Teaching & Learning

Rooney, Rooney, Rooney… The Craziness Spectrum

“Great teachers are usually a little crazy.” Andy Rooney

From my experiences, Andy Rooney’s quote was right on target. But like most things with our writing or experience, we can’t oversimplify the significance of a word that can parsed into a multiplicity of meanings.  My work in schools has run the gambit from a ‘good crazy’ that translated to an act of courage for the sake of students; to a ‘crazy crazy’ as I approached my newly appointed dean of students position  at a middle high school in New Hampshire. Based on those experiences, I’d add administrators along with teachers to the spectrum of crazy.  Ironically, it was two additional Rooneys (Gerry and Ed) who directly and indirectly helped me understand that we can’t take the word ‘crazy’ too lightly.

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History Out of Context- That’s You New Mexico, Louisiana & South Dakota

As a method for blending current events, journalism, and poetry, my English classes did poetry in the news a few times a month when I was teaching.  It was a great integration of free verse, word study and and getting students more engaged in community, national and world news.  I no longer teach middle and high school students, but as an educator and lifelong learner I find it useful to continue the practice on my own to convey newsworthy educational issues through poetry…especially during National Poetry Month.  Education Week has been a good source for issues related to school administrators, teachers, students; including a previous post, “Things Educators Carry as Covid Carries On.”   My most recent effort relates to the current political efforts to cover up parts of our history through legislative actions creating policy that marginalizes the need for continued efforts for equity and social justice.

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The Osmosis of Paying It Forward

 

 

I’m not sure if it was thinking about being in the back seat of a car driven by my high school track coach smiling devilishly as he swerved and circled through the near empty snow covered Northeastern University parking lot; or it was running into my senior English teacher while on my Cape Cod honeymoon with my young bride almost a year to the day following my high school graduation.  But those human intersections popped up as I  pondered the question , “ How did I get here?” ‘Here’ was a summer professional development day for our staff. The keynote session was led by Julia Freeland Fisher, researcher and author of Who You Know, Unlocking Innovations That Expand Students’ Networks.  ‘Here’ was me, a 30+ year educator now in a leadership role at a cutting edge virtual school.

Thinking about the question, I began to recall the many social network intersections of my youth and formative professional years that led to opportunity. As compelling as Freeland Fisher’s message was about expanding student networks and mentoring connected to student interests, I felt it was only part of an equation for getting to a point in one’s life translating to satisfaction and happiness. Another part? Good adult modeling. The type of modeling Ted and Nancy Sizer alluded to in his book, The Students Are Watching: Schools and the Moral Contract. I had a wealth of both and would argue that all students need mentoring, modeling, and networking opportunities. It’s a key to unlocking a student’s passion and joy for learning and understanding what motivates him or her to take advantage of possibilities as they are presented.

As I thought about ‘how did I get here?’ a bit more, the picture began to sharpen. …

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Things Educators Carry As Covid Carries On

One of my favorite activities with students when teaching English/language arts was found poetry. It motivated the full spectrum of students because it had all sorts of word play, and could connect it with all genres of reading. Reluctant readers could be asked to look at a page of text from the literature we were reading and simply list some of the favorite words they found on a page. Motivated readers could do the same and the activity leveled the reading and comprehension playing field as we shared words, strung them together to make meaning. Over the course of a chapter, students could take the words to create a free verse poem to try to capture an element of the story. It was a great entry-point for demystifying poetry, increasing class wide comfort for sharing, and segueing into discussion at large. …

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The Fog of Literacy

Thinking About Literacy Part II

 

As the politics of school standardized test results continually ratchet up, the fortune of good leadership described in Thinking about Literacy Part I resonated through the lens of a conference I attended.  The topic was a proposed a switch in our state (NH) to move from one high stakes testing period per year to two, potentially creating a more vicious cycle of accountability and teaching to the test. In my view, increased standardized testing  is counterproductive to motivating reading and writing. Ultimately, the biannual testing became a choice of individual school districts.  Districts choosing to test twice though with one set of tests still had to give the annual state mandated test; meaning students in some districts were tested 3 times a year. …

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