The brief disappearance of my blog
Okay, it's cliche, but Joni Mitchell probably wrote it best - don't it always seem to go that you don't know what you've got til it's gone?

Well, I'm not sure what happened. The other day I was uploading new files to my class website and I either inadvertently deleted/added something I shouldn't have, or the good people at Tripod.com decided to mess with my head, but the link to my blog was taken over by my website. It probably would have taken me weeks, maybe months, to notice this on my own, but coincidence is a funny thing. Friends Laura and Peter were revamping their own blog too and weren't able to find mine to create a link. (So thank you to Peter for e-mailing me to find out where my blog had gone!)

Coincidence #2 was that John Norton was testing the blog links on the Middleweb site that very day and, upon finding my blog was gone, delisted it. This is where the Joni Mitchell quote comes in: one of the reasons I hadn't written anything in the past month or so was that I wasn't sure if I wanted to keep the blog going.

I'd become very conscious of how public a form of writing blogging is, and how it lacks the semi-protection of editors that a regular publication affords. A friend in Winnipeg decided that he wasn't going to maintain a blog anymore and quit his. And there had been a conversation thread on the Middleweb listserv about how some people had been reprimanded by their school administrators for what they'd written in their blogs and how, in general, you need to be very careful of what exactly you post. All that had gotten me thinking.

It's not easy to write about teaching in an impersonal fashion and that can make blogging a bit tricky. And then there's the question, whom am I writing for anyway? Does anyone actually read this thing? Why am I doing this?

So my gut reaction, my sheer disappointment, when I realised that John had removed the link, surprised me. I didn't want to let it go after all.

Now it's back. Where to from here, who knows. I'll just see what happens...

No Wonder
No wonder some kids hate math.

Recently I witnessed what would be considered a typical math lesson and I'll admit right here that I've taught many like it. Here's how it goes:

1. Hand out worksheet;
2. Worksheet questions are meant to review concepts taught in previous lesson;
3. Students plough through worksheet;
4. Teacher stands up front and either presents answers to worksheet or solicits answers from students;
5. Further homework is assigned.

Goal of the students:
- to better understand the concepts?
No.

- to examine the big ideas surrounding the concepts?
No.

- to consider how the concepts apply to real life situations?
No.

- to get the worksheet out of the way so can then get the homework out of the way so that can then spend evening doing something more interesting and meaningful?
Yes.

What a shame, yet it goes on all the time. No wonder some kids hate math.

Teachers teaching math the same way they were taught all in the name of making sure the curriculum is "covered," and I include myself in this group. So what can be done to break the cycle?

Spring Rambling
Spring has sprung
The grass has riz
I wonder where the flowers is
- one of my dad's favourite poems

Last Friday our team went on a field trip and I chose to sit in the back of the bus instead of in the front with the other teachers. Why? Because my student teacher is taken on 80% of my teaching load (i.e. all the time with my core classes) and I was missing my students. And it was good to sit there and watch them poke each other, whisper together, play cards or Korean clapping games or looking-out-the-window games. My homeroom class is quite a diverse group, not quite a cohesive whole even now, yet each student has made at least one new friend this year and has somebody to belong to.

And I realised that this was actually true of me too, this being my second year at this school. It takes time to get to know people (I read somewhere recently that it takes 3 years to make a real friend. Now how researchers determined that particular number is a good question), especially if you don't get into the staff room that often. But one of the up sides of having a student teacher is being able to lunch in the staff room regularly and to arrange meetings with like-minded colleagues during other periods in order to talk about math/numeracy and share ideas and goals. What a luxury, and I'm trying to make the most of it while it lasts.

So, to sum up this ramble, I feel as though the grass has riz and the flowers will be along shortly.

Sometimes Teaching is about Unteaching.
How to Speak Music
A Juilliard professor teaches me to play the piano like a child.
By Eric Liu, Slate magazine

As a Teacher, Who Do You Stand For?
Let me start by quoting Bill Ivey, from the Middleweb listserv:
"In many years past, to avoid or at least mitigate the onset of the winter blahs, we have started a thread designed to help us look to the positives at a time when our challenges are threatening to overwhelm some of us. The tone of some of our current discussions suggests it might be time for such a thread. So I'll have a go... with a variant on an end-of-the-year activity suggested on [the Middleweb] list..."

This inspired me to write the posting below, which was followed by many far more eloquent ones by other Middleweb members. Anyways, here's my go:


I stand for Tom.

Tom was probably the biggest bully in grade 7. He ended up in my advisory class in grade 8 and, honestly, didn't have a much better year. He behaved atrociously in the math class that one of my friends taught, and I can remember far too many meetings where we teachers worried about his influence on some of our meeker students. I only had him for drama class and it took a full two months before he'd willingly participate. But once I saw him playing a little old lady in an improv skit I could suddenly see there was a light gleaming deep in him somewhere.

In grade 9 he started growing up. He began dating one of the kindest girls in his grade and he softened. He was even willing to wear the wildly coloured shorts he'd sewn in home ec. class around the school (not that anyone would have dared laugh at him!). Once he hit high school, he initially struggled but he figured it out.

Tonight, while I was at the store deciding on what kind of cookies I needed to get me through a session of marking math tests, I met up with Tom for the first time in about 5 years and we chatted a bit. He made it through high school, and is now in college and working part-time at the grocery store. He's become a fine young man.

So tomorrow, when I go into my classroom and despair over how one student has lost her writing journal yet again, or how another is breeding fruitflies in his locker, I'm going to take comfort in the fact that, despite those rough middle school years, Tom turned out okay. And if he can do it, so will they.

Enjoying Teaching
I'm still plugging away on my thesis, where I'm looking at group flow experiences in the classroom. This quote is from an interview with Mihaly Csikszentimihalyi, the researcher who first developed the concept of "flow," by Samuel P. Whalen:

"Try to enjoy your teaching as much as possible and work as hard and as ruthlessly as possible to free yourseves from all the bureaucractic and other impediments that prevent you from enjoying teaching. Because if you enjoy your teaching, it is going to help the children tremendously. Enjoying teaching has two components. First, enjoying the subject matter and pushing the subject matter for its own sake. The other component is to enjoy interacting with children and seeing them learn."

The Paradox of Misdirection as Direction
From another column in the on-line magazine Slate:
How I Learned to Pitch: A Seattle Mariners Coach Teaches Me to Throw a Change-up, and Much More

"Like any good teacher, Bryan is a master of misdirection: working on a fastball to improve a change-up, using dry work without a ball to sharpen performance with a ball, and talking about how to keep a quiet head when, in fact, we were talking about how to keep a quiet mind."

A long time ago, when I taught swimming, I was very conscious of using misdirection, especially when I was working with children and adults who were afraid of the water and I wanted to help them get their minds off where they were. Now that I'm in a classroom of 32 kids, I wonder if I use it as much. Would it still work with so many individuals?

The Importance of Listening
The following quote is from an interesting article on Slate's website about an aspect of teaching that isn't often discussed: How well do you "read" your students, and then, how do you act on this?

"We often have the notion in our culture that the Great Teacher is a Great Communicator: the enthralling evangelist, the mesmerizing orator. Of course, being able to communicate powerfully is vital to effective teaching. But it is still secondary. What separates good from great, across professions and domains, is the ability to receive before you transmit."
"The People Whisperers. What a Hollywood acting coach taught me about teaching."

One thing's for sure - if you don't listen, chances are you won't hear.

To Infinity and Beyond
It's early November, report cards are drawing nigh, and like many other teachers I'm feeling quite squashed lately (witness the fact I haven't written a blog entry for months). There was a thread about overwhelming workloads on the Middleweb listserv recently and a posting by Chris Toy, who is a principal somewhere in the north-eastern US, helped me put things in perspective. Here's a quote:

"When things get nuts I try to remember that the amount of work is infinite while time and resources are finite. What's half of infinity? Infinity! So it really doesn't matter how much work you do, you'll never get it all done. Odd as that sounds, it reminds me that worrying about 'getting caught up' is pretty much a waste of energy. I think it helps me to focus on what I can actually get done with less stress. Make your priorities and do what you can."

So yesterday I took the day off - I felt justified in doing so seeing as I had been sick for a couple of days last week and was still feeling pretty tired - but early this morning I sat down, made a list of things to do, made another list of the time I have available to do these things, and then I set some priorities.

As I result, I got some work done on my thesis, something I haven't touched in about a month. Not a lot of work mind you, but enough to lift some guilt off my shoulders. What a good feeling.

Here's to a more manageable November.

A New Beginning
Even though it isn't, tomorrow feels like it will be the first day of school for me, and it's all because of how we ran our first week.

For the second year in a row, our grade 8 numbers are high. Then, the week before school, at least 10 more students registered throwing us into a dilemma - do we pull a teacher from the gr. 6/7's to give us an extra class of 8's in order to lower the number of students per class? While lower numbers are preferable, it would have meant reorganizing most of the class lists in the school.

What we ended up doing was not putting the grade 8's into their homerooms until late Friday afternoon. Instead, our fearless team leaders Anne and Frank, organized a number of activities for all of our 220+ grade 8's, including the French immersion class, to rotate though while placed in groups according to alphabetical order.

I admit I was skeptical at first - I like to get my own class as soon as possible - but it really worked out well. By the end of the week, I had pretty much talked to every grade 8 student and made some good connections with some of them. This should help greatly with addressing hallway behaviour issues.

And it was good for the kids too. They met lots of new people, got an idea of what all the grade 8 teachers are like, made a few more friends, and generally had fun. Plus, the piece de resistence, they got to tie-dye a t-shirt of their very own. Now how cool is that?

It turns out enough kids moved away during the summer to pretty much balance the number of new ones. So we will remain as six English program classes, and one French immersion class, with the English program numbers at 32-33 kids per class which is high but the same as last year.

And tomorrow, we begin...