Close of school business (and reflections)

I wouldn’t say the last year has been the ideal experience of a new teacher, but it has certainly shown me a diverse population of students, given me the chance to try different techniques, and taught me more than anything else to roll with the punches.

I started this 2009-2010 school year as a student teacher in Virginia Beach working with ninth graders in a Global Studies and Foreign Languages Academy program at Tallwood High School. They gave me the chance to cut my teeth with them on challenging world literature. We slogged through Tu Fu and Jorge Borges together and came out on the other side feeling pretty damn proud of ourselves. But like all things, my time with them came to an end in December along with my teaching certification program.

It was time for me to move on to something new, but what? It was the middle of the year and school systems were cutting positions not hiring. I decided to fall back on my freelance writing and editing work and hope for substituting gigs. Little did I know that another door was opening just as I was getting into a routine.

Along came the sixth graders at Ruffner Middle School’s Young Scholars program, a gifted education program in Norfolk. It was an amazing, long-term substitute opportunity and I snatched it up. I taught reading, writing, and early American history to 38 children that renewed my optimism and excitement about teaching even as they challenged my remaining threads of patience. They were so curious and opinionated and intelligent and they really had no idea of any of it. I went into the job thinking it would renew my feelings about the age group I wanted to teach, but instead they opened my mind and had me thinking “Sixth grade is pretty great. I wouldn’t mind doing this for a while.” I feared teaching history. I love history and enjoy consuming it on my own, but I’d never considered myself a history teacher until this job. Now I have a history endorsement on that list of goals in the back of my mind along with those other lofty ones (master’s degree, publishing articles, etc.). I’d planed to teach the sixth graders as long as the school would have me, but Virginia Beach called again and wanted to interview me for a full-time, contract position teaching core 11th graders. I got the job and it was time to move on again.

One of my sixth graders warned me “You think we’re crazy, Ms. Worrell? You’re gonna miss us once you get with those 11th graders!” I laughed it off. I wanted to teach high school and this was my chance to work with yet another age group and learn more about my strengths and weaknesses. But in that first week my little sixth grader’s ominous warning echoed in my mind. I felt I’d been thrown into a lion’s den of hormonal teenagers ready to claw their way through me to get out of high school. Gone was the feeling of being a learner alongside them. They saw me as an adversary and I wasn’t sure how to reach them - or if I even could. It was a Herculean struggle, but I’m happy to report that I have come out on the other side learning more than I ever thought I would in a contract only three months long. The eleventh graders (the large majority of them boys) taught me so much about classroom management and patience that I wouldn’t trade the experience for anything. I taught The Great Gatsby, a book I myself hated in eleventh grade, and learned to love it. Even more exciting - I watched students learn to love it. I didn’t have my own classroom, so I was forced to drag a cart around between rooms and classes, teaching me the value of obsessive organization. Along with my four blocks of eleventh grade, I also had a block of core ninth graders whom I taught The Odyssey and Romeo and Juliet - stories I knew but had never really given close scrutiny.

And more than anything, my experience with my first contract position gave me a taste of what I really want in an English department - co-workers that are great friends and colleagues depending on what the situation demands. The English department at Green Run High School is a motley crew of large-hearted, loving teachers that want nothing more than to see one another succeed. If there ever was tension among teachers in that department, I never noticed it. I felt I could approach any teacher with advice on lesson plans or for ideas on teaching a certain story or book. It’s a supportive and collaborative department and I’m sad I’m not going to be there next year. I have never laughed so much at work.

I’m starting another chapter in this whirlwind year, but I’m hoping to settle down with a teaching position where I can teach students from beginning to end, on my own. I’m moving to The Netherlands in July to pursue a career abroad and to expand my experiences in an international environment. I’m excited about teaching students from a completely different culture than my own and watching those same light bulbs go on in their minds. I’ve daydreamed about what it would be like to teach The Great Gatsby to a group of non-American teenagers and to make connections about the American Dream to their own dreams - are we that different?

So, I’m off again to search for a teaching job - this time in a country not my own. I’m hopeful and optimistic and just as inspired as when I started.

The experience of the long-term substitute

As someone that completed a licensure program mid-year and came out on the other side to a job market like this, the prospect of finding a contract position was slim. I was lucky enough to have great recommendations and found a challenging and interesting long-term sub position with a gifted program in the city of Norfolk. I’ve been teaching 37 sixth graders in reading, writing, and early American history. I have always loved history, but was thrilled at the opportunity to teach it. And I think therein lies the biggest challenge and greatest reward of being a substitute.

You’re thrown into a classroom where the students know one another and you know none of them. A classroom where another teacher has been running things the way he/she finds best, but which may not mesh with your own ideas. A classroom where the students may have been bouncing around from sub to sub, rarely feeling structure, and most often feeling lost. A vacuum, really, where you are tasked with quickly plugging up the hole before all management and structure are sucked out into oblivion.

It’s hard and lonely at times. You get a crash course, if you’re lucky, from the permanent teacher who, hopefully, had time to prepare some plans for you. More often than not you are left with a pacing guide and a classroom far behind where they should be on that district-mandated time line. I was lucky enough to have the teacher I was subbing for available by phone, text and email whenever I needed her. Not everyone is so lucky.

You’re spending so much time planning that the pile of grades continues to mount, yet you, in your new teacher fervor, have helped students create numerous artifacts and homework assignments, all of which you (surprise!) have to grade. At some point. Soon.

But your biggest resource and shoulder to lean on when you’re feeling out of sorts, I’ve found, is the kids. I have a number of “helpers” that are quick to tell me how Mrs. X did things and where they are in a certain class.

I have a license in secondary English education, so I can teach grades six through 12, but I’ve always felt my talents would be best utilized in a high school. I never expected to teach sixth grade, but I am grateful I had the opportunity to do so. It confirmed my feelings that high school, particularly ninth grade, is where I would like to be, but I will probably change this as the years go on and my experience as a teacher grows.

So for those of you feeling lost or frustrated with the job market and bouncing around as a substitute, enjoy it. You have the chance to be placed in another teacher’s room and learn your way around it, finding his/her personality and philosophies in everything you see and touch. It’s like having an ethereal cooperating teacher there, but not there.

I was supposed to be in this long-term sub position for six weeks, but I’m cutting it short thanks to being hired with Virginia Beach City Public Schools to teach ninth and eleventh grade English. My sixth graders are sad and my heart aches a little at not seeing their unmatched enthusiasm and energy every morning, but they were so happy for me. They understood that my role was as a temporary teacher, helping them learn until Mrs. X returned. I’m hoping to carry some of that energy with me to the eleventh and ninth grade classrooms I’ll be entering in March, an experience that will bring a whole new set of challenges with it, of which I’m nervous and thrilled to be facing.

Truth in a post-Citizens United v. FEC world

I’ve tried to write this post a couple times, but I became so frustrated I had to backspace myself to zero and take a break. Rightfully so, most media outlets have been consumed by the death and destruction in Haiti to put this story on heavy rotation, but it hit me like a ton of bricks of dirty, corporate money and I’ve been trying to find a way to vent constructively about it.

The U.S. Supreme Court ruled this past week in Citizens United v. FEC that the government cannot ban political contributions by corporations in candidate elections. The New York Times did a great job explaining the story when it broke and there are a number of more in-depth articles and editorials on the far reaching impact of this decision from both sides of the aisle. I particularly like this one by David Kairys on Slate who calls the decision “misguided” saying “money isn’t speech and corporations aren’t people.” The short explanation is now corporations and organizations can give as much as they like in an election or buy as much airtime as they like. On the one side, people (mostly Republicans) say this is a win for First Amendment rights and free speech, calling the previous limits on corporate spending during elections “censorship.” On the other side, people (mostly Democrats), including the President, say it’s a win for corporations and special interests that want to keep their grips on the decision-makers in Washington.

At the risk of stating the obvious, business is a crucial part of this country and its people, but I think it too often weasels its way too far into public education. And with this decision business will have even more control over our government and in turn over those that make the decisions on education. But really, the money isn’t what I’m most worried about. Those decisions are far above my pay grade…especially considering I don’t even have a teaching job yet.

While driving down the interstate, I was listening to NPR coverage of the decision (you can listen to the same story here)). Rep. John Boehner, house majority leader and supporter of the decision, downplayed worries that it would make it more difficult to tell who and what corporate entities are backing major candidates in elections.

“Sunshine really does work if you allow it to,” Boehner said.

That may be true, but what percentage of the voting population is able to determine where money is coming from? And how many care enough to do so? There are great organizations and resources out offering services like searchable databases of campaign contributions, but often the people that visit are already those discerning, thinking individuals, or cynical ex-reporters like myself. What about those that want to care but don’t really know how to uncover the truth on their own?

My cooperating teacher had a great saying that she used often when we would eat lunch during our planning blocks, feeding our stomachs and our news addiction with CNN: “Only 5 percent of the population thinks,” she’d say. “The other 95 percent waits for someone to tell them what to think.”

Right now it’s even more important that we as educators focus on helping our students learn how to learn. They need to be able to answer their own questions without waiting for someone to tell them what to think because, more often than not, it will be a special interest-funded politician or extreme talking head (Glenn Beck…Keith Olbermann…I’m looking at you guys). While at the annual NCTE convention in November, I had the pleasure of attending a great session with Kelly Gallagher. He talked about a lot of things, but one of his stories stuck with me about a student that wanted to know who “this Al guy” was that everyone was talking about…she was referring to Al Qaida. This student was getting ready to enter the world as a young voter and her knowledge of current events in this post-9/11 world clearly disturbed Gallagher as it did everyone else in the session.

“I want my students to know what a politician is saying,” Gallagher said. “But also what he’s not saying.”

And I think that’s the difference. Our students will need to be even more ready to think, discern and read between the lines. Politicians are the same now as they were a hundred years ago, I’m sure, but we have even more power to educate ourselves and demand that sunshine Boehner says works so well.

So, is it about free speech or is it about protecting democracy? To me, those issues are one in the same. The bigger issue is the background noise this adds to an already confusing system where two parties, glutted with corporate and special interest dollars, fight for 51 percent of the vote. Where does education fit into this decision? Trying to find the truth in politics seems daunting enough for me as a young voter, so I’m wondering how I will help students sift through it all?

Coming up for air at NCTE 2009

So, I had this grand idea that I would post weekly during my student teaching experience, but it looks like time (and mental energy) has gotten away from me to say the least. I’m in the eleventh week of my 14-week internship and I can’t believe how fast it’s all gone by. I’m having trouble just finishing the work I have to do as a student teacher - mainly my Impact on Student Learning project and my digital portfolio.

But my arrival in Philadelphia for the annual National Council of Teachers of English conference has me reinvigorated to reflect on my teaching experience so far.

Everyone told me it would be the hardest but the most rewarding experience of my life and I really think that’s true. There are so many students I’m teaching that I know I’ll remember for the rest of my life - some because of their amazing and unexpected insights during class discussions, others for their quirky behaviors that challenge my patience.

These are just a few of the things I’ve learned through this internship that I don’t think could be transferred to the classroom, which makes me so thankful that I decided to go the traditional route for this license (which included student teaching) despite my non-traditional/career-switching situation:

1. Classroom management cannot be mastered in a semester.

I have wonderful students. Most of jump right into my class discussions without my having to plead with them. They teach me new things every day. But…they love to talk and engage one another with goofy faces and smiles from across the room. On the one hand, they are 14-years-old! What should I expect? On the other hand I want so desperately for them to listen to their classmates during discussions and engage in the material. How do I get these exciting discussions going while also maintaining some level of decorum? I hate to “shh” them because I feel like it stifles everything. I want the lively discussion and debate without having to rein them in. Cake and eating it too?

2. Creating effective assessment has been the hardest thing I’ve done all semester and, subsequently, bringing closure to units and creating effective review of the material has been the second hardest thing.

We read “The Nose” by Akutagawa Ryunosuke, “Borges and I” by Jorge Borges and “To Julia de Burgos by Julia de Burgos” as the first unit focusing on identity and duality. It was a wonderful and challenging way to start the course. Some students panicked when reading Borges with the way he leads you around until you’re a bit dizzy, forcing you to read sentences over and over to find his meaning, but once they understood the theme of the essay and his purposes in creating a maze of words I could tell they felt accomplished. They beat Borges’ essay into something they could digest and found it rewarding. The same was true for our studies of Ryunosuke and de Burgos. But then came time to assess and that’s when I started panicking. I didn’t know how to even start creating a test let alone a review for the material. I settled on small group discussions of higher-order thinking questions about the material in an effort to tie all three works together. The test itself included multiple choice questions and two essays. I know in my heart that the essay questions are the way to go, but I did have some regrets as I spent hours grading 110 tests (meaning, 220 essays). Once I finally finished grading everything, I took 20 minutes out of each block to go over the test, showing models of students that received full credit on the essays. The entire assessment process really took it all out of me, but the reward was seeing that most of my students had learned a great deal and could show me so with their essays.

3. It excites me to see students reading and writing on their own (I have quite a few aspiring authors in my classes), but it always pains me when I have to tell them to put their works away in class.

It’s my class and they should respect that by engaging in the lesson not reading independently while the rest of us work, but I’m always afraid I’m doing some sort of damage by forcing them to close the book or put down the pen. And I’m not talking “Twilight” or “Harry Potter” here, I’m talking heavyweight literature. This is not a joke - I had to tell one of my ninth graders to put away his copy of “Anna Karenina.” Another was deep into creating characters for his next play. The top of his paper read “Dramatis Personae.” Seriously.

4. I need to learn to roll with the punches.

I don’t know how many times I’ve griped about best-laid plans in these 11 weeks, but I need to stop and just start getting used to working around things. It’s part of the job, but it’s been one of the hardest things for me to grasp. And I don’t think contingency planning within my lesson plans would make much difference. It’s something you get better at over time, I think. My cooperating teacher is great at it.

Speaking of my cooperating teacher, I don’t think I could have been placed with a better person. She has very high standards for her students and runs a tight ship in the classroom, but also connects with them on emotional levels. When it comes to what’s best for students, I really think she combines the best of both worlds. She doesn’t coddle them or let things slide, but she’s also kind and understanding of where they are in life. Fourteen is a strange age and after nearly 20 years of teaching, she really understands who they are when they enter that classroom and how jarring high school is.

I’ve learned a lot from her in this short time, but the two things that stick out in my mind are classroom management and the value of in-depth discussion. She is a true believer, and research has supported this, in the idea that talking and discussing an issue or work of literature helps you learn. As an incentive, class participation is 10 percent of the students’ grade. At first running a class discussion really intimidated me, but my university supervisor says I’m improving my method of asking leading questions during discussions - of phrasing questions in such a way that it optimizes getting the answers I want.

I’m looking forward to hitting the ground running tomorrow at NCTE 2009. I attended last year’s convention when I was in the middle of education coursework, but now that I have some real teaching under my belt I feel like I’m going to get even more out of the sessions. And I feel more confident about joining a round table discussion session.

I’ll be posting daily, hopefully, about my experiences in Philadelphia at NCTE. Hope to see you there!

I’d love to get to teaching, but…

I’m finishing up my third week of student teaching and we have yet to start studying literature thanks to an intense schedule of standardized tests, writing and reading assessments, and orientations for freshmen.

We’re in the throes of the Stanford 10 test right now and the entire next week is shot. We may have time for teaching toward the end of each block, depending on how quickly students complete the test sections, but nothing guaranteed. My cooperating teacher and I have had one day of uninterrupted teaching since school started on Sept. 8.

Maybe this is typical, but I’m really blown away by what the freshmen are having to go through in their English classes at the beginning of the year. Here are just a few of the things:

- First day of school housekeeping
- Freshman orientation
- Writing assessment
- Reading assessment (on laptops, which included a lot of set up and clean up time)
- Library media center orientation
- Stanford 10 testing

I was warned that everything that kids have to get done happens in English class because everyone has to take English, but seriously?

When I tell people I’m an English teacher, some like to make the annoyingly broad comment “Good! Cuz kid’s can’t read and write worth a hoot these days,” or something similar. Next time I hear that I might joke it’s because we don’t actually get to teach English half the time.

This isn’t to say I haven’t been learning a tremendous amount in the first few weeks of my internship - mainly classroom management. I have a few students that are going to be a challenge for me, management-wise, and I’m still trying to figure out how to deal with them.

I’m also struggling with how to assert myself within the dynamic of cooperating teacher / student teacher. The longer we spend with me in an assisting role, which is all I can really do in these weeks of testing, the longer it will take students to see me as THE teacher.

So that’s why I haven’t had much to update. I did have a great conversation with my journalism students today about the media and whether it reflects what we the people care about, or rather if we care about issues because the media covers it in such a way that makes us care about it. I was so excited by their excitement during the discussion that I let the time get away from me, though. I was quite embarrassed when my cooperating teacher came back to the class to find I hadn’t moved very far through the chapter. Oops! Pacing is something I’ll need to work on.

I’m still researching options for putting the student newspaper online. If you have any ideas, please share! We’re obviously on a limited (maybe nonexistant?) budget for this. So far I’ve looked at HighSchoolJournalism.org(free!), SchoolNewspapersOnline.com(so expensive!), and Wordpress.

I also set up a wiki for the journalism students. To start, we’re just using the discussion forum as a place for students to read and respond to news articles, but I’m hoping to do more with it soon.

Student Teaching Week 1

I couldn’t think of a more exciting title for this post because, to tell you the truth, the first week of classes wasn’t very exciting. Trust me, I had a great time and I’m excited about getting to work with the students, but the first week was full of paper work, book distribution, locker combinations, student information sheets, course expectations, a fire drill, a pep rally and one epic two-hour blackout thanks to a record-breaking rainstorm on the first day of classes. I sat at the front of the class with a flashlight under my chin.

A few lessons I’ve learned so far:

1. I need to perfect strategic bathroom breaks - 90 minutes is a long time.
2. Most teachers don’t eat. I’m trying not to become one of them with healthy breakfasts and lunches each day.
3. Proximity and eye contact work wonders.
4. Err on the side of belaboring the point with students rather than run the risk of leaving some behind. I really need to work on this.
5. Study halls are quite boring on the first week of school.

I had a chance to lead a discussion about the themes of the course with two blocks of students - two very different blocks of students. The first group I worked with started a vibrant discussion among one another - they weren’t just talking to me, they were talking with one another. But the next group, which was the first block of the day, really struggled with explaining, discussing and understanding the themes.

That’s about the only teaching I’ve done, but next week I’ll be easing into more duties and hopefully by week three I’ll be making my own plans. I’m being observed for the first time by my university supervisor and I’m more than a little nervous.

I have all 9th graders for world literature. The high school where I’m teaching houses the school system’s global studies and foreign language academy and all of my students are a part of the academy. I have one class, Journalism I & II, of both academy and non-academy students.

And I had an exciting moment with two of my students - they remembered me from my practicum experience last year when they were 8th graders!

My favorite part of the week so far was standing outside the door welcoming students into the class - using their names when I remembered them. It felt very teacher-y. And we showed Obama’s speech on Tuesday during the journalism course which made for a fitting discussion of the media coverage surrounding the event.

My cooperating teacher and I are interested in developing online writing portfolios for the 9th grade and journalism students, but I’m not sure of the best way to go about it. Wikis? The school system uses Microsoft Sharepoint. Any recommendations would be great!

Reading Rainbow and Student Choice

I’d heard rumors that the show was having trouble keeping its funding, but this week PBS finally announced that Reading Rainbow is ending after a 26-year run. Having just turned 25, I spent a lot of time as a kid watching the show’s host Levar Burton on his book-themed adventures, listening to reviews of books from kids my age, and then heading to the library to check out a few. I always thought my kids would have a chance to experience the same excitement about books that I did at a young age through this show.

As this article explains, there’s a lot of debate about whether kids need to be taught how to read first, with phonics and other comprehension strategies, or whether getting them interested in reading should be the first plan of attack.

I believe that generating interest and excitement should be first and foremost our goal as educators. If we get them interest and excited about reading, they are interested in learning, right?

My Facebook feed was a flutter this week with old college friends lamenting the death of Reading Rainbow and they all said the same thing “I like to read because I watched this show.” Sure, they may have seen parents modeling reading in the home, or teachers that encouraged independent reading, but they all felt that this show had a big impact on their reading habits today.

The lyrics of Reading Rainbow come to mind…”I can go anywhere / Take a look / It’s in a book.”

My philosophy of education is ever-changing, but one of the things I always maintain is that I want to cultivate curiosity in my students - a desire to find the answers on their own. I’ve met so many adults that ask questions of friends and coworkers that could (very, very) easily be answered with a quick Google spin. I want my students to know that they can find the answers on their own - that I, as the teacher, am not the font of knowledge in the classroom.

Reading Rainbow did more than just create excitement around reading for children - it taught them that reading is a normal thing, that you can have your own opinions about something no matter your age, and that the more you read the more opportunities you have - that you can “be anything” and “go anywhere.”

The story about the end of the Rainbow hit around the same time as a much-discussed and Tweeted-about New York Times article about giving kids choice in what they read as opposed to assigning class sets of the same novel. The story is part of a great series in the paper on the future of reading.

A reporter follows Ms. McNeill, a teacher in Georgia, as she shifts her classroom from the traditional reading methods of class sets and textbooks to giving students freedom of choice in what they read. McNeill implemented the method after a workshop she attended with Nancie Atwell, author of “In the Middle” and “The Reading Zone.”

What got to me about this article was not the success Ms. McNeill had with the method, which was impressive, but the constant speculation about whether this is the way to go. The reasons behind the speculation? That it may not prepare students adequately for standardized testing and that teachers may have trouble keeping up with all the different books. For me these problems don’t outweigh the potential payoff.

One quote left me hopeful, though, from Catherine E. Snow, a professor at the Harvard University Graduate School of Education:

“But if the goal is, how do you make kids lifelong readers, then it seems to me that there’s a lot to be said for the choice approach. As adults, as good readers, we don’t all read the same thing, and we revel in our idiosyncrasies as adult readers, so kids should have some of the same freedom.”

I’m always frustrated at policies and methods that seem to move kids away from personal freedom, because shouldn’t that be one of our ultimate goals? To give them the skills they need to make big and little decisions on their own?

Hopefully pilot programs like the ones detailed in the Times article will spread with success, because we’ll need something to pick up the slack if the canceling of Reading Rainbow is any true sign of the times.

Student teaching starts next week!

The time has come.

I start my student teaching experience officially on September 8th, but I’m spending some time next week getting to know my cooperating teacher and the school through staff meetings and orientations.

Needless to say I’m a ball of nerves right now, but I’m so excited to start.

I’m going to be reflecting on my experience here often. My goal is at least once a week, which will help me stay on track with the required journal portion of my portfolio.

As a writer and former newspaper reporter, I was thrilled to be paired with a veteran teacher that spent nearly 20 years in the newspaper business before embarking on a nearly 20-year (and counting) career in education.

I’ll be teaching 9th grade English and journalism (all grades). The journalism courses produce the school newspaper five times a year. They don’t have a Web portion up yet for the paper, but my cooperating teacher, I’ll call her Mrs. D, said I could make that one of my focuses during the internship - to help the students develop a Web site for the paper. She also expressed an interest in getting students’ portfolios online as opposed to on discs and asked for my help there.

I’m excited to be able to utilize my training as a reporter in the classroom and that I’ve been lucky enough to be placed with a teacher that is excited about what I am bringing to the table, such as my enthusiasm for technology.

On first impressions, I can tell Mrs. D has very high expectations for her students. She makes no bones about what she expects from them, which I greatly respect. Some of my best teachers were the ones that pushed me so I could finally see what I was capable of achieving.

This is going to be a difficult 14 weeks, but as they told us in the orientation, “you can do anything for 14 weeks.” I just have to keep telling myself that.

My summer reading list

Among the many feelings I have coursing through me right now in the last few months of my teaching license program is the gripping feeling “I haven’t read nearly enough!”

I’m heading into student teaching this fall and don’t feel like I’ve read anything that appears on the reading lists for the nearby school systems. I attended private schools up until my last two years of high school and the readings there were very different. I read the Shakespeare play Richard II rather than Romeo and Juliet in 9th grade, though I don’t remember a bit of it, along with Canterbury Tales. I read essays by John Locke and Gandhi and speeches by Robespierre in history class. I took a year-long Old Testament survey course where I read it from beginning to end and studied it as a historical text. The school was focused on “classical education” and primary source documents, which I really appreciate now, but at the time my head was spinning.

But rather than fret over it, I’m just going to make myself summer reading lists that include some of those classics that my “classical education” seemed to overlook.

I’m not going to get to all of this over the summer, but here’s my list so far. The links take you to the books’ Goodreads pages or Wikipedia:

Fiction:
100 Years of Solitude by Gabriel Garcia Marquez
Lolita by Vladimir Nabakov

Essays and Nonfiction:
On War by Howard Zinn
A Room of One’s Own by Virginia Woolf
Stuffed and Starved: Markets, Power and the Hidden Battle for the World Food System by Raj Patel*
A Whole New Mind by Daniel Pink

Poetry:
Yehuda Amichai
Louise Erdrich

Comics and Zines:
The rest of the Y: The Last Man series by Brian K. Vaughan
Start the Ex Machina series, also by Brian K. Vaughan
Epileptic by David B.
Fun Home: A Family Tragicomic by Alison Bechdel
On Subbing: The First Four Years by Dave Roche

Young Adult or Stuff on Student Reading Lists:
Night by Elie Wiesel
Little Brother by Cory Doctorow
Speak by Laurie Halse Anderson
Of Mice and Men by John Steinbeck
My Son’s Story by Nadine Gordimer
Slaughterhouse-Five by Kurt Vonnegut

*Currently reading

So what’s on your summer reading list? I have so much marked “to-read” on my Goodreads that I needed to condense it into something manageable.

Home stretch! An update

Well, it’s the home stretch for this semester at least. I’m taking two more classes this summer before heading into student teaching in the fall. This week I have plenty of assignments due (many of which I’m procrastinating on while writing this blog post) and exams next week.

I can’t believe how much I’ve done in these last few months - I quit my job, moved, started my own business, and started an even more rigorous class schedule. But sometimes it’s hard not to always feel behind. I just have to keep my eyes on the prize - a new, more rewarding career! Ironically, a career where other people assure me I’ll always feel behind on my to-do list.

I finished my last day of practicum hours with the middle schoolers this past week. I was sad to leave! As I’ve said before, the school where I was placed is a wonderful and caring community to say the least. I always thought middle school was something I didn’t want to do, but it’s funny how quickly those feelings can change.

I have plenty of posts I want to share once I have some free time, including my recent thoughts about GLBTQ literature in the classroom. It’s a big interest area of mine and luckily the newest issue of English Journal is dedicated to sexual identity and gender variance. If you’re a member of NCTE, you can read the articles online here. I highly recommend it. I also have a book review I’ve been working on that I’d like to share in the coming weeks.