Wednesday, May 31, 2006
My daughter, Amelia Bedelia
I told Claire that she would be 2.5 tomorrow. She said, and I quote, "I no want somebody to cut me. Ouch!" Clever, but... such a funny misunderstanding.
Monday, May 29, 2006
Hockey Hockey Hockey Hockey
Today, my daughter and I sang "Hockey, Hockey, Little Star" and "Hockey Had a Little Lamb."
When I told her she was cute, she said, "Yeah, I already know that, Mommy."
And when she was running back and forth between two platforms that bluegill fish were congregating around, she told me, running from one, "I'll be right back in one minute, Mommy," complete with index finger pointing up in the air.
She's also begun lying to me, and her crankiness has begun earlier - say, at 6:30, for the last week.
Sometimes, I'm torn between wanting to stay home with my kid full-time... and being impatient to take her back to pre-school.
When I told her she was cute, she said, "Yeah, I already know that, Mommy."
And when she was running back and forth between two platforms that bluegill fish were congregating around, she told me, running from one, "I'll be right back in one minute, Mommy," complete with index finger pointing up in the air.
She's also begun lying to me, and her crankiness has begun earlier - say, at 6:30, for the last week.
Sometimes, I'm torn between wanting to stay home with my kid full-time... and being impatient to take her back to pre-school.
Sunday, May 28, 2006
Useful health class? No...
I went to my Health class for certification two Saturdays, one in April and one in May of this year. People had told me that it was a waste of time, that it was useless, but that won't do anything. One student teacher last year said she was taking the semester-long one and she felt it was worthwhile.
I felt like I wanted to test out of it.
But, I went. The teacher had been teaching the same class for 15 years, and it shows. And not in a bad way. She had been a nurse, but then went back to get her certification to teach bio in high school. She was very knowledgable, and I was pleased that she kept information up to date in the curriculum.
We had little to do as far as coursework, too. One assignment was to pick a few issues facing kids today and find resources in the community that they could use. I picked issues like peer pressure and self-esteem, and one of the resources I found may be coming to my school next year to speak to the frosh. I picked issues like domestic violence and rape, and my students looked for similar resources for their homework assignment last week.
But here's the shocker: I wrote a lesson plan for the class, the goal of which was to work within my subject area to incorporate health issues, and I actually used the lesson plan last week! Not only did I use it, but the kids were engaged and listening and responsive. Since we were about to read Mayella Ewell's testimony in To Kill a Mockingbird, I spent the period with the students brainstorming definitions of "abuse" and "rape," using strategies like think-write-pair-shares and such. I was pleased as punch, since I had no idea what I was going to do with them during my drive to school that morning. I expect I'll use the lesson again next year, which is an even bigger shocker!
Just goes to show you... if you actually plan something, the lesson works better than if you don't. [grin] Who knew?
I felt like I wanted to test out of it.
But, I went. The teacher had been teaching the same class for 15 years, and it shows. And not in a bad way. She had been a nurse, but then went back to get her certification to teach bio in high school. She was very knowledgable, and I was pleased that she kept information up to date in the curriculum.
We had little to do as far as coursework, too. One assignment was to pick a few issues facing kids today and find resources in the community that they could use. I picked issues like peer pressure and self-esteem, and one of the resources I found may be coming to my school next year to speak to the frosh. I picked issues like domestic violence and rape, and my students looked for similar resources for their homework assignment last week.
But here's the shocker: I wrote a lesson plan for the class, the goal of which was to work within my subject area to incorporate health issues, and I actually used the lesson plan last week! Not only did I use it, but the kids were engaged and listening and responsive. Since we were about to read Mayella Ewell's testimony in To Kill a Mockingbird, I spent the period with the students brainstorming definitions of "abuse" and "rape," using strategies like think-write-pair-shares and such. I was pleased as punch, since I had no idea what I was going to do with them during my drive to school that morning. I expect I'll use the lesson again next year, which is an even bigger shocker!
Just goes to show you... if you actually plan something, the lesson works better than if you don't. [grin] Who knew?
In which I mention Mrs. Sheridan, HyperCard, and the Cleveland Free-net
Dana started me thinking about teacher appreciation. Miss Hazel Haley is truly amazing... and reminds me a lot of my AP English teacher, Ms. Sheridan.
I didn't take many AP classes in high school, since the point of them was very unclear to me. In my high school, which was completely college prep, people took AP classes for a higher level of challenge beyond the mainstream classes at the same level, not to take a test. I know many of my classmates that did take the AP French and AP English tests, and even scored well and went on to get college credit, but I never sat for either one of the tests. Don't know why.
However, in a sea of Engilsh teachers that made an impression on me -- Miss Wackoviak (2nd grade), who became Mrs. Duffy (5th grade); Mrs. Petric (who I hated); Miss Coughlin; Ms. Novac; Ms. Bloom -- Mrs. Sheridan seemed to be the one that understood me the most.
Our final project my senior year was to research a form of poetry that was assigned to us as pairs. We had to research it and then make some kind of muti-media presentation. My partner, a not-close-friend-but-not-enemy Jessica, and I were assigned haiku. How cool is that? (I've often thought about making the same assignment to my freshmen, but I think I would be disappointed by the results, despite the obvious age difference when they'd get it and when I got it.)
I thought it'd be a walk in the park. A couple of three-line poems, a little historical background, and I'd be set. Jessica and I opted to present in a "hyper" presentation - we spent hours learning and then working with HyperCard on the Macs in Mrs. Sheridan's room during lunch and after school. Learning HyperCard was only the beginning.
As was my M.O. at the time when I had a research project to do, I took out a dozen books about haikus at the library and then shortly sifted through them. Haikus are... like, deep, man. So few words, but so many thoughts, meanings, implications. After years of learning about haikus from teachers (afterall, it's poetry and it takes no more than a day to teach), I learned about Basho for the first time. I also learned about Buson and Kyoshi and Issa then. How can you teach haiku at all, even in 4th or 5th grade, without teaching Basho's haiku?
In any case, Jessica and I did our presentation to the class. We were the only students in both sections of AP World Lit that used HyperCard. I was sorta pleased about that. (But then, I'd already had an email account and had been frequently FTPing and posting on BBSes for 2 years... and it was 1994. Yay, Cleveland Free-net!)
Mrs. Sheridan asked for a copy of the presentation to keep for posterity. I told her she could keep my copy, but she insisted I keep one.
Me: I hate HyperCard and I hope I never use anything like it ever again.
Mrs. Sheridan: Debbie, this isn't the first time you'll use something like this. If you turn out giving speeches, teaching, training, or go on to higher education, you'll need to use HyperCard or something like it to be successful. Just watch.
Me: Mrs. Sheridan, if you're right, I'll come back and take you out to dinner.
Mrs. Sheridan: I'll take that bet. See you in a few years.
That was 1994. I didn't use HyperCard anymore, but PowerPoint has certainly been something of a looming influence in my teaching. If I had an LCD projector of my own, I'd be leaning on it 4-6 times per 6-week grading period, I imagine.
Inspired by Dana's post about what she wants to do next year (more on that later from me, too...) and Todd's post about how I'd pull technology into the classroom more, I'm setting a goal for myself next year. I'm working on several style-sheets that include information on what I expect from a typed document and how to do basic things. I'd also like to tackle a little use of web searches and evaluation of them and using PowerPoint. Anyone got some good resources they want to share?
I didn't take many AP classes in high school, since the point of them was very unclear to me. In my high school, which was completely college prep, people took AP classes for a higher level of challenge beyond the mainstream classes at the same level, not to take a test. I know many of my classmates that did take the AP French and AP English tests, and even scored well and went on to get college credit, but I never sat for either one of the tests. Don't know why.
However, in a sea of Engilsh teachers that made an impression on me -- Miss Wackoviak (2nd grade), who became Mrs. Duffy (5th grade); Mrs. Petric (who I hated); Miss Coughlin; Ms. Novac; Ms. Bloom -- Mrs. Sheridan seemed to be the one that understood me the most.
Our final project my senior year was to research a form of poetry that was assigned to us as pairs. We had to research it and then make some kind of muti-media presentation. My partner, a not-close-friend-but-not-enemy Jessica, and I were assigned haiku. How cool is that? (I've often thought about making the same assignment to my freshmen, but I think I would be disappointed by the results, despite the obvious age difference when they'd get it and when I got it.)
I thought it'd be a walk in the park. A couple of three-line poems, a little historical background, and I'd be set. Jessica and I opted to present in a "hyper" presentation - we spent hours learning and then working with HyperCard on the Macs in Mrs. Sheridan's room during lunch and after school. Learning HyperCard was only the beginning.
As was my M.O. at the time when I had a research project to do, I took out a dozen books about haikus at the library and then shortly sifted through them. Haikus are... like, deep, man. So few words, but so many thoughts, meanings, implications. After years of learning about haikus from teachers (afterall, it's poetry and it takes no more than a day to teach), I learned about Basho for the first time. I also learned about Buson and Kyoshi and Issa then. How can you teach haiku at all, even in 4th or 5th grade, without teaching Basho's haiku?
In any case, Jessica and I did our presentation to the class. We were the only students in both sections of AP World Lit that used HyperCard. I was sorta pleased about that. (But then, I'd already had an email account and had been frequently FTPing and posting on BBSes for 2 years... and it was 1994. Yay, Cleveland Free-net!)
Mrs. Sheridan asked for a copy of the presentation to keep for posterity. I told her she could keep my copy, but she insisted I keep one.
Me: I hate HyperCard and I hope I never use anything like it ever again.
Mrs. Sheridan: Debbie, this isn't the first time you'll use something like this. If you turn out giving speeches, teaching, training, or go on to higher education, you'll need to use HyperCard or something like it to be successful. Just watch.
Me: Mrs. Sheridan, if you're right, I'll come back and take you out to dinner.
Mrs. Sheridan: I'll take that bet. See you in a few years.
That was 1994. I didn't use HyperCard anymore, but PowerPoint has certainly been something of a looming influence in my teaching. If I had an LCD projector of my own, I'd be leaning on it 4-6 times per 6-week grading period, I imagine.
Inspired by Dana's post about what she wants to do next year (more on that later from me, too...) and Todd's post about how I'd pull technology into the classroom more, I'm setting a goal for myself next year. I'm working on several style-sheets that include information on what I expect from a typed document and how to do basic things. I'd also like to tackle a little use of web searches and evaluation of them and using PowerPoint. Anyone got some good resources they want to share?
Friday, May 19, 2006
Tuesday, May 16, 2006
I'm an easy Guitar Hero
My husband got his bonus last weekend. While we put a lot back in the bank, I told Joe he should indulge himself with something to treat himself. After all, I go scrapbooking most weekends, and he normally stays home and does nothing interesting.
So, he stopped at Fry's and got a game for the PS2 called Guitar Heroes. It comes with its own controller... a guitar with buttons for frets and a lever for the strum. Basically, you play the chords and individual notes from the guitar rockin' songs of the past, songs from Jimi Hendrix, Cream, White Zombie, Motorhead, Queen, Joan Jett, the Ramones, Red Hot Chili Peppers, the Donnas, etc.
Joe rationalized the purchase because Claire and I would both enjoy playing it. He was right. I believe Joe played the tutorial before Claire came sauntering over, wanting to try. (She'd evidentally tried at Fry's at their game station.) She'd already gotten hooked on "I Wanna Be Sedated," which Joe had played in the store, so that's the song she picked.
We all took turns playing the game this past weekend. We took lots of pictures, some of which I'll post. Claire kept on coming back to "I Wanna Be Sedated," though, because I think she likes the "ba ba ba-ba, ba-ba ba ba-ba..." part.
My daughter gets songs stuck in her head about as often as Joe and I do. Frequently, she'll start mumbling song lyrics while we're driving in the car with the radio off or while I'm pushing her in the grocery cart. Most of the time, it's a song I know: "ABC," "Mary Had a Little Lamb," "The Wheels on the Bus." Sometimes it's a song she learned at school, which I then ask about at school the next day. The other night, at dinner, she complained about having Justin Roberts's "Yellow Bus" stuck in her head and asked how she could get it out. (Click here if you want to download a little snippet of the song in .m3u format.)
Joe and I were uncontrollably laughing Sunday evening, at her latest earworm. She was playing in the corner of the family room by her toybox, stringing big wooden beads on a red and white cord. Joe and I heard her singing, but it was too quiet to figure out the song yet. She was tilting her head from one side to the other though, and eventually raised her volume. In a sing-songy voice, we realized she was singing, and I quote, "I wanna be sedated, sedated, sedated, sedated, sedated..." in perfect English and devoid of lisps or other toddler speech impediments.
I am constantly in awe of the little person she is becoming... and how easy it would be to screw her up (or make her super-cool) unintentionally.
So, he stopped at Fry's and got a game for the PS2 called Guitar Heroes. It comes with its own controller... a guitar with buttons for frets and a lever for the strum. Basically, you play the chords and individual notes from the guitar rockin' songs of the past, songs from Jimi Hendrix, Cream, White Zombie, Motorhead, Queen, Joan Jett, the Ramones, Red Hot Chili Peppers, the Donnas, etc.
Joe rationalized the purchase because Claire and I would both enjoy playing it. He was right. I believe Joe played the tutorial before Claire came sauntering over, wanting to try. (She'd evidentally tried at Fry's at their game station.) She'd already gotten hooked on "I Wanna Be Sedated," which Joe had played in the store, so that's the song she picked.
We all took turns playing the game this past weekend. We took lots of pictures, some of which I'll post. Claire kept on coming back to "I Wanna Be Sedated," though, because I think she likes the "ba ba ba-ba, ba-ba ba ba-ba..." part.
My daughter gets songs stuck in her head about as often as Joe and I do. Frequently, she'll start mumbling song lyrics while we're driving in the car with the radio off or while I'm pushing her in the grocery cart. Most of the time, it's a song I know: "ABC," "Mary Had a Little Lamb," "The Wheels on the Bus." Sometimes it's a song she learned at school, which I then ask about at school the next day. The other night, at dinner, she complained about having Justin Roberts's "Yellow Bus" stuck in her head and asked how she could get it out. (Click here if you want to download a little snippet of the song in .m3u format.)
Joe and I were uncontrollably laughing Sunday evening, at her latest earworm. She was playing in the corner of the family room by her toybox, stringing big wooden beads on a red and white cord. Joe and I heard her singing, but it was too quiet to figure out the song yet. She was tilting her head from one side to the other though, and eventually raised her volume. In a sing-songy voice, we realized she was singing, and I quote, "I wanna be sedated, sedated, sedated, sedated, sedated..." in perfect English and devoid of lisps or other toddler speech impediments.
I am constantly in awe of the little person she is becoming... and how easy it would be to screw her up (or make her super-cool) unintentionally.
RIP, Mr. Kunitz
I found "Layers" a few years back, shortly after I moved away from all of my family and most of my friends, two thousand miles across the country. It was an unexpected affirmation that I'd made a good decision.
He gave me peace, so I can only hope he's found some himself.
He gave me peace, so I can only hope he's found some himself.
Monday, May 01, 2006
In-doc-trin-a-tion
My husband loves this time of year because basketball and hockey are both in play-offs and baseball has started. He's so pleased for about a month, sometimes a little more if his basketball or hockey teams get far.
We were at the dinner table with the Detroit Wings (his team) playing Edmonton Oilers in the background. He was frustrated with the latest score of the Oilers, and Claire asked what's wrong. Joe replied, "Daddy's team is not doing well and the game is almost over."
Claire, being the dear that she is, wanted to cheer Daddy up. So, she started singing, "Hail to the Victors." Joe was so surprised and touched by the sentiment, that I'm not sure he made it clear that the song and the team don't match.
Sigh. I'd try to counter it, but I honestly don't know my college's fight song, which is apparently new - but I didn't know the one that they used while I was there, either.
We were at the dinner table with the Detroit Wings (his team) playing Edmonton Oilers in the background. He was frustrated with the latest score of the Oilers, and Claire asked what's wrong. Joe replied, "Daddy's team is not doing well and the game is almost over."
Claire, being the dear that she is, wanted to cheer Daddy up. So, she started singing, "Hail to the Victors." Joe was so surprised and touched by the sentiment, that I'm not sure he made it clear that the song and the team don't match.
Sigh. I'd try to counter it, but I honestly don't know my college's fight song, which is apparently new - but I didn't know the one that they used while I was there, either.
Subscribe to:
Posts (Atom)
