Strike
I can't say I've ever wondered what it would be like to be on strike, but now I know. It's d-u-l-l.

(This won't be a commentary on the political issues going on between our provincial government and the teachers' union - maybe another day. For something on that in the meantime, maybe try www.cbc.ca or www.ctv.ca/canada)

The weather has been good. Parents, administrators, other staff, and students have been bringing us food and stopping by to chat. But our school is at the end of a cul-de-sac so there's no vehicle traffic (no honking horns; on the other hand, no one is yelling abuse at us either), and there's no line for us to actually walk. Instead we sit, chat a bit, stare into the distance, and try not to speculate too much about what could happen next.

On Friday (day one of the strike) there were animals to keep us amused. The morning shift reported seeing a mother bear and her cub, and then two coyotes. In the afternoon, we had two wild squirrels racing around, knocking branches off trees and generally enjoying themselves. We also had a couple students come by and show us their custom-built bikes.

Today was quieter. Some students dropped by and showed us some fish they bought at the local mall. The picketing staff at the near-by elementary school brought us a bunch of cookies. And we sat, chattedd a bit, stared into the distance, discussed the issues, and tried not to speculate too much about what could happen next.

Tomorrow? More of the same...

Beware the Dreaded Pro-D Handout
Lately, in preparation for the move to a new house, I've been sorting through my stuff and doing a lot of recycling. Particularly of teaching materials. And the item most likely to be dumped - handouts from professional development seminars.

It starts innocently enough. You go to these workshops and receive these handouts of the speaker's Powerpoint presentation. And you think to yourself, "Yeah, I should really hang onto this."

A few months later, you come across the handout at the bottom of a pile of paper stacked on a shelf somewhere, and you think, "What was that from? Oh right, I guess I should keep this."

Another few months later, you come across the same handout at the bottom of a different pile (because, after all, you shifted it over the last time you decided to keep it). And you think, "What is this? I have no idea what this is from." And into the blue box it goes.

(Unless you're like me, feel guilty, and rotate it through different piles for at least the next year)

At least the handouts that you get from colleagues (who've picked them up from the seminars that you weren't able go to) usually make their way to the recycling bin more directly, because you never had any idea what they were about to begin with.

The next pro-d day comes and the cycle begins anew. Let the shovelling begin...

* * * *

Having said all this, some school districts have moved in the right direction (in my opinion) by focussing their professional development opportunities. Sometimes you can work with a particular workshop faciltator all day. Or, in the case of after school workshops, you can work with that facilitator over a period of weeks or months. It makes sense - repeated exposure helps the concepts sink in, and you have a chance to try out new ideas in the classroom and bring the results back to the group for discussion. There are a few of us at my school who are hoping to do something like that this year with math topics and I'm looking forward to seeing what happens.

As Long as They Don't Stick It Under Their Desks
Want a touchy issue to discuss at your next staff meeting? Bring up gum chewing and watch the fun - it's strange how the most trivial topic can trigger the most heated discussion.

Now here's an article that boosts the pro-gum side. According to a scientific study performed in the UK, adults who chewed gum during tests showed better short-term and long-term memory than adults who didn't. They also peformed better on spatial working memory tests.

Theories as to why include:
- gum chewing increases activity of the hippocampus;
- gum chewing triggers the release of insulin;
- the action of chewing increases the heart rate which increases blood flow to the brain.

This particular study is a few years old now, and I'd love to know what the latest research shows. Meanwhile, as you might expect, the National Association of Chewing Gum Manufacturers and Wrigley's are big gum boosters.

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?