Using the Force(s at Hand)

Classroom Philosophy

By: Stephen Garland

Photo courtesy of Goodreads.com

            In thinking about the problem of overteaching literature, I came to realize there’s a powerful educational tool that we tend to underteach and underutilize.  If you spend hours trolling for books in Borders like I do, then you have probably seen some the of the Pop Culture and Philosophy and Blackwell Philosophy and Pop Culture books.  Popular Culture, by nature, is readily accessible to our students.  These books cover tons of book, television, and film series (e.g. Harry Potter, Star Wars, House, 30 Rock) and give us ways to have literary circles about subjects with which they are already familiar.  Also, they’re simply compilations of several different essayists applying different philosophies to situations in the series (at some point, I’d like to discuss how to pluralize series when you’re discussing two different types of them…is it like moose?).  I’ll be the first to point out that not everyone is a Star Wars fan (even though I’ll never understand that fact).  Fortunately, there are enough options to be relevant to all of your students.

            Before this begins to sound like a commercial for these books, I want to point out that you really only need to read one to start thinking philosophically about popular culture.  Most of them overlap with theories.  For instance, I’ve read several and all of them have mentioned Plato’s Allegory of the Cave (a staple in our sophomore curriculum).  Also, if you find a specific book that you think most of the students could grasp, they could all read a specific essay from the book to discuss.  I would like to warn you that some of the essays are relatively dense, but others are great (Blackwell is the same company that makes the Dummies books, but I wouldn’t point that out to my students in order to preserve their precious psyches). 

Photo courtesy of Expressnightout.com

These books also have a great way of making the reader ask questions that the series and even the philosophy itself did not bring up.  For example, we can all agree that Dumbledore is a pretty altruistic character (despite his running around with Grindlewald as a youth).  His self-sacrifice in Half-Blood Prince is both devastating and noble.  However, he pleads for Snape to kill him.  Stay with me here.  If Dumbledore knew he was in control of the Elder wand, then he would know that eventually Voldemort would have to kill whoever kills him.  Therefore, by asking Snape to kill him (saving Draco from losing his last hope for innocence), Dumbledore ensured that Voldemort would kill Snape.  Deathly Hallows certainly addresses some of Dumbledore’s faults, but this is one that gets neglected.

A less deep issue that The Ultimate Harry Potter and Philosophy brings up is Sirius and his dog alter-ego.  If Sirius is still a person while he’s a dog (going so far as to put his paws on Harry’s shoulders and look earnestly into his eyes to say goodbye as Harry gets on the train for Hogwarts), why does he also chase his tail at times?  I don’t want this to seem like I’m suggesting we talk about literature less and pop culture more.  Some students believe that they don’t have the ability to think about the books they’re reading on deeper levels.  Perhaps having discussions like these before beginning a book unit (or at the beginning of the year) will open them up to deeper thinking.  They will see that it is both possible and interesting to contribute to Socratic Circles.

Also, can you imagine having Star Wars as part of your sub plans?

New Hiring Process for Substitutes

Moving up from So. IL and a little to the Northeast....

I came across an article today in the Champaign News-Gazette (yes, the actual paper version; newspapers aren't totally dead quite yet) that I thought many fellow and upcoming English Ed. graduates might be interested in.

Basically, the article states that the Champaign school district will hold recruitment fairs to conduct interviews for their substitute teachers so as to hire subs that are the best possible fit for the district, because substitutes are "extension(s) of the teacher while the teacher is absent that day." It also talks about how the state has changed the way subs are authorized to work in schools, which I didn't think was that new (background checks are conducted through the Regional Office of Education in which the sub intends to work, rather than the district).

Champaign is a larger district and can afford to be more selective than other smaller districts, IMO. I have subbed for several smaller schools and at one point I was one of only two or three subs available on a regular basis. On the one hand, it stinks that recent education graduates have one more obstacle to overcome before getting some kind of work related to their field of study. On the other hand, it may give those with degrees in education higher priority, because theoretically, their educational backgrounds would give them an advantage over other candidates with only a bachelor's degree. Also, once hired, perhaps a pool of fewer substitutes would allow those individuals to receive more phone calls on a regular basis. One of the biggest drawbacks of subbing, I think, is the irregularity of the work. Some weeks are busy, and some weeks pass without a phone call.

I have worked with excellent substitutes and some who are just passing time, both within my "professional development" as well as during my high school career. I'm curious to know what everyone else thinks. So, what say you??

Emergency Sub Plans

While I should probably be working on the big picture (that is, developing a full English LA curriculum), it's nice to have a small victory every once in a while. My latest mini-project: The Emergency Sub Plan Folder. Something I can legitimately blog about.

I highly recommend having one. At the very least, a seating chart or class list looks great in a sub folder. This probably isn't the smartest thing to announce to a room full of mischievious eighth graders, but in the past I've had to say: "I don't have a class list. Can anyone tell me who is not here today?" Yeah. The ultimate recipe for disaster.

As I develop a folder for my own classroom, I have come across a couple of good resources. Glencoe has a substitue folder checklist in PDF form, as well as forms you can personalize that include emergency procedures and other related information. The NEA has a short article on their web site about pertinent information for substitute folders as well. Be sure to check out their link, S.O.S.--Save Our Substitutes. Mostly because the title cracks me up, but also because it gives more information about what to include in the handy sub folder.

I have been in situations in which I have had no information (the aforementioned lack of a class list). Alternately, I have been in situations in which there is a humongous binder on the teacher's desk marked "substitute" that measures one inch thick. The first example is frustrating and the second is completely overwhelming. The best folders contain the necessary information while also being short, sweet, and to the point.

This mumble jumble probably sounds like a lot of common sense, and it mostly is. However, if I had never been a sub myself, I probably would have a relatively minimal idea of what to include in such a folder. And I probably wouldn't be thinking about sub folders at this very moment (Just in case you were wondering why I might devote an entire post to the subject).

With or without a sub folder, substitute teaching does have its advantages: if you have a less than great day (the students invent new ways to break rules, reach new decibels, and send you home with a migraine, for example), you can go home knowing that you probably won't have the same class again for awhile. Or, on the contrary, you might get a phone call asking for your services for the rest of the week. ;-)

Grant: A Four-Letter Word?

Finding Funds for Your School

Photo courtesy of Government Grants for Everything

            Well, the So. IL gang just had a delicious lunch at El Maguey.  While the food and company was an end in itself, I realized that as new teachers we have tons of ideas and no funding to allow them to bear fruit.  I’ve heard plenty of my colleagues talk about ever-elusive grants that give them money when they write papers about teaching and what they need to be better at it.

            I decided to go hunting.  The first thing I found was another blog with a basic rundown of how to get grants for your school (what better way to nab that job security?).  Here, Don Peek gives a basic set of guidelines for the entire grant process, along with some helpful tips.  Next, I found a website that appears to be a database of all of the grants already out there.  It’s a little sloppy looking, but I imagine it’s simply overflowing with good, free moneys.  Finally, I found a no-nonsense page with directions on writing the grant proposal.  It has a list of the criteria as well as a list of common pitfalls in grant writing.

            Right about now, I should be saying how this information has me confident in my own grant writing skills, possibly even going so far as to announce my idea for a grant I will be writing.  Nevertheless, grant writing still sounds kind of scary.  When it comes time for me to put on my big boy pants and actually write one of these monstrosities, I will certainly take Peek’s advice and write it with a partner to shoulder the burden and share the success.

Glogster and Prezi: Not Just Alien Babble Anymore

Dynamic Duo of Graphic Representation

Photo courtesy of onirishroad.blogspot.com

            I’ve recently come across two awesome, FREE services that have multiple potential uses in an English (or any) classroom.  Have you ever wanted to do a collage exercise without hauling in 5000 magazines, scissors (yikes!), construction paper and glue?  Glogster allows students to make interactive posters online.  Here is what appears to be a culminating project during a book report unit.  I can see a peer critique element being so awesome when coupled with this site.

Photo courtesy of lauratech-2010.blogspot.com

            The downside of Glogster, is that anyone can use it.  That doesn’t sound like a downside, but when people can post their innermost feelings coupled with their favorite (explicit) songs, some…we’ll call them “interesting…posters get made.  I’m sure there is a way to limit exposure to the more risqué posters, but I haven’t found it just yet.  I think the best bet would be to make a class account and have the students log-in directly to that.  They also have a section specifically for schools that covers a plethora of different topics (both core subjects and problems associated with school-age children).  Even if you don’t use it, looking through it will fascinate you.

            We’ve all had a PowerPoint unit (or sat through one) where everyone’s presentation looks like the same format with different information.  As a teacher, I feel we are already close to spiraling into a black hole of depression.  To avoid letting PowerPoint be the straw that convince the camel to commit suicide, check out Prezi.  What I love about Prezi, is that instead of making a slideshow, you get to build a presentation that is visually dynamic and can be geared specifically toward the subject at hand (and yes, that means more than having a relevant background). 

Photo courtesy of instrucatbles.com

            Click here to get a taste of what these things can look like.  Personally, I think they look absolutely beautiful.  The downside is that if you use the free online version, you had better have some awesome internet speed.  Fortunately, there’s a discount for schools and you can generally convince your school to pay for an account.  Once again, even if you don’t use it for class, you should definitely check it out.  They have plenty of reusable prezis that I’ve already used with great success.

            Check these out and let me know what you think.  Also, if you come up with specific ideas for how you want to use them, please post so we can steal from you!

The Reading Experience

I stumbled upon this comic strip not too long ago, and it really conceptualized some of my past experiences with certain books, especially the kind that you can't put down. I call it the "I'll just read one more chapter and three hours later I'm still reading" phenomenon. Unshelved does a much better job of describing the experience. As English teachers, I'm sure we all have positive relationships with books, so we get it, especially if we have chosen our own reading material. I just wonder how many students "get it." I mean, how deprived are those who have never had the experience of getting lost in a book?

Of course, I am a realist. Not everyone is going to like to read. But something tells me these self-proclaimed book loathers have not always been so disgusted at the written word. Somewhere between early childhood and adulthood the reading experience loses its appeal.

I subbed for KG and the lower elementary grades last fall, and let me tell you, those kiddos are true readers. And authors. And storytellers. And professional liars. Perhaps the lying and storytelling are intricately connected. Anyway....

While subbing for a teacher I borrowed a book to read during prep period entitled Readicide: How Schools are Killing Reading and What You Can Do About It by Kelly Gallagher. I subbed for the teacher for three days, so I only had the opportunity to read the first half of the text, which was about the the problem (i.e., readicide). I didn't make it to the solution (I've found that problems are much easier to diagnose than they are to "fix" in the teaching profession).

Gallagher explains that many reading experiences, even in the early elementary grades, are test prep related, which contributes to readicide. He also suggests that many teachers over teach novels, which sucks the fun out of reading and leads to readicide. I hope I am not guilty of this nasty offense. I must finish reading the text to find out.

Any general thoughts? Amazing recent reading experiences? Etc. etc.?

The Shortest Stories

Sizing Up a Story

The New Times of San Luis Obispo has been hosting a Fifty-Five Fiction contest since 1987.  The point of the contest is to write a short story in fifty-five words or less.  If it sounds hard, you’re getting the gist.  Especially at first, the mind is inundated with ideas too large to squeeze into fifty-five words.  Here is an example titled “Five Open Books” by Mark Lodge from Los Osos, CA:

75 feet up a vertical granite wall, one hand jammed into a crack to hold my weight, 10 numb toes pressed flat against a flake, beads of sweat make my grip tenuous and eyes sting. Movement captures my attention; a lizard scales the very wall I climb. And then the little creep starts doing pushups.

            My idea is to use this to introduce a short story unit.  I think it would be fun to think-pair-share the stories by reading some examples from past winners, then taking the time to write three each. After this the students would come together in partners and choose one another’s best of the three, then present them to the class.  It would get them talking about their own fiction writing while also reinforcing the idea that word count doesn’t make a story.  It will also push the students to be exact with their language, avoiding that tricky issue some students have of bogging down sentences with adverbs.