So far, being in a writing workshop has been an incredible experience. I am in an Amherst Writers and Artists workshop. The group meets online every Thursday evening for three hours. Continue reading “What works?” and “What stays with you?”
Category Archives: Middle School
Creative Writing As a Lens for Exploring My Creative Practice
For my tenure self-study, I will focus on my own creative writing practice. This year, I am specializing in the teaching of English/Language Arts rather than Humanities as a whole. This means I am designing new curriculum and a major focus of the year for me is the teaching of writing, both expository and creative writing. Continue reading Creative Writing As a Lens for Exploring My Creative Practice
Side paths and future routes of exploration
I have to admit right up front that following my objective in this project did not take the path I anticipated. I think early on I viewed it as a personal research and growth project being undertaken to continue to grow a more robust knowledge of artists and art history.
Continue reading Side paths and future routes of exploration
The Problems of Unexamined Normative Assumptions
Essential Questions:
- How do we teach students to see historical events through multiple perspectives?
- How does changing the “voice” of the class materials challenge stereotypes about non-Western civilizations and cultures?
- How do we teach students to value the achievements of civilizations that are not their (or our) own or that have traditionally been seen through a deficit lens?
- How can highlighting examples of interactions between oppressed and dominant groups throughout history reveal injustices that affect our students’ lives?
Continue reading The Problems of Unexamined Normative Assumptions
Towards Interaction and Comprehension
Through this project, I wanted to explore how to make my assignments (homework and in the classroom) even more interactive and centered around listening comprehension and speaking in the target language in order to engage the students, reduce their anxiety (since it will not require a final product) and actually incorporate some mindfulness exercises. Continue reading Towards Interaction and Comprehension
Finding Balance
In our last retreat session on 2/10/20, I worked with the help of my colleagues to identify an emerging guiding question or focus of inquiry to continue with my self-study. I reflected on what has been most successful and most challenging so far, what has been helpful in overcoming challenges, and the obstacles with which I’ve been confronted. Continue reading Finding Balance
Literature as Catalyst: Discussing racism and whiteness in middle school
Essential Questions:
How do I get better at using literature to center conversations around racism and whiteness in middle school humanities?
Continue reading Literature as Catalyst: Discussing racism and whiteness in middle school
Thoughtful Decision-Making: What and When
Essential Questions:
- How can we use vetted curricula to inform and inspire our choices rather than dictate our plans?
- How can we design–or thoughtfully choose–DEI lessons that are embedded in curriculum and grounded in student experience?
- How does teacher documentation support teacher development and student learning?
Self-Study as Redesign
For me, the timing of this self-study has been fortuitous because it coincides with the redesign of learning support in the middle school, partnering with a new colleague, and additions to my role as a middle school learning specialist. Continue reading Self-Study as Redesign
Mindfulness Mission
Meaningful Homework Assignments and Beyond …
Through this project, I would like to explore how to make my assignments (homework and in the classroom) even more interactive and centered around listening comprehension and speaking in the target language in order to engage the students, reduce their anxiety (since it will not require a final product) and actually incorporate some mindfulness exercises. Reflections and discussions will take place in French. Continue reading Mindfulness Mission
Finding the Process and Project
Imagine a school where its teachers and staff members are regularly engaged in passion-based projects in areas of expertise or a new found hobby. How would that change the school culture? Imagine if students were also given the opportunity to explore their own personal project ideas and they were integrated as meaningful parts of their schoolwork and curriculum. What are the challenges to achieve this? Continue reading Finding the Process and Project
Rediscovering My Creative Enthusiasm
To Kill a Mockingbird, 6/12
I was really fortunate to join some 8th grade students and a group of teachers to attend this masterpiece. What was profoundly striking to me was the relevance of this piece for us in 2019. Continue reading Rediscovering My Creative Enthusiasm
Putting Language to My Experience
I began this self-study with the hope of putting language to my experience building this team for the school. Partly, it was important to document the history of the program, to show how it quickly grew, and to take the time to plan for the future. The rewards I reaped from doing this inventory were what I expected: I’m proud of having performed this magic trick of creating something from nothing. It’s constant, sometimes gruelling, and largely private work. So it felt good to write it all down and acknowledge how much has happened in a relatively short span of time. Continue reading Putting Language to My Experience
Continuing the Foundation Work
We have completed our second season as a team, and my second as the head coach. I was able to better predict the schedule and I kept parents and administrators in the loop in my weekly emails. There was a much better showing at the end of the year’s NYS qualifier. In our first year, all but one of our athletes lost both of their matches and went home empty-handed. This year we had almost all of our athletes in the medal rounds, which was a remarkable improvement. Continue reading Continuing the Foundation Work
The Teacher As Learner
I started my self-study journey with the goal to engage in my own personal scientific inquiry. I wanted to give myself the same structure and timeframe that my 8th grade students had for working on their own scientific investigations so I could experience the process as they did. By putting myself into the position of the learner from day one, I was able to gain valuable insights into what the process was like for my students allowing me to better support them in their learning. Continue reading The Teacher As Learner