I. I never could resist a pun But I’ve also learned in writing Not to push away ideas even if they seem at first Like fleeting shapes amidst the branches of a distant tree Shimmering in the summer heat II. I saw blackboards against the night sky at 2:27 am Doggedly wrestling the ideas into what I thought would be a post Then showed it to Alyssa the next morning in the class I teach about publishing She said I needed to figure out what I was trying to say with some discovery writing With all the publishing ...

Week one of “Voices from the Classroom” centered on writing for ourselves as teacher-researchers and observers of our own classrooms. We formed groups based on the type of end product we intend to produce, wrote daily, and workshopped. I always ask myself, when I teach, if the most important thing is at the heart of the class. So far, yes. Our speaker was Gail Ritchie, FCPS and GMU teacher-research guru who gave us a mini version of a course she teaches. One thing that struck me as she shared a flow chart was the necessity for fluidity of thought. Reflective ...

I’m starting to teach a new course this week, and feel both excited and nervous. For starters, I’m not quite sure what to call it. Fairfax County, offering it as an “Academy” course (our name for professional development), calls it “7497- Research in Writing and Learning.” George Mason, offering it via the Northern Virginia Writing Project as a 3-credit graduate course, calls it “English/Education 696.” I think of it as “Voices from the Classroom,” because it is a writing course for teachers with a special emphasis on publishing. Participants may be teacher-researchers who are ready to share ...

Readers of “Certifiable?”, last year’s blog chronicling my try for National Board Certification, will remember the dugout canoe my 10th grade Humanities students made along with the help of the Alexandria Seaport Foundation. Highlights included learning about primitive technology from a man clad in buckskins, building 3D models of Western- and Native American-authored novels to compare the authors’ worldviews, and camping out at historic Mount Vernon for an overnight burn-and-scrape party. “Wind, Water & Stone” was the official title of the project, funded by a grant from a couple TJ grads who hit it big a few years back with ...

a) Who knew? b) Gosh. c) I’m not worthy. d) What can we do with it? In the spirit of Eduholic, here in multiple choice format are the waves of what I felt after reading the dozens of comments responding to last week’s inaugural post. (Read to the end for the best answer.) I never realized there were so many of us out there, waiting for a name. I guess I shouldn’t be surprised that other educators connect with a good metaphor when they see one. Comparison is one of the most powerful tools I know for ...


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