Monday, April 07, 2014

Greetings Blog! I haven't seen you in years, in fact, since I was trudging through the MAT program at University of Alaska Southeast and was writing under the duress and coercion of assigned tasks.  For the last 6 years I have worked as a substitute in the public school system, and have enjoyed the flexible schedule such an occupation has afforded me.

I have not been a writer these long years, though I have studied voraciously. Upon completing my degree in English at Eastern Oregon University (2005ish), I could only recognize the content of my writing as another pained and angry voice to add to an already cacophonous world of woe.  In short, I refused to write (besides mandated assignments) until I could proclaim a message of redemption, rather than mere lamentation.  Though I knew Christ was the key to this development, I had not been able to state with any degree of confidence that such a transition had occurred, until now.  Through Christ's redemptive work in my life, though I face you as an overtly flawed human being, I can confidently assert that the Gospel has changed my heart and mind, reprioritized my life, and given me a zeal and sense of adventure that I have longed for since my earliest memories.  Where I stand now, I can tell you truly, whether through exultation or lament, silliness or just plain vanity, redemption is a part of my story.

That being said, here is my letter to "anyone who cares" concerning our recent decision to homeschool for the 2014/2015 school year. 


April 7, 2014

            To anyone who cares:

            The reasons we believe our daughter can acquire a better education at home are myriad, but brevity is a virtue.  While we have always enjoyed the content of public school curriculum as a springboard for important and lively conversation and debate at home, our conscientiousness toward ethics and a literal interpretation of the word "education" simply cannot tolerate the cavalier attitude being expressed by teachers in the classrooms of the Stikine Middle School. 

            When Mr. Brooks reached for the nearest tabloid and presented it to his students as "history", he drew a line in the sand between this family and his school.  The website, Explainingtheholacaust.org, presented Christians as the leading cause of the holocaust, the primary enemies of the Jews, and noted the New Testament as a book which people who had been misled into believing Jesus is the Son of God, used to persecute Jews.  Upon perusal of the page this very morning, we discovered that all of these articles are now missing from the site.  Not so much as a disclaimer even exists.  We are encouraged by this fact; we hope the missing pages are a direct result of outrage against sensationalism being taught as fact.  Nevertheless, we are disappointed that our child's teacher found the material worthy in the first place.  When we passed on an article to Mr. Brooks which gave a thorough explanation of Jews in the New Testament, he did not find there to be any reason to seek further discourse with us on the matter.  Only after I withdrew my daughter from SBA testing did he send us an email that invited us to come to his classroom if we wanted to converse.  As is often the case, professionalism is put on as a defense, as if wearing a tie is somehow a public service. 

            Where was professionalism when my daughter was being taught the latest, skankiest dance moves in PE, but despite having paid her sports fee was kicked off the volleyball team 2 years in a row for daring to try to play both volleyball and softball because one sport didn't end before the other began? When the state pays thousands of dollars every year for her to be a student at their school, shouldn't there be a little more consideration toward her range of opportunities?  What about Brooks' lessons on the American Revolution and the 2nd amendment suggesting that our founding fathers didn't want American citizens to bear arms any more powerful than a musket? Outrageous.  Where is professionalism when evolution is taught as scientific fact, despite one observable shard of proof? When asked which other theories were relevant to the beginnings of our world, my daughter was told with snarky smugness to , "go take a religion class."

             Just because Atheism makes less sense than any other religion in existence, does not mean it is not a religion.  They have their beginnings story, their local flood stories, their prophets (Darwin among them), and their self imposed legalities (aka pseudo-professionalism).  They even have a doctrine of the afterlife, which sounds something like: there is no afterlife, so get what you can now, in any kind of tooth & claw manner you deem reasonable according to  your own standards.  This cruel and nonsensical mindset has contributed to a vast hopelessness which thoroughly defines our anti-depressant addicted culture.  Our postmodernist mindset has established a paradigm where truth is subjective.  Moral relativism has always existed, but is now established as the pervasive thought pattern of today's world.  Like every other religion in the world, atheism is Man's Will & Self Righteousness exerting dominance over God's Will & Pure Righteousness.   The solution? The solution hasn't changed since the beginning.  He is the same yesterday, today and forever.  He is Jesus Christ, the God of the Bible, the One who made you, and the One who made me.  Repentance is the simple solution if you have been living in rebellion to The Truth.  With the conflict as it stands between our family and the school, we could no more reenter their education system than we could bow to the statue of Nebuchadnezzar.  The school would like us to believe that we are damning our children to certain failure in life by pulling out of their supposedly competent care.  We consider this notion no more than the possibility of any other hardship or fiery furnace.  So be it.  "As for me and my house, we will serve the Lord."

            While brevity is indeed a virtue, like many other virtues, it is not one that  we have necessarily mastered.  Thank you for your time,

                                    Ron, Jamie, Sami, Dylan

                                               

           
  

Sunday, March 16, 2008

The IEP is DONE! Now I can go to the exotic Galena with one less thing hanging over my head!

Learning all of this technology over the last 7 or 8 months has been one of the most frustrating, challenging, yet overall rewarding aspects of the MAT program. I have stubbornly resisted, relentlessly balked, and bitterly complained about every painful step of progress along this technological road...well, maybe not so bad as that, but you do have to appreciate the tidiness of my parallel structure in such a sentiment.

I am glad to be finished with the class because it is one more milestone completed on the way to my degree, but I know that completion of the course by no means brings finality to technology as a key aspect in my life and career.

In my 6 sample lesson plans for this IEP project, you will see that I used my previous assignment, "Skeleton Woman," as my evidence of having learned new technology. I used the projector to show my movie to the class, and as we read The Pearl by John Steinbeck we focused on 3 main concepts: Oral tradition, Cultural Geography, and Archetypes. In the end of the lesson, the goal is to have the students create digital stories (specifically parables) that model our key concepts and present them in a fashion such as I modeled with "Skeleton Woman," (which creeped them out considerably!)

The projector took me 5 times longer to figure out than Microsoft Movie...there were dialect issues with the tech support line.. the Indian employees kept telling telling me to hit the Fn key, and they just couldn't seem to understand that I'd already hit every effin' key on the dadburn thing! This is a fine example of COMMUNICATION BREAKDOWN--Alas! not just a rockin' Led Zeppelin song!

I am thrilled to have the digital story in my tool kit of knowledge and experience. It is a fantastic project that can be used effectively in many different avenues in a language arts class. In fact, I happen to be having my Guided Reading class of 7th graders making digital stories right now. They absolutely love it, and I have been thrilled with how diligently they work on them in the lab. This is a tool that I will use again and again in my teaching career.

I posted my "notes on Skeleton Woman/ Intro to The Pearl Powerpoint" HERE...for any interested souls out there...

Sunday, February 24, 2008

IEP FOR ME, ME, ME!

Here's the dealio on this IEP project. I'm going to use my "Skeleton Woman" movie as evidence that I have advanced technologically. After viewing the movie, a power point presentation (that I still haven't actually created) will replace the typical notes on the overhead to which these students are accustomed. This all kind of acts as the anticipatory set to my unit on John Steinbeck's The Pearl.

Students will be asked to think about the differences between oral and written traditions in storytelling. Archetypes and Cultural Geography are themes that will run throughout the lesson as we see examples in The Pearl and consistently relate back to "Skeleton Woman."

Ultimately, at the end of the lesson, I would like students to either write or find a story from (or in the style of) oral tradition and make a movie with Movie Maker or Imovie. Integration, Baby.

Saturday, February 09, 2008

Okie-dokie, movie's done.

Check out "Skeleton Woman," a really cool Inuit tale...

A lot of my images are works of Inuit art, mostly representing archetypes from the story.

I'm planning on using this project in the high school and the junior high. I will use the project to teach characteristics of oral tradition, cultural geography and archetypes. Peace.

Wednesday, February 06, 2008

Here lies my story map for "Skeleton Woman."

Students will "map" a story. They may write their own or find an existing tale to use for this assignment. Students will then make a digital story of this same tale with imovie or Windows Movie Maker.

Most images (must have at least 7) should reflect archetypes from the story, some images may show setting, themes, and characters. Story must reflect at least one instance of cultural/human geography.

Rubric

Sunday, February 03, 2008

THREE IMPORTANT ONLINE RESOURCES

I believe the NCTE cite is, so far, my most highly valued resource on the web. Some others that can be helpful are Nettrekker, Alaska Stock Photos, Thinkfinity, and a Wiki that I recently stumbled upon called Teacher's Lounge.

I really think great photo sites like Alaskastock.com will be awesome for preparing powerpoints and providing culturally relevant perspectives in a non-linguistic manner. Who doesn't like to look at pictures?

Nettrekker, Thinkfinity, and Teacher's Lounge are all sites for getting or sharing ideas for lesson plans, activities and assessments. Seeing how other teachers have taught the same material is a great way to adapt a lesson plan or unit.
Participation in a professional online community

I have joined the NCTE (National Council for Teachers of English). Along with my membership, I also subscribed to English Journal and Voices From the Middle. I have received one issue of Voices, so far, but have yet to get a hard copy of EJ. I suppose I'll have to call someone...

As a member of NCTE, I have joined about a dozen communities within the site. Bulletin boards focusing on women in the teaching field, teaching reading in middle school, pre-professional development for upcoming teachers, teaching writing and technology are examples of some of the communities that I have joined.

I have not actually contributed to any of the discussions that I have perused in these online communities. I didn't really want to "post just to post"--I would like to actually have a high interest if I'm going to jump in...plus, if I'm going to comment, I want to comment on a fresh topic that is still "alive." A lot of the bulletins showed the most recent post as being a year ago or longer.

My favorite part, so far, of being a member of the NCTE is reading the professional articles that are posted. There are some really great ideas that I will certainly use in my own class someday. I have read many articles from EJ on the site, but I would still prefer to flip through the glossy pages from the comfort of my recliner. I really should call someone...

PS--Why is the spellcheck not working?? How can I convince people that I'm worthy to teach English if I don't have spellcheck????

Saturday, February 02, 2008

Overview:



In their article "Assistive Technologies for Reading," Ted S. Hasselbring and Margaret E. Bausch highlight some of the technological programs which might help students with learning disabilities achieve greater academic success. Assistive technology is defined by federal law as "any item, piece of equiptment, or product system...used to increase, maintain or improve functional capabilities of individuals with disabilities."

Some of these technologies include tools to assist the visually impaired, text to speech reading assistance for the struggling reader, and background information on reading selections to aid in comprehension. The writers warn that these assistive tools are not magical panacaes to whisk away imbalances in learning--the programs should be thought of and used as tools to achievement.



Reference Points:



  • 10% of U.S. students get special education services

  • 44% of these students spend at least 80% of their school day in inclusive classrooms

  • 8 of 10 students with learning disabilities cannot read and comprehend grade leveled reading material



Reflection:

I did not enjoy this article. It was excruciatingly boring and painfully packed full of stats and percentages. I felt as though I must have a pretty extreme reading disorder while trying to process the information in the article. Maybe that's part of the problems in schools--the snorific qualities of much of the reading content. I would like to see if Wrangell's SPED department uses any of the programs highlighted in the article though. That will be interesting.
Overview:

In his article "The Overdominance of Computers," Lowell W. Monke suggests that the presence of computers in schools be reconsidered on the basis that inner resources like morality and insight should be developed before technological skills are taught.

Monke's argument focuses on his ideas that morality and knowing one's position in the world as a human being amongst human beings is a crucial foundation to build before giving students the immense power to impact the world through and with technology. He suggests that technology integration enters the curriculum in the last two years of high school. By this age, Monke believes that the moral framework would be ready to support the responsibilities and possibilities that students need to put technology to use that might actually benefit the world.

Plus, Monke points out that teaching grade school kids technology that will be long obsolete before they enter the adult world is a waste of time--time that could be spent humanizing students.


Reference Points:

  • Computers are powerful tools that can do great harm to individuals and groups of people.
  • There is not any hard data that suggests computers raise achievement--rather, the opposite might even be true.
  • "It is the lack of qualities like hope, compassion, trust, respect, and sense of belonging, moral judgement, community support, parental care, and teacher competence and enthusiasm that keeps so many students imprisoned in ignorance."
  • 2003 percentages of student tech use: High school 97%; Middle school 95%; Grade school 91%; Kindergarten 80%; Nursery School 67%
Reflection:

Overall, I agree with Monke's assertions concerning technology use in schools. I was shocked by the statistics showing percentages of technology use by nursery school and kindergarten students as being so high. I think Monke's stance against teaching technology which will be completely obsolete by the time the students are adults is relevent.

More importantly, I believe that the moral framework should be focused on in the earlier years of school. Honesty, integrity, compassion, and HOPE, are all far more important traits to have compared with typing, researching, or creating powerpoints.