Tuesday, October 28, 2008

Be well, do good work, and keep in touch

Every morning, the poem for NPR's radio show The Writer's Almanac comes to my inbox. The poem is a quiet moment that I have to lok forward to every day, and today's was no exception, especially given what we discussed yesterday in class while we were discussing ADD/ADHD.
One thing I like about reading and hearing The Writer's Almanac is the way that Garrison Keillor ends it with "Be well, do good work, and keep in touch". Enjoy.

Tuning
By Christine Rheine


I try to tune out the boom! boom! boom!
from the shooting range two miles from my house,
and think of the people who live next door

to the targets, or in the din of London and Berlin
where nightingales now sing fourteen decibels louder
to be heard by mates, quintupling the pressure

in their lungs. I've never heard a nightingale,
but I know noise came from nausea, and bulls-
eye names the goal for some blurry desire.

Bullseye is a band in Norway playing gung-ho rock and roll,
like the kid down the street whose car speakers rumble
through his closed windows and mine,

drums pummeling our insides. If I told him I once hiked
among redwoods, heard ghostly calls in the stillness,
branches somewhere in the canopy sky

moaning as they swayed, would he say Cool
or Whatever, the way my sons have mumbled it,
intending that I shouldn't—or maybe should—hear,

all talk target practice, ricochet and sashay, headache
and heartache, duck and cover. In a fable, Lion realizes
too late his vulnerability, the tunnel of his ear,

tiny Mosquito zooming in. Out beyond Pluto, Voyager's
golden disc offers mud pots, thunder, footsteps,
a Brandenburg Concerto and Johnny B. Goode.

Was the very first song a hum or a shout, laughter
or weeping? When my friend, at forty, praised
her cochlear implants, she complained about work,

the ringing office phones—How do people concentrate?
I consider her vacations—wind surfing, rock climbing,
marathons—how different now that she hears

each splash and scrape, the huh of heavy exhalation.
I wish I could adorn my ears the way warriors in India did,
with metallic green beetle wings, an iridescent

clacking and tinkling at the Feast of Courage. Imagine
if we could hear bread rising, dew forming, the budding
of raspberries, the tear of a cocoon, a minnow's pulse,

our own cells growing, dying. When my husband
kisses my ear, I love the swoosh, the quiver, his breath
sand driven by wind, my whispered name.

Saturday, October 25, 2008

What a buzz (reaction to class on 10-20-08)

I like giving presentations. In fact, I love it. Given the fact that I work best with pressure (as I've mentioned before) it makes sense that being in front of a group makes everything fall into place with me.

My first presentation went very well, but Dr Smidt gave me some valuable feedback that I took to heart. Stephanie also used the feedback she was given in her previous presentation, and between the two I think we came up with a pretty kick-ass lesson.

Throughout the planning process, Stephanie did a very good job at reminding me that we need to cover ALL of the learning types, not just the ones that I respond to. Keeping that in mind, we designed a very diverse lesson that covered kinaesthetic learners, aural learners, and visual learners. Trying to keep the students active and interested throughout the whole process was a bit of an ongoing challenge, but since we're both flexible teachers, this was not a problem.

After the presentation was over and we had moved to the GLL, we started critiquing the genres of other groups, and we got ours critiqued as well. It was nice getting them reviewed because many of the other groups gave us ideas that we didn't have, and they saw problems that we hadn't caught before. Now that we are aware of those problems, we can fix them and have an even nicer presentation.

Monday, October 20, 2008

Readings for week nine

I know I say this every week, but HOLY CRAP, IT'S WEEK 9!
I'm not sure if I was just tired this week or if I have a legitimate point, but this week's reading was drier than Sarah Palin's newspaper repertoire... ba-ZING!

As I was reading, a common theme kept recurring to me, one that I plan to touch on in my presentation with Stephanie tonight.


ALWAYS HAVE A PLAN B!

No, I'm not talking about birth control, I'm talking about your lesson plan. What if your students don't like what you're talking about? What if they don't understand what you're talking about?
What if they don't participate and your lesson is contingent on their participation?

This idea was discussed in the reading, and another concept was brought up; one that I hadn't given much thought to before. The differences between macro and micro are pretty big, and if you take one into account but not the other then you'll have a pretty big mess on your hands. As I said before, I had never given those concepts much thought, but now I know I'll have to. One of the biggest fears I have surrounding teaching is my ability and motivation to create lesson plans, and this chapter is definitely helping me.

Class on 10-13-08

Class went well tonight. Smooth sailing through calm seas.
There were two things I liked about class tonight. The first was Jodie's presentation. I REALLY liked the way she handled the different learning styles of the students. I liked the videos, I liked the worksheet, and I liked the way it all tied together.

The second thing we did in class which made me feel a lot better was discuss the multi-genre project with my groupmates. I lack focus in MANY areas of my life, and my groupmates and I were having trouble keeping our project going in one direction at a time. We managed to get a common thread to tie everything together and we now have two completed genres.

4 more to go.

Sunday, October 12, 2008

Readings for week eight.

I've had a very diverse history of language learning. Throughout all of my experiences, however, I only had one teacher who was a native of the target language.

Madame (Hereafter abbreviated as Mme.) Hoveland was my French teacher my senior year of high school. I had taken (and enjoyed) beginning French the year before from an American woman who taught Spanish and French, and I was hoping my experience with Mme. Hoveland would be similar.

It wasn't.

It's eerie how the list on page 435 of MCM follows the differences I experienced VERBATIM! She was much more relaxed in her methodology, but she also had significantly higher expectations. A clear example of the contrast between her and my previous teacher was with spelling. Mme Hoveleand was far less patient with students who had problems with French phonetics, while Mme Kuettner (whom I had the year before) was very patient with poor spellers.

I could bore you with the details, but I've had a few complaints about the length of my blog entries, so I'll cut this one short and see you all in class tomorrow.

Multi-genre project journal 1

My multi-genre group and I sat down together in class and discussed our timeline for our upcoming
due assignments, and we fleshed out our own due dates (which of course, coincide nicely with Dr Smidt's due dates!) for when each of our genres are due. The first set is due this Wednesday (amongst ourselves) so that we can show each other what we've accomplished, and we can give and receive feedback on our drafts. It will be nice to have these "due" a little bit earlier than normal so we don't end up cramming it together at the last minute.

That said, I'm still a little intimidated by the magnitude of this project. The examples that we've looked at in class are 40-60 pages long! I don't know what I'm going to produce that will be that length, but I hope it's good, and I hope I pass....

Reaction to class on 10-6-08

Holy cow, we're already done with week 7. That means I will soon be halfway done with my first semester of grad school. At least 3 more semesters to go. You can do it, Ferguson....

I really enjoyed Rachel's presentation. Sometimes it's fun to introduce an element of competition to the class. As long as that competition stays friendly and doesn't cross any lines, I think it's a good thing that can be used very well to a teacher's advantage.

One thing I really enjoy in class is coming up with a lesson plan. It's a little intimidating to think that I will eventually have to make a lesson plan for every single day that I will be teaching, but again, that's why I'm in school.

Our lesson plan was very thorough, and the lesson plan that we reviewed was also very thorough, at least after we got done picking it apart and changing it for a more advanced group. I'm definitely keeping these created plans to use in the future, because even though they got graded, they will still work in a classroom setting! This is definitely giving me practice for what I will hopefully spend the rest of my life doing.

The other thing I liked about class was the librarian who gave a synopsis of the electronic resources on campus. Like Dr Smidt, I never attended the freshman library orientation, so I was blissfully unaware of the resources at my disposal. The librarian showed us several different places we could look for information, and I intend to use that information to my full advantage.

Monday, October 6, 2008

Readings for week 7

Tension and anxiety are my drug of choice, second only to caffeine. On page 61, Lightbrown and Spada discuss how some students may respond better to certain levels of tension and anxiety, and also to certain levels of relaxation. Also, a technique mentioned in class (I think we all know to which one I'm referring) was studied for lowering inhibition in second language learners, although this may only demonstrate a performance increase in second language learners, and not actual acquisition.

Returning to my original point, tension and anxiety are the thread that hold me together, especially during times when focus is necessary. I will often have friends and family ask me if I can understand people speaking Spanish in the mall or grocery store or something, and I never can, because there is no tension keeping me focused on what is being said. If I'm in a conversation where I need Spanish, I'm always able to perform well, since the situation provides me with a small amount of tension that I can use to keep myself focused. It's interesting reading about these ideas and seeing them fleshed out and put into words.

Saturday, October 4, 2008

Week 5 class

Aaron gave a presentation that summarized what we read. Even though the class had already read the material, I always find it helpful to review what I learned.

One concept that tonight's class helped me put into words is the fact that reward can backfire. Yes, students may learn more/better if they are rewarded for their efforts, but the reward may often take the place of the motivation to learn. For instance: If students are given a task with vague instructions like "make flashcards" and are given a piece of candy for each flashcard they make, they may create low-quality flashcards in great quantity so that they can receive more candy. The point of the exercise is not to eat candy, but students will treat it as such. It takes a wise teacher to know when to cut off reward, or to know when to limit it to keep it from overtaking the task at hand.

Also, as Stephanie pointed out in class and in her blog, the reward can backfire if some students are left behind. If students are given a piece of candy for each correct math problem, the reward will be effective so long as the students are receiving roughly equal amounts of candy. But in her case, she was far behind the class, and started to lose hope, thusly decreasing her motivation. Just as we learned a few weeks back, a teacher must observe the frustration level of the students to determine if the activity/reward is causing more bad feelings than good ones.