready, we can’t deliver “old” education. We have to engage students in 21st Century education that includes the 4C’s— Critical Thinking, Communication, Collaboration, and Creativity. The way we can do this is by working “in concert” with one another. The standards cannot be taught in isolation. They must be connected and be real and relevant. Step out and collaborate with other educators and find connections. Create projects that are full and rich, and that allow students to demonstrate what they know and how they can apply their knowledge of the various standards to their ever-changing world. I’ll admit, the work to plan such experiences is messy, time-consuming, and hectic at times. Finding the connections among the various standards and disciplines takes study and requires the collaboration of invested teachers from multiple disciplines who look

for natural connections among the standards and content they teach and assess. You should see me planning a unit—standards documents everywhere, computer open looking for resources, highlighters, and sticky notes, plus trying to find just the right “hook book” for English/Language Arts that will engage my students! It’s a huge mess until it all comes together. The rewards of this investment are worth every minute you spend “rehearsing” for the “big performance.” Let’s face it. The Smarter Balanced Assessments are coming to North Dakota in spring 2015. You should take the practice test for your grade band (http://sbac.portal.airast.org/ practice-test/). It is eye-opening, to say the least. The assessment requires large amounts of reading at a rigorous level, analysis backed by evidence, writing for a variety of purposes, and critical thinking. Students can no longer fill a bubble and guess through the assessments. They actually have to do something with their learning, not just regurgitate information. If we continue to teach in the “old” ways and assess in the “old” ways, we will never be ready for the “new” ways of assessment and learning. Essentially, you have to become the “maestro of standards.” Be creative and figure out a way to write the “music” that uses all that is required of us as educators—the standards, the skills/ learning targets, the 21st Century performances. Then, when you are ready, pick up your baton, get your students “in tune” with the goals for 21st Century learning, and let them make the “music” of their own individual learning. Molly J. Bestge is the Secondary Curriculum Coordinator for West Fargo Public Schools, a National Board Certified English Teacher, and STEM Educator. You can follow her on Twitter @mjbestge or follow her blog at www. mollybestge.com


October 2013

NDCTE President earns state honor

At the school assembly in honor of the ND Teacher of the Year Aaron Knodel, Governor Jack Dalrymple and State Superintendent Kirsten Baesler award introduce the award nominees. Photo by Logan Ahern (student contributor)

Alex Bertsch

have been surprised if he didn’t rise above them.” This award has also brought Last year West Fargo celebratpride to the school and fellow memed as eighth grade English teacher bers of the staff at West Fargo High Andrea Noonan was named 2013 School. North Dakota Teacher of the Year. “It reaffirms the excitement I Now, West Fargo celebrates again had when I first took the job,” Princias English teacher Aaron Knodel has pal Jennifer Fremstad said. “It was a won the North difficult move, and Dakota Teacher “I was very, very pleased, but then to walk in and of the Year award I wasn’t surprised because I be so welcomed for 2014. by staff and so know what a quality teacher “I was welcomed by stuhe is...” shocked honestdents and then to - WF Superintendent David Flowers ly,” Knodel said, know that you are “I had met the working with the finalists already and they seeped of best educators in North Dakota, there charisma and were just incredibly is nothing better.” intelligent and well-spoken, and so I Knodel said this award doesn’t was shocked and certainly humbled change what he has to do. by the fact that they chose me.” “It means a lot, but at the end However, these feelings of of the day on Monday I’m going to shock weren’t shared by West Fargo come back to my class, to 20people Superintendent David Flowers. that probably don’t care that I won “I told Mr. Knodel that I this,” Knodel said. “And the reality wasn’t surprised,” Flowers said, “I is that it is humbling, but I just love was very, very pleased, but I wasn’t teaching. I love to get in the front of surprised because I know what a the room and I think that teaching is quality teacher he is, and I knew just a wonderfully noble and aweeven though there were fantastic some profession to have.” teachers around the state I would Student Contributor

Page 4

ndcte honored With 2013 affiliate neWsletter aWard honorable Mention NDCTE Newsletter, edited by Heather Woods of Wahpeton, North Dakota, and published by the North Dakota Council of Teachers of English, has won the 2013 Affiliate Newsletter Woods Award Honorable Mention, given by the National Council of Teachers of English (NCTE). Established in 1992, this award recognizes outstanding newsletters of affiliates of NCTE that have published a minimum of three newsletters from May 2012 through the program deadline on May 1, 2013. Newsletter submissions are judged on: content (particularly the inclusion of current, pertinent information with a good balance between theory, practice, and professional growth information), quality of writing, a clear and accurately defined purpose for the publication, a format which aids the reader in locating information and is easy to read, and the use of graphics to aid the overall effectiveness of the newsletter. The Affiliate Newsletter Award will be presented at the 2013 NCTE Annual Convention in Boston, Massachusetts, during the Affiliate Roundtable Breakfast on Sunday, November 24. This year’s Award Winner is WCTE Update, edited by Linda Barrington of Brookfield, Ohio, and published by the Wisconsin Council of Teachers of English. An Honorable Mention award will also be presented to OCTELA Voices, edited by Karla Hieatt of Wilmington, Ohio, and published by the Ohio Council of Teachers of English Language Arts. For more information about the NCTE Affiliate Newsletter Award, see http:// www.ncte.org/affiliates/awards/newsletter.


October 2013

Members respond to COACHING: from page 2 ------------question of the issue Give an example of something you have repurposed for your classroom:

I have taken plastic piping, duct tape, and foam and my husband Benita Saur made me Mandan High School jousting poles for a jousting tournament in my classroom. I use flyswatters during a game for review. I write Kelsey Johnson different LaMoure High School vocabulary words or characters on the board and divide the class in two teams. One against one, I give a description of character or word definition. Kids race to swat the word or character with the fly swatter. First team to swat the word wins the point. I use my kids’ old notebooks, crayons, etc, for my classroom because my Christy Stenseth kids needed Richland High School new every year!

Continued on page 9------------------

breaks: • stand up halfway through the class • pretend to ride a bicycle for one minute by pedaling with their legs • change computers and do a one-minute peer edit then return to their own computer • close their eyes and take five deep breaths at the end of each paragraph

5. Build a trust circle. Get your students used to sharing what they’ve written. Too often, the only person who reads what a student has written is the teacher. Add accountability and increase motivation by emphasizing peer editing and small group sharing. When we know what we’ve written will be read by others, we tend to take the task more seriously. This is also true for students. But, sharing with others has to coincide with building trust in your classroom. Your students need to be taught how to peer edit. I teach mine to give highs and lows. Highs are something they liked about the writing and the lows are constructive criticism. It is necessary to teach students about confidentiality. What they read and discuss in class about another student’s writing stays in class. No one wants to hear about the quality of their writing at the lunch table later in the day. 6. Don’t ever settle for a first draft. Their first draft may be good, but is it great? Encourage your students to challenge each paragraph. Then challenge each sentence. Then challenge each word. Is there a better way to say what is said? I am a firm believer that no writing is ever finished. The only reason a paper

ever gets turned in as complete, or an article published, is because we have deadlines. So, all students should be working on their papers for all the in-class time provided. Those students who say they are finished a day early should take one sentence at a time and write it five different ways and choose the one they like the best. They can continue through their entire paper or until they run out of time. Don’t let your students waste precious minutes because they are content with good enough. 7. Make room for mistakes. Create an environment where students can be bold and fail, instead of an environment where students are afraid to veer from the well-worn path. Many of our students will develop a style or a voice that is very different from our own. Have an open mind when reading student work and allow them to grow as a writer, even if you don’t like their style. Stick to your guns when it comes to grammar rules - although I believe there can often be exceptions there as well - and MLA format, but resist making them conform to your style. Also, be aware of where each student is at with their writing skills. Focus on improvement instead of having one standard for all students. 8. Build your own portfolio while they build theirs.

Write so you can develop empathy for your students as they write. I try to write along with my students. My favorite writing assignment to do this with is the personal narrative. I usually share my story verbally and then share my written version. This is an excellent opportunity to teach students the difference between natural narratives and

Page 5

literary narratives. It is a powerful teaching tool when teaching how to write introductions and conclusions, how to transition between paragraphs, and how to use figurative language. When it comes to researched-based papers, attempt to complete one of your own and use it every year. The students don’t need to know when you wrote it. This also allows you to teach by showing your work. 9. Give every writer praise. Give every writer constructive criticism. Be vocal about your students’ writing. Even the most horribly written papers deserve a compliment. Seek out the one thing the student did well. Don’t just mark errors. But, also show the student how they could make some small or big changes that would make their mediocre paper, good, or their good paper, great. Concentrate on coaching each student to set new personal writing records every time they complete another writing assignment. Focus on the individual, not the class. 10. Celebrate every completed paper. Consider awarding every student for their writing efforts. Paper plate awards for best integrated sources, most improved writing, best detail, best introduction, best thesis statement, etc., are all a great way to publicly praise students for their efforts, no matter how small. Make a paper chain of accomplishment around your room, each paper written represented by a different color, each link representing a student. Verbal praise is always coveted by students, especially when they feel inadequate to the other students. Sue Skalicky is an English and Journalism teacher at Bismarck Century as well as the state Journalism Education Association director.


October 2013

Page 6

NDCTE BOARD MEMBERS copyright rule: 30-second Myth Sandy Hayes

Contacts for NDCTE information Aaron Knodel President

aknodel@west-fargo.k12.nd.us

Heather Woods President Elect heather.woods@sendit.nodak.edu

Annie Volk Past President

anne_volk@bismarckschools.org

Britt Liepitz Secretary

Brittni.Liepitz@msd1.org

Sue Anderson Treasurer

susan.l.anderson@sendit.nodak.edu

Vanessa NordmarkBeahm Member at large vanessa.nordmark@gmail.com

NCTE President

Bridget Ryberg NE Rep

bridgetryberg@gfschools.org

Benita Saur SW Rep

benita.saur@msd1.org

Kaylie Young SE Rep

kaylie.m.young@sendit.nodak.edu

Beth Aufforth NW Rep

beth.aufforth@sendit.nodak.edu

Kristi Mahrer SLATE Rep

kristi.mahrer.1@sendit.nodak.edu

Alan Church College Rep

alan.church@dsu.nodak.edu

lesson plans available online Forgot what was presented at the gift share last summer? Check out the archived lesson plans at NDCTE.ORG.

Left: LaMoure English teacher Kelsey Johnson presents her lesson during the lesson share session at the NDCTE summer conference. Photo by Aaron Knodel Right: A sampling of the lesson plans that been shared in the past and can be found at ndcte.org.

Overheard in hallway conversation at an education technology conference, “I just don’t get that whole education copyright thing.” The pervasiveness and persistence of confusion about copyright approaches the level of urban legend. While doing my part to dispel some of these myths might not make the most elegant and literary article, I’m using this bully pulpit to clarify our Constitutional right to fair use of copyrighted material as well as to highlight the NCTE position on Best Practices in Fair Use noted below. Our students have unprecedented opportunities to create works with sophisticated impact, and we need to support their ethical work. There is no “education copyright.” Copyright is copyright. It is true, though, that under the activities protected by the courts as fair use, two (to illustrate a lesson and to learn media literacy skills) apply specifically to teachers and students . But fair use is a right granted to everyone in Section 8 of the US Constitution which recognizes the need to balance the rights of users with the rights of copyright holders in order to “promote the progress of science and the useful arts.” Copyright is intended to protect the particular way that creators have expressed themselves; it is not intended to restrict ideas, systems, or factual information. Culture grows and changes by building on past work and ideas, and therein lies the crux of the principle of fair use: the distinction between transforming and copying. The presenter was demonstrating the process for making a movie in the iPad iMovie app. He grabbed a Beatles song from his iTunes playlist to show how to add background music. He was asked if students can use commercial music in their projects. His answer? “No.” A better answer would have been “It depends.” A key concept in deter-

Used with permission from Microsoft

mining fair use of copyrighted material, images and music is transformativeness. Transformativeness depends on answers to questions such as: Has value been added to the original work? Has its meaning, purpose, intent, or context been changed or refined in a significant or provocative manner? Has the least amount needed for the desired meaning or effect been used? To develop their sense of the principles of fair use, as students create media projects, they should analyze and defend how their choices meet the standard of transformativeness, and they should reflect on the effect of their choices on the intent of their work. Since the topic of the movie in the example was the Alamo, the use of a Beatles song would not be fair use. There are alternatives if the selection of commercial music does not meet fair use standards. Students can search online for sources of copyright free, royalty free music; they can create original music in programs such as GarageBand, FL Studio, or Linux MultiMedia Studio; or they can record their own original live music. The principle of transformativeness is also essential for publication. If work that incorporates, modifies, adds value, or re-works existing media content meets the standards of this principle, it can be published or distributed to a wide or world-wide audience under the doctrine of fair use. Last fall the newly-minted media specialist in my school gave each of

Continued on page 9 --------------------------------


October 2013

Thoughts on teaching after first four years Kaylie Young NDCTE SE Rep.

As I begin my fourth year of teaching in a brand new school, I am constantly looking back and remembering how much I have learned in three short years. I thought I would share the notes I wrote myself over those last three years. As teachers, we should always be reflecting and evaluating ourselves. I know I look back now and have to laugh about the lessons my students have taught me. I look forward to the many more years of learning and growing in this profession. • Students always need love and encouraging words to keep going. • You give them an inch, they will take a mile. • “Free time” is harder to manage than keeping them quiet and busy. • Fridays are the most exhausting day of the week. • What hill do you want to die on? • Cherish the moments you receive a compliment, they are why we teach. • If ND students haven’t seen snow for a while, and it snows . . . good

luck getting anything done! • Always keep them guessing, it adds an element of excitement! • If you have passion in what you are teaching, it actually does transfer to the students – they can tell if you aren’t thrilled with your lesson. • Students like to tell you about their weekend . . . listen even if it’s boring. • If you respect your students, they will respect you . . . not always the case, sadly. • Do not confront a defiant student in front of an entire defiant class, you will probably lose. • Always keep a little mystery about yourself. • Just because you send a student to the principal, doesn’t mean you failed as a teacher. • You can only try so hard with some students. • Never work harder than the student. • Stay real, students like to know you aren’t a fake. Used with permission from Microsoft

Page 7

Reflectionsonthe2013 NDCTEsummerconvention Sum up your conference experience:

Phenomenal. I am not an English teacher, but felt welcome. I have a better understanding of Common Core challenges. Many of the ideas can also be adapted for foreign language instruction. - Lonny Brakel Grand Forks Central This conference energizes me for the year. Collaboration in this way helps me be a better professional - a better teacher for my students. - Elizabeth Odermann Beulah High School It’s a fun and exciting way to get prepared for the coming year. - Adam Dodd Sheyenne High School

Job skills transfer from student ELA experiences Tammy DeSautel Contributor

At some point in life everyone will experience the journey of looking for work. It could be a part-time job while you’re a student, or searching for your dream career opportunity. Either way, as a job seeker the ability to communicate during the job search process will make or break the journey. As someone who has worked in the employment field for over 20 years, I have had the

opportunity to visit with many employers in all industries. They are all looking for primarily the same thing; they want applicants who have the necessary skills, the ability to communicate well with customers and co-workers and those seekers that will fit into their workplace culture. Along with assisting employers, I have also had the opportunity to visit with many job seekers. The job search journey can be daunting. There are many steps within the journey; preparing a resume, completing

applications, researching potential employers and waiting for interviews, just to name a few. All of these steps take planning, organization and the ability to communicate effectively. There is no doubt that in North Dakota it’s a job seekers market at this time. According to the September 2013 ND Workforce Intelligence Network

Online Job Opening Report, jobsnd.com had 23,006 openings listed and 12,429 active resumes posted. Even though there are more openings than resumes posted, the job seeker needs to be prepared for their search. What advice do I offer to your students?

Continued on page 8------------------


October 2013

Memorable moments from #NDCTE13

JOB SKILLS: from page 7 -------------

1. Follow Directions: It’s simple, Right? Not always… Find out exactly how the employer wants the applicant to apply. Is it an application (on-line or paper)? Is it a resume and cover letter? Do they want the application packet mailed, emailed or faxed? If the job seeker isn’t able to follow basic directions, chances are they will not make it to the next level. 2. Complete the application/resume and cover letter to meet the needs of the employer. The days of sending a blanket resume and cover letter are gone! Especially for those who are seeking a career rather than a job. The trick is to communicate to the employer why ‘you’ are the best applicant. The cover letter should make the employer want to look at the resume. The resume should focus on the requirements of the position and how the applicant meets those requirements. An employer spends an average of 5-7 seconds looking at a resume. We recommend that the applicant have the job listing with them when they are completing the application packet to ensure that they include all of the skills and qualifications that the employer is seeking. 3. Reread EVERYTHING before you turn it into the employer. Better yet, have others read it to check for typos, grammar and that it makes sense. Like the famous saying goes - The best proofreading usually happens after you click send. We had an employer tell us about an application he was reviewing, the question was “List an emergency contact number.” The job seeker wrote in “911.” That’s not exactly the kind of emergency contact number the employer was looking for. 4. Congratulations ~ You have an interview! Research the company and practice, practice, practice. This is a real test of communication skills and how an applicant can communicate under pressure. We tell our job seeker customers to reflect on their skills and experience and to practice talking about those qualities. Prepare an elevator speech (a speech that would last the length of an elevator rideshort) that describes why they are the best person for the job. Research and practice typical interview questions. There are

Page 8

Used with permission from ND Job Service

many websites that have sample interview questions. 5. You have the job! Now what??? Here are some words of wisdom that we share with our customers: - Communicate clearly and listen actively, be clear and concise in your communication. Body language can say just as much as words, keep your emotions under control. - Show your employer you care, upgrade your skills, do great work, take an interest in the industry and offer to volunteer. - Soft skills matter! Show up on time, be dependable, be respectful to your supervisor and co-workers, work hard and have a positive attitude. - PUT THE CELL PHONE DOWN!!! The workplace is no place for Facebook, Angry Birds or texting. Using the cell phone on the job is a good way to end the job! Speaking of cell phones… That brings up the topic of the difference between sending a text, email or instant message to friends and family versus perspective employers or co-workers. Know and respect the difference, always be professional and use proper grammar when corresponding with perspective employers or co-workers. All five of the steps that I have reviewed require practical communication skills, the ability to look at the big picture. Hopefully students will realize that now is the time to start building their skills through part-time employment, volunteering and/or being active in school. Please feel free to visit www.jobsnd. com for more information about employment in North Dakota or to contact Job Service North Dakota.

NDCTE Teacher of the Year Kristi Frahm stands with her husband and son after receiving the award. Photo by Annie Volk

Above left: Speaker Gerald Vetter leads participants through magazines to stimulate creativity in writing. Above right: Participants draw a monster and describe it to a partner during a writing mini-session. Right: Keynote speaker Jim Burke discusses teaching writing. Below: Regional authors prepare to share their works with convention attendees. Photo s by Jeremy Murphy

Tammy DeSautel is the Customer Service Senior Consul- Speaker Gerald Vetter discusses a teacher’s impact on a students’ lives. tant for the North Dakota Job Service. Photo by Jeremy Murphy


October 2013

Page 9

QUESTION: from page 5 ------------- COPYRIGHT: from page 6 ------------Give an example of something you have repurposed for your classroom:

A bookcase has become a part of my classroom after repurposing it.

Relane Kabanuck New Salem

I repurpose myself. I like to dress up as charBridget Ryberg acters (or Grand Forks Central authors) from novels. (ex. Harper Lee.) Clean 40 oz. Jiff jars. They are great see through Kristi Mahrer storage Wahpeton High School containers!

Silent auction results Baskets at the 2013 NDCTE conference raised money for the Linda Christenson Literary Scholarship. The wide array of items raised $1,061 for the scholarship fund.

library’s web page for fair use copyright lessons here: 1) guidelines. As I have been Help students understand us an attractive, laminated researching fair use over the that Google is a way to find miniposter of copyright guide- last three years, I have found a images, not the source of the lines she’d been given in her shocking number of institutions images. 2) Giving credit and program. Prominently featured still posting student guidelines fair use are separate concepts. on the poster was the admothat cite 30 seconds or 10% as Either the use of the original nition that no more than thirty rules.] work is fair use or it’s not. seconds of a song can be used. My students were making Giving credit does not change This “30 second rule” is a documentary about our that. 3) In what products and one of the most persistent and high school robotics team. A in what ways should student pervasive copyright myths. regional magazine published a give credit? For expert disThere is no 30 second limit on striking photograph of the team cussions of this complex issue, music. In fact, according to the that they wanted to use. please see Copyright Clarity or US Copyright Office, “There are This literal use of the phovisit Copyright Librarian, the no legal rules permitting the use tograph does not meet the stanblog of Nancy Sims, a lawyer of a specific number of words, dards of and a University of Minnesota a certain fair use, research librarian specializing “...making these analytical number of which in copyright. musical notes,decisions is exactly what disapI hope that I have done my or percentage makes a use fair; there is no pointed small part in encouraging you of a work. short cut.” the and your students to contribute to - NCTE President Sandy Hayes Whether a students. the ethical and creative growth of particular use However, knowledge and culture in ways qualifies as fair use depends on Emily noticed the photogralarge and small. I’d love to see all the circumstances,” circumpher’s credit with the article, your students’ work. stances that depend on the trans- found his email address inside formativeness standard. Music the magazine, emailed him Works Cited cannot be selected just to evoke a and received permission and “Can I Use Someone Else’s Work? Can Someone Else Use Mine?” U.S. Copyright mood or as pleasant background an attached copy of the photo Office. N.p., n.d. Web. 25 June 2013. music, because of its popular minutes later. What a memora“Code of Best Practices in Fair Use for Meappeal or “coolness,” or because ble example of another fair use dia Literacy Education.” NCTE Comprehenit is convenient to obtain. It must principle: If it’s not fair use, you sive News. N.p., n.d. Web. 25 June 2013. add value or meaning to the cre- can always ask for permission. “Copyright Librarian.” Copyright Librarian. ated work. A second principle N.p., n.d. Web. 25 June 2013. Seen in the credit roll on of fair use also applies: Use the Hobbs, Renee. Copyright Clarity: How Fair many student videos published Use Supports Digital Learning. Thousand minimum amount needed. on YouTube: “Images by Oaks, CA: Corwin, 2010. Print. Perhaps the 30 Second Google.” Rule has evolved in the same There are three fair use/ way that the never start a Professional Resources sentence with and “rule” has Code of Best Practices in Fair Use for Media Education, adopted by NCTE Executive Committee persisted. The lack of concrete, http://bit.ly/17VLv2X Code of Best Practices in Fair Use for Online Video, Center for Social Media easily defined criteria and the http://tinyurl.com/cntr4socialmediaOnlineVideo necessity for critical judgment Promoting Fair Use in Online Video make fair use decisions difficult http://www.fairusetube.org and Presentations for some students. But making Attribution http://tinyurl.com/UofMCopyrightLibrarianBlog these analytical decisions is Instructional Resources exactly what makes a use fair; Copyright/Fair Use Curriculum - The Electronic Frontier Foundation there is no short cut. If a the use http://www.teachingcopyright.org Lesson Plan Resources of a song is not transformative, http://mediaeducationlab.com/copyright even if the music is ten seconds http://tinyurl.com/b557jm8 ReadWriteThink Lesson: Campaigning for Fair Use: Public Service Announcements long, it is not fair use. http://tinyurl.com/ReadWriteThinkFairUseLesson [If you are at a college or A Fair(y) Use Tale university, please check your http://www.youtube.com/watch?v=CJn_jC4FNDo


October 2013

NDCTE Board Meeting minutes Date: Tuesday, July 30, 2013

Location: Seven Seas, Mandan Members Present: Aaron Knodel, President; Heather Woods, President Elect; Anne Volk, Past President; Britt Liepitz, Secretary; Vanessa Nordmark-Beahm, Member at Large; Beth Aufforth, NW Rep; Benita Saur, SW Rep; Bridget Ryberg, NE Rep; Kaylie Young, SE Rep; Kristi Mahrer, SLATE Rep; Alan Church, College Rep; Jeremy Murphy, Communications Director; Marj Bubach, Credit Liason Meeting Called to Order: 3:43 p.m. (Aaron) Consent Agenda A) Business Meeting Board Minutes (7/29/2013) -Motion to approve the Business Meeting Board Minutes from 7/29/2013 (Motion: Bridget/Second: Vanessa/Motion passed 13-0) Reports A) Treasurer’s Report B) Secretary’s Report C) Communication Director’s Report Old Business A) Welcome New Board Members -Britt Liepitz, Secretary -Vanessa Nordmark-Beahm, Member at Large B) Conference Evaluations - Book Swap/Book Club/Lesson Exchange/Meals & Expenses/Hotel Accommodations/Registration Deadlines - 2014 Conference: - Survey conference attendees about the NDCTE newsletter (Do you read it? What would you like to see in the newsletter? etc.) -Thank the Seven Seas for letting us use their facilities -Publicize the conference around the state. Many teachers are unaware that their district will pay their way to the conference - Avoid back-to-back panels/Increase breaks throughout the conference

- Heather will compile the information from the conference evaluations and distribute to the board members New Business A) Appoint New Communication Director -Motion to appoint Jeremy Murphy as the new Communication Director (Motion: Beth/Second: Kristi/Motion Passed 13-0) B) NCTE Conference Representative (Nov 21-24, Boston) -Aaron and Benita expressed interest in attending this conference -Odd Years: A rep from NDCTE must be sent to the national conference -Even Years: A rep from NDCTE must be sent to the affiliate conference -New members need to gain NCTE membership (Britt, Vanessa, Jeremy) C) Conference Theme for 2014 - Kelly Gallagher (Booked for 2014 NDCTE Conf) - Louise Eldrich? - Possible Themes -“Exercise the Core”-Common Core/Fitness Theme - Book Talk Mingling: Get people up and mingling during the Book Talk to make them more comfortable with the conference - Student Speakers: Possibility of recording student speakers and playing during breaks D) Student Essay/Video Essay Contest - Award (5) $100 winners - Winners would be invited to present their piece at the NDCTE Conference - Bridget will create the criteria for the contest -Prompt: How did a teacher inspire you? -Must be a ND Student (Elementary, Middle School, High School, College) - Motion to allocate $500 from the general fund to use for the Student Essay/Video Essay Contest (Motion: Heather/Second: Kaylie/Motion Passed 13-0) E) Swag Bag Challenge - Before the NDCTE Conference 2014, each board member is challenged to approach a business in seek of 100 donated items to use to fill the Swag Bags (small businesses may be easier to get a donation from vs. corporate business) -Keep track of the donations you receive so they may be added to the sponsor spreadsheet

Page 10

F) Disaster Relief Fund-Jo Black (Midkota School)…$50 gift cards -Motion to change the name of the Disaster Relief Fund to the Support Fund in order to encompass a broader audience (Motion: Bridget/Second: Anne/Motion Passed 13-0) -Motion to donate from the Support Fund to use to purchase a gift card to gift to Jo Black of Midkota School (Motion: Benita/ Second: Beth/Motion Passed 13-0) -Marj will purchase the gift card and send it G) Speaker Lineup/Credit Hours (15 total, 13 with Masters) -Explore the possibility of breakout sessions (SW/SE/NW/NE Reps could search for speakers to be used for breakout sessions) Vanessa will lead this effort -Lesson Plan Exchange: Incorporate a theme similar to the “kitchen/cooks” theme in 2013 H) Linda Christianson Scholarship Bio -Marj will write a bio of Linda Christianson to be posted on the NDCTE webpage I) Advisory Board Review - Documents: NDUS Dual Credit Courses, Assessment Timeline, Program Assessment Report -Contact Alan Church with any questions regarding the documents presented Next Meeting -Date: Saturday, September 14, 2013 -Time: TBD (Post-CSTAND Conference) -Location: Seven Seas Board Room, Mandan -Motion to meet on Sat, Sept 14, 2013 at time TBD in the Seven Seas Board Room in Mandan (Motion: Kaylie/Second: Beth/Motion Passed 13-0) Meeting Adjourned: 5:08 p.m. (Motion: Beth/Second: Kaylie/Motion Passed 13-0) Submitted By: Britt Liepitz, NDCTE Secretary

NDCTE Financial report

2012 Balance...........$13,660.25 2013 Income.............$12,976.00 2013 Expenses.............$8714.13 2013 Ending Balance..$17,922.12


NDCTE October newsletter