1 July 2013 Conferences Teacher said it would be awkward for the students if I came (without having met them first) so I will not participate in class until Wednesday.
2 July 2013 Conferences today
3 July 2013 Had a pre-meeting with Teacher. We discussed a lot of things: most bizarre experiences (student followed her home) and bizarre writing center experiences (a lot of students cry). The writing center is very intimate space Students were pretty much on time to class. Teacher is very nice. Technical difficulties. Just have to relax. Be open to change. More guys than girls in this class. Teacher asked what is a metaphor. Most of the students seemed to know. Half the class has notebooks/laptops. Q: What do you do when the studentsâ€™ attention wane? A: Get to know their names. Call on them. Key: Be interactive Q: How much preparation do you take in advance? How long does it take? A: Plan before the semester. Reevaluate as I go along. Some people are more observant than others. By 2nd week, students should have their books for the class. Q: Classroom Blogger. Purpose etc.
Inject personality Use current stuff. Ask questions. Keep students engaged. Q: Should I allow laptops in class? A: No In class assignment: How do I write? I approach each task as fun. I try to relate my own experiences. I have to freewrite with pen and paper. I can’t really write with a computer until it’s a later draft. I write until I complete the story. When I am stuck, I walk. I eat cupcakes. I walk some more. I workout (Shaun T is a great motivator). I also shop (which is why I’m broke). Oh yes, before I even start, I read. Oh wow, this is getting boring. Okay, let me jazz it up. I hole up in my room or in the bathroom (wherever I can find quiet). I turn up. I put on music. I dance. I sing. I curse. Then I write. I write until the walls crumble and until the war has ended. My hands cramp. I chafe. Then I get an Oreo cupcake. Yum. I want a cupcake now. Okay, so after I’m done, I let my story marinate. Sometimes for days, weeks. Years. Then I come back to it. I come back to it with a stranger’s eyes and I revise. I see what’s working and what’s not working. In class assignment: How do I revise? My first draft is vomit. I lean over a sheet of paper and spew out a mixture that has been brewing inside of me. Once I get the first draft down, my insides feel better Revising is waxing. It hurts like hell to remove chunks of my story but after it’s done, the draft is so much smoother. Submitting is open-heart surgery. I’m in a coma while I wait for my grade (or my acceptance to a literary magazine). Either way, my heart will be placed back in or remain yanked out.
Need to stop and evaluate my time every once in awhile. Not only do I need to know the articles, I need to know the author. Always ask questions. It keeps the students engaged. Interesting question: a student asked, “Is your goal to make us like writing?” Teacher said, “My goal is to help you become a better writer.” Q: How many things do you have them do online? A: Many items online. All the journals are online.
Workshop: 1) 3 areas of concern 2) Swap drafts 3) Readers respond to these areas of concern: a. Underline 3 strong places – explain b. Squiggle 3 weak/confusing c. 3 comments d. 1 question e. After everyone reads, each draft discuss For the most part, everyone seems very focused. Which is very good. That level of care. Let them workshop themselves. I know me. Don’t jump in. Q: Are journals submitted online? I guess so. Q: What if students are late in handing in their papers? A: 10% for everyday that it’s late Good to make general announcements rather than singling people out for disciplinary actions (i.e. having cell phones out when they should be working) Keep the class the entire time. No matter how much I want to get out early. Maintain the balance. “I’m not their friend, I’m their teacher.”
8 July 2013 I arrived late today. Well at 2:58. It’s important to make sure I arrive early, before the class arrives. Let students know that attendance is part of participation points. Outline the day’s lesson on the board. Check back to see if I’m on track. I need to bring the books to class. Important to thoroughly know the lessons before I teach them -
copyright: creative work-fixed patent: invention cover: same but with credit knockoff: changes in attribution genre appropriated conventions medium attendance audience circulation
Always explain to the students why they’re doing something McGraw Hill Have them understand who wrote it Have students talk through what they’ve learned Interesting analysis: 1) critical reading 2) Critical thinking To enhance, understand
9 July 2013 Cannot argue: Fact or based on belief or faith Thesis statement video: YOUTUBE in case someone asks me. It’s the worst thing I ever saw. Thesis statement: First Fact then stance where a reasonable person can disagree When students cross the line, cut it off Ethos: credibility & ethics Pathos: feeling or emotion (evokes emotion for an audience) Logos: logic and the way of thinking In case I need a reason to separate those that aren’t getting much done during groups, think of innovative ways to split group. It’s very tempting to want to help the students out, to help them understand but I have to let them do it on their own, figure it out on their own. Walk around and see how the students are moving along.
10 July 2013 Workshop: 4 drafts/person • e-mail Teacher Each person pass around their drafts. Questions to ask: - if there’s a thesis, does it work in this paper? - Are there artifacts. Is the analysis s clear and coherent? - Specify two things that are going well (don’t just say I like this, specify) - Specify two major things that need to be looked at (specify)
Groups of 3, 3 copies/person. Perhaps I will give them 45 minutes. One group will need four people
Scholar.google.com Show my students how to access the library database. They will need it for my class and in the future classes. Have them count from 1 – 5. Create a ref work account. Direct export to ref works. MLA format How much preparation is needed before class? It’s important to pick and choose what questions to answer in class and when to wait until after class to address questions. Lead Lesson: Tuesday 23rd Look ahead. 7/17: Leading discussion on revision 15, 16: Sitting in on conference 7/18: Workshop Look at lessons ahead.
11 July 2013 New Lesson for me: Teaching while fasting Well if guys can play football while fasting, I need to suck it up. What do I do while students are workshopping? I am leading my first workshop today. I am very exited. I think. I love workshops. Keep in mind: you’re here to help each other. Be honest. Be nice. But people receive the most help when you are honest.
Make sure I’m much more specific with directions. Next time I’ll have them face each other. Why do they look up at me? Explicitly explain how to work with other group members. 3 groups understood my directions 2 groups didn’t Journal Entry: do it by Monday (not that have urgent), leave a comment Read all drafts by Monday. Comment on them. Sign it. Monday: - Ryan B. - Taylor - Marcos - Philip J. - Allie B. - Chrissy B. - Sarah G. - Brian B. - Jordan C.
Tuesday: - Evan B. - Erica K. - Cayla K. - Javier D. - David B. - Bryan M. - Russell M. - Jim G.
15 July 2013 Student Conferences today -
Teacher told them things to look at. She had them talk through it. Ask them their thoughts Think of it as a funnel Should I suggest something to the students? What do I do if they are working on material I’m unfamiliar with? What do you do if a student is late to a one-on-one? Or doesn’t show up? It counts as an absence. If I don’t know, don’t be afraid to Google. Wasn’t sure if I could put myself on a limb I will get questions about why certain grades were received Rubric The Root Cellar. Yum.
16 July 2013 Leading class on Monday - Audience - Inkwell?? - Potential audience - What is an audience? - Who is your audience? - Have fun - Think
I’m leading a discussion on revision, pgs 76 – 104 I was very stressed during the conferences today. It was difficult to verbalize what I wanted versus what the teacher was looking for. Since papers are a huge portion of their grades, I didn’t want to steer them in the wrong direction.
17 July 2013 I’m a bit tired today. Not sure if I’m up for leading class. But it will work out. I will lead a discussion on revision. I feel that my one-on-one did not go as well as I anticipated. Fasting has lowered my energy levels. I feel that my low energy was evident to the students. What do you do when one student’s paper seems hopeless? Part of me wanted to help him, to spell it out for him. BUT he would never learn. Poor kid. He’s really nice. But I’m not sure if he’s going to pass. Today: Teacher: 1) Reread assignment sheet 2) “Summarize the goals of the assignment and what the assignment is asking you to do. 3) Make a list of ten things important to you and then important to the assignment 4) Order them from 1 to 16 Participation: self-evaluation sheet They grade themselves on participation Teacher evaluation. Very important. Create rubrics - Share summarized list - Make a collaborative list (10) - Narrow down to (5) things
Does one create rubrics for each report? Make sure I check-in with them. Look for commonalities in separate lists. Intro - map Thesis – route
Body – The road post signs Conclusion – photo album Context: why it was made, when it was made, how it was made, who made it, how it was persevered What do you do when grammar is not included in the rubric?
18 July 2013 Workshop went well. This was my first day in the class by myself. There were some mishaps: - I couldn’t figure out how to cut on the computer (after ten minutes one of the students told me to touch the screen…luckily I Had arrived a half hour early) - I couldn’t figure out the log-in (Teacher gave it to me but I found out that I had skipped a symbol on the password) I wrote the workshop directions longhand on the board while they worked on their mid-semester evaluations. Then I had them work in pairs. I personally prefer groups of three or more for critiques but they felt they worked better in pairs. I’ve learned from the Journal assignment that many students wan t good feedback (over hanging out with their friends). They took awhile to read each other’s papers.
22 July 2013 Spoke with Teacher about the students’ papers. Although they built a rubric together, many of the students were coming out with C’s. She rearranged the rubric and added a fifth section so that most of the students wouldn’t fail. But many of the students cited without citation, lacked in relevant summary, or did not answer their thesis question. Also, last week four students missed the workshop that I led. I told Teacher. It says in the syllabus that if they miss workshop, it’s 10% off their final grade for the paper. I’m pretty sure three of them cut (they are always together). That’s
something else that I need to learn to deal with: the students that think they’re still in high school. Give them a roadmap for this class. Ask if they have any questions. Always stay on
23 July 2013 I led class today. I created an outline of what I was going to teach. Then Teacher e-mailed me the basis of the idea workshop. I also had to lead a discussion on audience and give an audience exercise. The idea workshop went more quickly than I expected. I realized I should have spent more time on the audience discussion. I kind of rushed through it. They stare at me with glazed eyes. The audience workshop was the mot successful. I used the example from the Inkwell. They loved it. I also held a small discussion afterwards so that they can understand why the activity was important.
24 July 2013 No class today. But I worked through their papers. I was disappointed that most of the problems that were discussed in the one-on-ones did not show up in the papers. If they had only brought PENS!!!! I don’t understand why they don’t take notes!!!
25 July 2013 -
Project 2 revision Project 3 proposals o Audience o Purpose Think of new ways to work on workshop
Totally uncomfortable situation:
One of the students submitted a proposal for their remix paper on a social issue on George Zimmerman. He wanted to show how George Zimmerman was innocent. (I had not seen the proposal but I overheard the teacher speaking with him.) Apparently he knows George Zimmerman and his family quite well. AWKWARD. I think the teacher handled it quite well. She first mentioned that itâ€™s still a hot topic. He was really insistent about doing the project (he also wanted to give an example of how three black people robbed and killed a white person in a town over from him and how no one reported on it). AWKWARDDDDDDDD But the teacher talked him through it and in the end, he decided to work on how media can destroy a person. This is great because it gives him a bigger issue to work with. Man. I wouldnâ€™t know what to do. But she handled it SO WELL! Good lesson to end on.