Teaching: It's not for the weak

Successes for today--Number 1:  A powerpoint presentation that effectively (in my opinion) shows students how to write a thesis statement and incorporate research in a paper.  For the last two years, I've been working through the trial and error methods in order to determine the most effective way to share this information.  Let me tell you, some of those methods have been sad.

I've been frustrated; the students have been frustrated.  I was ready to throw in the towel.  Thankfully, I found some really great guides on the internet and used them to compile some pieces of information that have worked really well so far.  Apparently, the key is to break the research paper down into bite-sized pieces as the students need it.  I had been front-loading--that is, providing ALL the information before they needed any of it.  Simply put, it was information overload.

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Successes for the day--Number 2:  A former student came by today to see if I would be willing to look over a paper introduction.  I didn't mind and we had a nice chat.  He told me about his college English class, but the best part was this (which I am putting in quotes even though it's not word for word):  "I'm so glad I had your class, Mrs. Houseman.  Half of the stuff the other students really seemed to have a problem with I already knew because of you."

I can't tell you how great it feels to have someone validate your work.

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Still on my plate: The first speech team meeting, head dean obligations for the junior class, grading, laundry and I probably really need to shave my legs sometime in the near future.

I've been really tired this week.  There are multiple reasons I haven't been able to sleep, but it doesn't keep me from feeling frustrated.  And I am.  I'm just frustrated.

I AM thankful to have experienced two successes in the same day.  It's rare, but maybe I'm due for a series of successes in the coming months.

It sure would be nice.

Another Bucket

I'm making an honest attempt to find a bit of "me" time in every day.  It's difficult because I really enjoy teaching and I would immerse myself in lesson planning and grading...and my personality would probably suffer as a result (and it's a little sad as it is).  I'm also attempting to keep "me" time from including the thousand gripes living inside my head.  Why concession stands draw concern from a community when unrealistic test score expectations do not I will never understand.

And before I get caught in that tangent, I'd like to join the Bucket List brigade and contribute my thoughts.

I'm going to start with 25, just like Sarah did, and some of these things are very close to being realized :) 

Before I kick the bucket, I'd like to...

1.  live in a house with a red front door.  December 2010

2.  visit Paris, Spain, Greece and Mexico.

3.  start my Master's degree (Aug. 2011)

4.  have kids.

5.  write a book.

6.  get my brother to read The Kite Runner.  (Feb. 2012)

7.  live debt-free.

8.  take Salsa lessons with Chris.

9.  figure out how to avoid alienating people.  (May 2011--living in freedom to Christ alone)

10.  be a part of a real mystery theatre.

11.  participate in a read-aloud events for children.

12.  host a movie-marathon night where we project films on a sheet on the back of my house.

13.  own an outdoor kitchen.

14.  learn to play the guitar well.

15.  write a hit song.

16.  read Orthodoxy and finish The Everlasting Man.

17.  buy a paddle boat.

18.  own the perfect couch.  (February 2011)

19.  cook a gourmet meal--preferably a French one.

20.  weigh what my license says I weigh.

21.  encourage at least one person in their relationship with Christ. (Let's be realistic.  I'd like to do this on a regular basis, but I'm going to consider Women's Bible Study meeting the criteria--3/2011)

22.  finally figure out that Proverbs 31 Woman thing.

23.  own a really stunning pair of pink (or yellow!), snakeskin, high heels.

24.  have the ability to run an entire mile without stopping.

25.  meet my grandchildren.

The Inadequacy of Time

I hate the phrase "Time heals all wounds." I hate that stupid phrase because it's a lie--plain and simple. Time doesn't heal anything. Time just puts more distance between the memory of what was and the actuality of what is. And if that's healing, we're all in for a world of hurt.

There's nothing wrong with putting distance between yourself and a hurt and allowing that distance to take your mind off of it. It keeps us from dwelling on the unfixable. The problem is that distance will sometimes sneak up on you. All of a sudden, the senses take over and the realization of hurt and/or loss is tangible again--as though weeks and months haven't passed at all.

So as far as healing is concerned, time is useless. And you can quote me on that.

I guess the one thing that time might provide is a renewal of hope. So as the minutes pass, like they are meant to, we have the opportunity to reach for the possibility instead of the might-have-been.

I guess I just wonder what you do with the might-have-been in the meantime?

The Heart of Art

I love artists who are able to capture the deepest recesses of the heart and turn it into a tangible experience for the masses. And when you find those people, I think it is absolutely imperative that you share their work.

Nichole Nordeman's songwriting has always struck me in that way.  Sometimes I feel like she was able to say something that I've been struggling to feel or understand for ages.

There are painters--like Klimt or Degas--who are able to take a dream and make it a reality without losing the dream-like quality.

And now, there are Jeremy and Erin Plemon.  The video below didn't just have me in tears.  I nodded my head through the entire thing because I completely get it.  And it's nice when someone is able to put your heart into words.

Congratulations, Plemon family.  Play on.

The Cycle

This is the third year I've started the school year in a classroom of my own as an official part of the faculty.  You would think that after three years, it would get easier...but I'm betting there are some teachers who would tell you that after 30 years, it's still not any easier.

"Complicated" isn't really about the students or the class schedule or the material.  It's about my presentation of the material.  I'm constantly asking questions:  Am I giving them too little?  Too much?  Do they have plenty of time to work in class?  Do they have too much time?  Should we be moving faster?  Slower?  Do they understand what I'm telling them?  Do I need to give them more background information?  Less?  Have I explained what is required?  What, exactly, do I want them to get out of this lesson?

And the list goes on and on.

Part of my hesitancy in education is my inability to determine how I feel about a good  number of factors.  Homework, for example.  I have no idea how I feel about homework.  I don't want to give a ridiculous amount of work, but I also think it's good to make the students responsible for something every now and again.  Paired with that is my concern for the students who don't have access to a computer--except at school.  I know they could stay after or come in early, but both of those options are limited.  Someone has to be there to supervise, and few students (or teachers!) get to school before 7:15 am.

My ultimate goal is to give students the capability to reason through a problem, and determine the necessary steps to solve it.  I think that lesson can come in a variety of forms--writing a research paper, working on a group project, participating in a class activity, etc.  But in the end, the lesson is always the same.

The process is cyclical.  With that in mind, it doesn't seem so unreasonable that the teacher who is trying to reason through a problem is also trying to teach students how to do that very thing.

Lessons This Week

Things I've learned this week (or made myself more aware of...so far):

1.  Red doors are awesome.

2.  Having husbands home when you get off of work is super awesome.

3.  The local fair gives you the opportunity to reconnect with people you've missed; however, it also gives you the unwanted opportunity to reconnect with people you've successfully avoided for the last year.

4.  When asking students their ages in order to make a point about behavior, realize that it's possible those ages fall between 14 and 17.  Then, all of a sudden, the actions seem completely appropriate somehow.

5.  The actions of a 14-17 year old, while unsavory from time to time, turn into a spectacle when perpetrated by someone over the age of 22.

6.  Owning a license to teach English does not make you the world's leading expert on the process that surrounds the research paper.

7.  There are students in the world who will be as annoying as possible in class, and then, when given the opportunity to be completely annoying for a class sanctioned activity, refuse to commit any annoying behavior.

8.  People will sometimes surprise you.  And that's often enjoyable.

9.  First hour prep is definitely preferable to 5th hour prep--long lunch or not.

10.  High school is much better when you are no longer a teenager.

No pictures, please

Where have I been you ask?

Well, the answer the that question is actually fairly varied.  If you've followed this blog for a while, you'll know that I don't have a lot of free time during the school year.  I have tons of papers to grade (it's my fault since I give so many writing assignments), and I do a lot of lesson planning for the classes I teach (three preps...and I'd take more).

But recently, I've had less time because I started...




RUNNING.




No, I don't have pictures.  Nor will I be attempting to get any.  Lil' bro does come up to the school about four days a week to run with me.  My ultimate goal?  To have the capability to run a 3K if I wanted (not that I will ever "want").

I don't really like running.

But I do really like seeing Lil' bro...and since he's the one member of my family I don't see with any regularity, it's nice to have the time.

And the running hasn't killed me.

Yet.