Blog Hop!

OLYMPUS DIGITAL CAMERAApparently a “blog hop” is a thing.  I’ve been invited to participate in this one by my friend Anita Lahey, whose fascinating blog Henrietta & Me is all about the books she’s reading and the people in them.  Anita is a poet, essayist and journalist; her poetry collection Out to Dry in Cape Breton was an indelible reading experience for me (I will never look at a clothesline the same way again), and her latest book, The Mystery Shopping Cart: Essays on Poetry and Culture, is on my to-read-as-soon-as-my-end-of-term-grading-is-done list.

I’ve chosen to answer these questions wearing my education-writer hat and not my fiction-writer hat, as education writing is what I do on this blog.

What am I working on?

My M.Ed. thesis: an investigation into tools teachers can use to encourage/nurture lifelong reading habits in college students.  As a first step, I’m working on a literature review addressing the question “Is reading for fun really all that important?” (The upshot so far: probably.) I hope to produce a thesis that is of interest to a general audience, or at least to teachers in general, and not just to post-secondary academics and researchers.

How does my work differ from other work in its genre?

In this blog, I reflect on my own teaching practice.  I do this because I believe that almost any experience will be of interest to someone else if it is examined with attention and expressed carefully.  (I guess this is one of the basic principles that drives people to write things.)  The title Classroom as Microcosm is a good indication of what I want the blog to be about: I’m writing about school, but school is a great metaphor for a lot of other stuff.  I hope my attempt to link the little world of school, and in particular MY little college-teaching world, with the greater scheme of things makes this blog unique.

Why do I write what I do?

I started writing Classroom as Microcosm because I was ready to quit my job.  My resentment of my college students and their bad behaviours, my uncertainty in my role as an authority figure, and my disillusionment with the teaching profession and the education system as a whole were making me miserable.  I was also floundering as a fiction writer.  One summer day in 2007, as I poured these troubles out to a friend over coffee, she said, “I think you need to start keeping a blog.  It will be a place to write without the isolation.  Maybe you should start blogging about teaching.”  So I did, and it’s no exaggeration to say that this blog saved my career.

I’m a less productive blogger these days in part because I have come to a much more solid and self-confident place as a teacher.  That said, there are other things I want to explore here now, so this summer, I hope to start posting more about reading, literature and the place of books – especially narratives – in our textually fragmented world.

How does my writing process work?

In my most productive years, I posted twice a week during the school semester: a new post on Monday and a reprise of a popular past post on Thursday.  These days, I post only when I’m powerfully inspired, but I’d like to return to that more diligent schedule.  I try to view writing of any kind as a professional obligation: churn it out, edit it meticulously to make it as good as you can, and then just get it out there without thinking it to death.  Blog writing is an excellent platform for this approach.  I’ve been working on a novel manuscript for thirteen years because I have become mired in self-doubt; this blog is an excellent reminder that the real goal of writing is to communicate with people.  You have to let your writing travel out into the world.  If a particular piece doesn’t speak to anyone, write the next thing.

Next week on the blog hop:

My friend and colleague Stacey DeWolfe, who, in addition to being an inspiring teacher, blogs on teaching, food, music, books, dogs, and lots of other important things.

My high school and college crony Rebecca Coleman, who knows everything there is to know about social media, but also keeps a terrific blog on things she likes to cook.

 Image by Michal Zacharzewski

Bye-bye, Google Reader

As many of you know, Google Reader is shutting down on Monday.  I haven’t used it in years, but I’m sure some of you still do.  If you need a new platform for following Classroom as Microcosm, here are a few options.

  1. Look in the right-hand column.  See the button that says “Sign me up”?  That will ensure that you receive an email every time a new post appears on this blog.
  2. You can “Like” my page on Facebook.
  3. You can follow me on Twitter.
  4. You can try out a new feed reader.  I just started using Bloglovin, and I like it a lot.  It’s pretty, it’s simple, you can get a dashboard plugin that lets you know when new posts are up, and it has apps (I haven’t tried them, but hey!  Apps!)
  5. Or: all of the above!

But please stick around!  Google Reader is not the boss of you.

Student Blogs: Challenges

mi40mFwSome of you have asked to hear my final thoughts on the individual student blogs I used in one of my classes this semester.  I have a lot to say on the matter, but I may wait until I get the course evaluations back from my students before giving you my ultimate reflection.  As all you teachers well know, sometimes our assumptions about how things have gone turn out to be less than accurate from the students’ perspective.

In the meantime, I thought I’d share some PENultimate thoughts.  I put these down in a recent journal entry for a course I’m taking on IT in the classroom.  The journal assignment was to write about the challenges of integrating information technology into the classroom setting.  Here’s what I had to say.

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This semester, I had my students keep blogs.  I’ve used blogs in a course before, and then stayed away from them for years because they require such a time investment.  This year, I decided to take a stab at them again, and although there were a lot of benefits, I will think twice before using them in another course.

One of the main issues was that the course, as a whole, is brand new.  Although I spent a lot of time thinking about the general topics I wanted to explore, and the assessments that I’m REQUIRED to include in such a course (some sort of research component, an oral presentation, a 1000-word essay…), I was aware from the beginning that my desired learning outcomes were…vague.

I wanted students to think about the concept of “character” and examine how that concept is portrayed in children’s literature (these are Child Studies majors).  I wanted them to come away knowing more about the way we learn, the way we grow up, and the things we can do to make our lives, and the lives of children we know, better.  I also wanted them to think about reading, and whether reading is a valuable activity for children, and, if so, what children should read, and how the things they read will affect their characters.

So that adds up to a whole lot of thinking.  How can they demonstrate to me that they’re thinking?  By writing a whole bunch of stuff making connections between these different ideas.  And then having conversations that I can observe.  So a blog is perfect: they need to write regularly about the ideas we’re discussing in class, they need to make connections between these ideas and things they already know, and they need to comment on what others have written, generating conversations about these subjects.

The potential of these tasks to lead to deep, authentic, long-lasting learning is exciting.  Writing and commenting on a thoughtful blog post requires a high level of what instructional designers call “cognitive complexity”: the students are understanding, applying, analyzing, and synthesizing in order to create their posts.  Writing the posts involves a number of different “types of knowledge”: conceptual knowledge (understanding the theoretical works about childhood character that we are reading), procedural knowledge (understanding how to write a coherent post whose logic, grammar etc. communicate clearly) and a certain amount of metacognitive knowledge (not only are they reflecting on the theoretical material and how it relates to the novels they’re reading, to other things they know and to their personal experiences; but they are also, to a certain extent, recognizing those leaps of understanding when they make them, and recognizing that they are something worth writing about).

Which is to say: BLOGS ARE AWESOME.  They are, like, the perfect learning tool, if you do them right.

And I think, in purely pedagogical and methodological terms, I did them right.  I set out very clear requirements: they had to post at least three posts a month, and spread their posts throughout the month (one per week for at least three weeks out of the month).  They had to comment at least three times a month on others’ blogs, also spreading their comments out throughout the month.  They had to reply to all comments left on their blogs.

I promised to read and comment on every post.  I did my best to keep that promise for a while, and as I read and commented during the first month, I was truly impressed.  Some of them were just banging out the minimum, or not meeting the requirements at all.  Most, however, were writing very interesting things.  They were MAKING CONNECTIONS.  They were HAVING CONVERSATIONS.  It was clear that writing about the seven character qualities that children need to succeed, or the “licking and grooming” theory of parental nurturing, and applying these concepts to other things both fictional and personal, was helping them understand what these things mean.

So what went wrong?

What went wrong was that I hadn’t thought it all through.  Of course I hadn’t – it’s impossible to think a course entirely through before you teach it, no matter how well you plan.  The problem is, if you’re teaching a new course AND using unfamiliar (in this case, technological) tools, problems multiply.

The first came from my willful disregard for what I knew, from long experience, about many of my students.  Regular writing, including written discussion, about complex topics is a great tool for students who are already good communicators.  For students who have language issues, who are not habitual readers or writers, and/or who already have an awful lot on their plates, this kind of regular written communication is extremely demanding.

What’s more, they’re working on a platform that is new to them.  Most of them have never written blogs, and it’s not just the technological aspects that are unfamiliar to them, but the communication medium: what should a blog post consist of?  If it’s not an essay, then what does “logical structure” mean?  And so forth.  The instructions I gave them – not just on setting up their blogs but on how to earn a passing grade or 100% – were very clear.  However, because this clarity involves so many facets where blogs are concerned – one can’t take for granted that they know ANYTHING – these instructions were also extremely long and detailed, and students don’t fully understand them.  Even now, two weeks before the end of term, a number of students are not sure why they’re earning 59% even though they put up the minimum number of posts (“But Johnny, you didn’t leave any comments for anyone.” “But I did!  I answered the comments people left for me on MY blog!”)

There are things I can do to improve the evaluation scheme; for example, if I’m ever foolish enough to do this again, I will separate the grade for blog posts from the grade for commenting, and I will clarify and delineate criteria so that it’s possible to earn a passing grade even if you fall short in one area.  Nevertheless, figuring out how to grade this new form that has few formal standards is extremely challenging, and it hasn’t worked very well this time around.

Using a newish tool like blogging in a course has much in common with teaching a new course in general: it’s exciting and full of energy because you never know what happen, but it’s also messy and fraught and doesn’t always work because you don’t know what the hell you’re doing.  I’ll probably take a rest from blogs next time I teach this course (maybe a discussion forum would be simpler and less demanding?)

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I’d love to hear about experiences, successful or otherwise, that the rest of you have had with blogs in your classrooms.  What could I have done differently?  Is it worth taking another stab at it?

Image by Jakub Krechowicz

When the Syllabus Goes Wrong

mhC7ZMoI cannot tell a lie.  My new course is a failure.

This semester, I did a complete overhaul on the English course I teach for Child Studies majors.  The earlier version of the course was a solid one.  It focused on the topic of childhood relationships in literature: parent-child relationships, sibling relationships, and friendships.  We read a couple of books, wrote a couple of essays, researched famous childhood relationships and presented them to the class.  The final assignment was to write a story, fictional or non-fictional, about a childhood relationship.

It always went pretty well, but I was sick of it.  If I had to hear another presentation on the Jackson Five and their father, I was going to lose it.  And I was on a high from another course in which students chose their own readings, I course that I enjoyed teaching more than any other.  I wanted to try blogs again, and I was in love with Paul Tough’s book How Children Succeed, an exploration of the character qualities that lead to success.

So I had a few epiphanies and redesigned the course.  I knew I’d be flying by the seat of my pants for most of it, but, because this had worked out well for me in recent memory, I wasn’t too worried about it.

  1. Because I wanted to use Tough’s book, I called the course “A Question of Character.”  The guiding questions: What is character?  How do we define it in real life?  How do we experience it in literature?  Can reading literature influence a child’s character?
  2. I wanted each student to read a different classic work of children’s literature.  I compiled a list of books for them to choose from, all of which I was excited about reading or re-reading, and they dutifully signed up.  The plan was for each student to present his or her book, and its lessons about character, to the class.
  3. I wanted to use blogs as a way for students to exchange ideas and explore their own thoughts.  In the first few weeks we spent a lot of time setting up blogs, addressing questions about image copyright and moderating comments, and ironing out other issues.  In the first month, I fastidiously read and commented on every post, and compiled lists of the best posts of the week on my own blog.  They were to receive a grade for February, a grade for March, and one for April, with suggestions and feedback as we went along.

In the beginning, everything rolled along nicely.  I didn’t have a lot of grading to do, so reading the blogs was not stressful – in fact, I loved reading them.  Even the banal ones were interesting at first, as I got to know the students and the way they thought and wrote.  We started the term by reading Harry Potter and the Philosopher’s Stone all together, and the students were mostly ecstatic about it.  They also seemed interested in the ideas in Paul Tough’s work, and wrote thoughtful first essays in which they discussed whether Harry Potter and his friends supported or contradicted Tough’s theories.  I slowly read my way through the book list, revisting old favourites and discovering new ones.

Things started to come apart around midterm.

First, I started feeling the burden of reading 80 blog posts every week.  Which is to say: I stopped reading 80 blog posts every week.  I couldn’t grade everything else and do that too.  I’d met with students individually in mid-March to discuss how they’d done on their blogs in February.  I’d planned to do that again after the March blogs were done, but there simply wasn’t time; once I’d given them all their blog grades for March (by entering them into the online gradebook with a couple of comments), April was almost over and there was really no time for them to implement the feedback.

I was also utterly bogged down in the book list.  I resented the volume of non-voluntary reading I’d assigned myself.  I found myself beginning a book and casting it aside, feeling sorry for the student who’d chosen it – The Dark is Rising, A Wizard of Earthsea, The Call of the Wild… why on earth did I inflict these on anyone? I wondered.

Then we started with the oral presentations.

One of the requirements was that they each find at least one scholarly article on their book and discuss it.  It turned out that the literary databases at our college are so limited that it was impossible to find even a book review on novels as classic as The Naughtiest Girl in the School or From the Mixed-up Files of Mrs. Basil E. Frankweiler.  I had to adjust the criteria to the point that the research component of the assignment became basically meaningless.

I’d instructed each of them to present for 10-15 minutes, and we spread the presentations over 8 classes (5 presentations per class).  The first handful of presentations was enjoyable, but it became clear early on that requiring a “plot summary” without practicing how to make a plot summary clear and concise had been a big mistake.  The plot summaries dragged on endlessly, rife with minute detail, and the rest of the required components were treated in a couple of moments – a number of presentations were over 20 minutes long but consisted primarily of a brief biography of the author, lifted straight from Wikipedia regardless of my warnings, and a meticulous overview of the plot, followed by 90 seconds of analysis.  By the time we’d dragged through 5 or 6 of these, there was little time for anything else in the class period, and regardless of how different the books were, the presentations were ALL THE SAME.  It was agony.  Students stopped showing up for class.  I didn’t blame them.

One of my two classes is, for whatever reason, considerably weaker than the other.  I just finished grading the blogs for that weaker class, and the class average is 59%.  Ergo: this assignment was not a success.  The oral presentations were not a success.  They are working on their final papers right now, and were required to come in small groups to work on their outlines; barely half of them showed up for their small-group meetings.  The other class is faring better but there is still a general feeling, at least in my mind, that this course is a random, pointless mess.

Despite the issues, I feel some good things came out of this course.  Those students who kept their blogs diligently wrote some really inspiring things, and the conversations in the comments sections showed some deep and broad learning.  I certainly enjoyed reading the blogs more than I ever enjoy grading papers.  Some students reported being inspired by the children’s novels they read, and passing them on to younger siblings.  Some reported finding Paul Tough’s book extremely interesting, and their papers, blog posts and discussions about it indicate that most of them understood his ideas well and are applying them constructively to their lives and the literature.  So it’s not that there’s no learning happening, but I’m expecting a lot of scathing reports on the course evaluations about the confusing and meandering way that learning came about.

At this point, my plan is to shelve this course and return to its earlier incarnation, and take a couple of years to revise, revamp, reorganize, and reconceive.  I would love to hear your advice, and your stories.  Have you ever given, or taken, a course that just seemed like a bad idea?  If you gave it, what did you do to improve it?  If you took it, why was it bad, and what would you have changed?  Beyond that, can you see any solutions to the problems I describe above?

Image by Steve Woods

Prompt #3: The Writing on Learning Exchange: Who Taught You?

mq5ICKyWelcome to the third installment of the Writing on Learning Exchange!

Thanks so much for all of  you who contributed to the last two rounds.  If you’d like to go back to Prompt #1, or to Prompt #2, please do!  If you’d like to just start fresh with this round, that’s great too.

For guidelines on participating in the Exchange, please go here.

This week’s prompt: Who have you learned from?  What did he/she teach you?

Additional thoughts to inspire you:

  • We learn from our parents, and our teachers.  But who else?  Can you think of someone outside your home or your classrooms who influenced you?
  • Of course, if a teacher or caregiver or sibling is the first person who comes to mind, feel free to go with that.  Or to write about many people!
  • Totally optional: if this person is still alive, you might want to consider sending him/her what you write.  HOWEVER: VERY IMPORTANT: do not decide whether to do this until you’ve finished writing (ie. until all danger of writer’s block has passed).

Post your responses below or elsewhere – if elsewhere, please link back to this post, and direct us to your response in the comments here.

Image by Photonut

Prompt #2: The Writing on Learning Exchange: What I Want To Learn Now

mGBNBOqWelcome to the second installment of the Writing on Learning Exchange!

Thanks so much for all of  you who contributed to the last round.  If you’d like to go back to Prompt #1, no worries; there are no deadlines!  If you’d like to just pick up the ball from here, that’s great too.  This is not homework.  It’s for you (and for us, of course, if you let us read what you write.)

For guidelines on participating in the Exchange, please go here.

This week’s prompt: What do you want to learn next?

Additional thoughts to inspire you:

  • Is there something you didn’t value when you were young, and so didn’t actively pursue in school, that you would now like to learn more about or be better at?
  • Is there a skill that you want to have but that you’ve never developed?  Why haven’t you developed it?  Could you develop it now?
  • Do you have a hobby or interest that you’d like to investigate more deeply?  Or a project you want to undertake but don’t feel ready for?
  • Do you envy someone because of something he/she knows or something he/she can do?  Do you think you could turn that envy into action?

…or maybe this topic takes you in a different direction – great!  Post your responses below or elsewhere – if elsewhere, please link back to this post, and direct us to your response in the comments here.

Image by Michaela Kobyakov

Prompt #1: The Writing on Learning Exchange: Learning About School

nkuVRWeWelcome to the Writing on Learning Exchange!  Every week or two I will publish a prompt that is meant to get us thinking and writing about some aspect of our learning and/or teaching experience.  Whether you are a teacher, a learner, a parent or just a citizen who cares about the growth and development of other citizens, I hope you will find some inspiration here.

Some guidelines:

  • Respond to the prompt in whatever way you wish.  It is meant to be a springboard, not a cage.  If the question or topic makes you think about something that seems totally unrelated, follow that thought and see where it takes you.  No wrong answers.
  • You could write a post on your own blog, in which case I hope you will link back to the prompt post, and also leave a link to your response in the prompt post’s comments.  (This is a great way to find some more readers – or maybe it will be the impetus you need to finally start that blog you’ve been sitting on?)
  • You could just leave a comment responding to the prompt.
  • Or you could write about the subject privately, for your own edification – if you do that, I hope you’ll at least leave a comment saying that you wrote about it, and telling us how the writing went.
  • I hope you will have time to read and comment on some of the responses of others. However, if you just want to write a response and move on, or just use the prompt as a basis for your personal internal reflection, that is totally fine.

So here’s the first prompt: What are your first memories of going to school? 

Some details to consider (or ignore, as you see fit):

  • Where and when did you begin school?  How old were you?
  • Do you remember having any preconceptions about school before you began? Were there people around you (older siblings, older friends, adults…) who gave you information about school that shaped your impression of it before  you started?
  • What happened on your first day? What do you remember about the physical surroundings, the teachers, the other students, the activities?
  • If you don’t remember the very first days of school, do you remember any particular school experiences from your very early school years?

Just grab your first thoughts and impressions and go – don’t overthink!  And please share if you feel you can.  I look forward to hearing how this goes for you.

Thanks to Gayla Trail at You Grow Girl, whose creative writing club for gardeners, the Grow Write Guild, inspired the Writing on Learning Exchange.

Image by John Boyer

The Writing on Learning Exchange: A Project to Get us All Writing

It’s clear that I’m in over my head this semester.  I continually wish I had time to come over here to Classroom as Microcosm, ruminate at length about something going on in my classroom, and chat with all of you.  Instead, when I’m not teaching or planning or grading, I want to think about something else entirely.

Mostly, I’ve been in the basement tending my seedlings.

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Tomatoes!

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Onions!

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Poblanos!

When I read these days, I read about gardening.  My favourite gardening books are written by Gayla Trail, who also keeps the excellent gardening blog YouGrowGirl.  Last week, she introduced a new project: the Grow Write Guild, an online creative writing club for gardeners.  The guidelines for the Grow Write Guild are as follows:

Every two weeks I will post a writing prompt…You can choose to follow along and write a response that is made public on your own blog or kept completely private. Should you choose to make it public, come back to this site and share it in the comments by posting a link to the work. Even if you don’t make it public, I’d love it if you came back to share how the prompt worked out for you.

In response to Gayla’s first prompt – “What was your first plant?” - I had a lot of fun writing a meandering personal essay on garden vs. wilderness, violas vs. wild strawberries, and childhood adventuring vs. adult home ownership.  (I published this post on my homemaking blog, if you’d like to read it.)  I’ve also had a lot of fun reading and  commenting on the posts that other writer-gardeners have produced in answer to this prompt.

And then I thought, “Hey, this is a great idea.”

So it occurred to me that this might be a fun thing to do here on CaM; to share writings in response to specific prompts around teaching and learning.  This would be a way to get juices flowing and to reflect more personally on why certain issues are important to us, whether we are teachers, learners, parents or just citizens who care about the growth and development of other citizens.

Here’s what I’m thinking:

  • Every week or two between now and the end of May, I will publish a question or set of questions, about teaching and learning, meant to inspire a personal response.  (“What was your first plant?” is the sort of question I’m thinking of, although the questions will clearly be less planty.)
  • You could write a post on your own blog, in which case I hope you will link back to the prompt post, and also leave a link to your response in the prompt post’s comments.  (This is a great way to find some more readers – or maybe it will be the impetus you need to finally start that blog you’ve been sitting on?)
  • You could just leave a comment responding to the prompt.
  • Or you could write about the subject privately, for your own edification – if you do that, I hope you’ll at least leave a comment saying that you wrote about it, and telling us how the writing went.
  • I hope you will do your best to read and comment on the responses of others – this has been one of the most enjoyable parts of the exercise for me.  However, if you just want to write a response and move on, or just use the prompt as a basis for your personal internal reflection, that is totally fine.

I’ve been racking my brains trying to come up with a clever name for such an undertaking (“Grow Write Guild” is awesome, but I don’t want to be too derivative.)  I’ve been muddling around with words like “fellowship,” “tutelage,” “league” and “microcosm.”  For now, I’m going with “The Writing on Learning Exchange.”  If anyone has any better ideas…

Let me know what you think of this project, either by leaving a comment below or contacting me directly.  If even a few people show an interest, I will post up a prompt later this week.

Classroom Blogging

nIMK48mI’m having my students keep blogs again.  I’m both excited and wary.

Student blogs are a lot more fun to read than papers, but they’re also more difficult to evaluate.  The setup process has gone fairly smoothly so far, but it’s still been a lot of work.  Reading a ton of blog posts every week can be really inspiring, but can also be draining.

The setup for my class is this: Each student will keep a blog.  They’ve been assigned to “blog teams” and are required to comment on others’ blogs as well.  There are minimum requirements they must meet to pass, but if they want to do well, they will have to post more regularly and engage more actively in their blog networks.

I’ve done a few things to ease the burden of reading, commenting on and grading 82 student blogs.

  • I’m requiring students to post only 3 times a month.  However, this is a MINIMUM requirement; a student who wants 100% on this assignment will need to do more than that.
  • I’ve created very detailed written guidelines on possible blog topics, protocols for commenting, and evaluation criteria.  Some students seem overwhelmed by this flood of information at the moment, but I hope they will find it useful as they get into the blogs.
  • Rather than receiving a grade for each post (impossible!) or a single grade at the end of the term (as I did last time; totally overwhelming), students will receive a grade for February (and a face-to-face meeting for feedback), a grade for March, and a grade for April.
  • I’ve decided to set aside a few minutes at the beginning of each class for blog concerns.  Today we’ll go over the mechanics of putting up their first post and making their first comments; next week we will talk about the ins and outs of using images (including copyright issues.)

Their first posts are due on Friday.  Do you have any advice?  I love student blogs, but last time I used them, I thought the workload might put me in an early grave.  What tips do you have for streamlining, responding, tackling problems, and otherwise making this assignment as effective as possible?

Image by charcoal

Top 10 Posts of 2012

njpcdISIt’s time again for Classroom as Microcosm’s yearly top 10 roundup!

These are the posts that got the most hits this year. It’s not always clear WHY a given post on this list got so much traffic, but the fact that a lot of people looked at and/or read these posts suggests maybe they have something to offer.  If you’re new to the blog, or haven’t been able to keep up, they give you a sense of what’s been happening here for the last twelve months.

Please note that this list is comprised solely of posts that were written this year.  It does not include “reprises” of past posts, even if those posts were substantially edited or rewritten.

If you like what you discover, please subscribe!  Look to your right.  See the button that says “Sign Me Up!”?  Click it, and away you go.

1. What’s a Teacher to Do? Paul Tough’s How Children Succeed

I expect this review was popular because the book was popular, and deservedly so.  I’ll be using it as a primary text in my English for Child Studies course next year, and I expect to reread it periodically to remind myself of all the things that teachers need to aim to teach: not how to identify a theme or correctly form the passive voice, but how to be resilient, curious, tenacious, etc.  This book made my list of top 10 books of 2012.  It’s great.  Go read it.

This post was also honoured as a WordPress “Freshly Pressed” pick, and thus garnered me some new readers, for whom I am very thankful.

2. Plagiarism: What Do Students Think?

In this post, I asked students to tell us why they plagiarize, or, if they never have, why they think others do.  The comments section is full of enlightening responses to this question.

3. Essay Writing: The Cake Analogy

I hope this post was popular because it was useful.  It links to an analogy that explains how and why to structure an essay properly.  A number of teachers have reported that this description of an essay as a layer cake has been very clarifying for their students.

4. Bad Teacher

Maybe this post got a lot of hits because it shares its title with a popular movie.  Nonetheless, rereading it amused me.  It tells the story of a nasty house-hunting experience, in which the bad guy turns out to be a teacher.  The question: can you be a bad person and still be a good teacher?

5. Demoralization vs. Burnout

Being “burnt out” is not the same as being “demoralized.”  Knowing the difference can help you decide what to do.

6. Methinks the Lady Doth Explain Too Much

I hesitated to write about Shayla in 2011, when the email exchange documented here transpired.  At the end of the Winter 2012 semester, I figured enough time had passed that I could write about Shayla with some perspective.  Little did I know that Shayla would turn up in my class again this past semester.  Sometimes I wondered whether I was the one behaving badly.  In those moments, I returned to this post to remind myself that no, I was doing the best I could with a baffling and infuriating student.

7. Things They Should Teach In School

My husband and I bought a house this year.  (I’m keeping track of my home ownership adventures on this new blog.)  In the process of buying a house, we discovered that we know NOTHING about a lot of very important things.  In the comments section of this post, readers suggest topics that really deserve time and attention in school, because we will grow up and need to know how to negotiate a mortgage or repair a bicycle, and most of us won’t know where to begin.

8. “I Do Not Take Off Points.  You Earn Them.”

What do you do with a student who thinks her academic problems are all her teacher’s fault?

9. What’s In a Name?

I can’t seem to make my students learn my name – or any of their teachers’ names, for that matter.  Does it really make a difference if they just call everyone “Miss” and “Sir”?

10. Penny Gives Up

I am happy to report that Penny’s story had a happy ending, but in this post, I consider the lowest point in our relationship.  She’d worked very, very hard and had still failed, and saw little reason to try again.

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Did you read a post this year that you liked, but that didn’t make this list?  I’d love it if you’d let me know; I am considering compiling a list of “commenters’ favourites.”

If you’ve been visiting the blog for a while, please tell me what you think of the new look!

A very, very happy 2013 to you all.  Thank you so much for visiting my blog, for reading my posts, and for leaving your comments or sending me messages.  As always, if you would like me to tackle a topic this year that’s been on your mind, please let me know!  I hope that your year is full interesting challenges with happy outcomes, and that you will continue to visit me and share your stories.

Image by Dez Pain

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