During conversation with Laura this evening I offered prompts so she could continue to be fully self-expressed and noticed the difference between noise and being of service. This was her second time out with the Meet Up group and she was happy to get out and carve a life for herself. I also pulled her onto the dance floor with the dancing group she danced with smiles. My annoymous good deed might be asking Kermit to ask her to dance - I'll do that next time. I tend to want to do the good deed in person without thinking about it, my strong suit?
It's easiest restraining myself from interrupting, being my racket, with strangers, or people I almost sort of know. I am more mindful when I speak with someone I do know. Interesting.
Acknowledgments: the young lady packing up the table to leave, the young gentleman serving us and the other one who made our meal. It creates a space of cheerfulness in coming and going, leaving me with the sense of peace.
Saturday, August 18, 2007
Friday, August 17, 2007
August 17
During group conversation I notice my need to add or interrupt and I literally restrain, force my mouth to remain closed (structural), look at Sue and Sally and neither seem to notice my lack of contribution. In fact, they are really get into expressing themselves and their faces light up. The thread of that conversation has a space to close.
At the base of my need for adding to conversation is my expression "I am important, I count, and take me seriously." I want to be seen as knowledgeable and all grown up. It's all "I" centered and about my needs and it comes across that way. This is the source of my racket and its around domination or avoiding domination.
Today, the good deed was to have Sally extend the invitation to Janet to join us for "happy meal" (we are non-alcoholics). Janet is a new administrator who works endlessly, and declined because her husband is leaving this weekend.
These are my acknowledgments given verbally: my students for having great learning attitudes, rising to the challenge of trying something different, the parents last night for attending open house to be related to their children and be a stand for their success. Today, I completed with the class those who invited/parents who came/did not come and acknowledged them as students. I notice my first week of school has been stress less, easy, and filled with lots of smiles.
At the base of my need for adding to conversation is my expression "I am important, I count, and take me seriously." I want to be seen as knowledgeable and all grown up. It's all "I" centered and about my needs and it comes across that way. This is the source of my racket and its around domination or avoiding domination.
Today, the good deed was to have Sally extend the invitation to Janet to join us for "happy meal" (we are non-alcoholics). Janet is a new administrator who works endlessly, and declined because her husband is leaving this weekend.
These are my acknowledgments given verbally: my students for having great learning attitudes, rising to the challenge of trying something different, the parents last night for attending open house to be related to their children and be a stand for their success. Today, I completed with the class those who invited/parents who came/did not come and acknowledged them as students. I notice my first week of school has been stress less, easy, and filled with lots of smiles.
Thursday, August 16, 2007
Wisdom Journal
Thursday, August 16, 2007
Wisdom Homework: To observe noise (trying to give advice) in conversation, do an annonymous good deed that the recipient will use, and journal outcome.
Observation:
I kept thinking what I'm thinking is Noise as Susan talks, and I can see how she has a conversation that loops into what she wants to talk about - what's truly important to her, her daughter leaving for Korea last night. I try to differentiate between noise and perpetration withhold and realize that it's all noise. Nothing I can say forwards anything or makes the difference. This is a disappearing conversation. I notice that I want to say something that shows I know my stuff (she's my mentor teacher, department lead) and have to refrain because I can see it's like being one up on someone.
It's hard to break the pattern, habit of noise making, and I find myself slipping, catching myself erupting noise and immediately see the impact it has on relatedness - we aren't. The empowering habit is being present in my listening.
Annonymous Good Deed
Today, I looked for ways to contribute anonymously, and could not see an opening. Yesterday was easier, let someone cut in traffic. In fact, today, I cut off someone and then realized that I could be gracious and let someone in as a good deed. After thought. Perhaps I might pick up post it notes and pop them on secretary's desk, thank you cards, something to slip on their desk? Maybe put something on the parked car window that would make a difference? Wondering what could I do to generate a "Pay it forward" motion.
All is well.
Wisdom Homework: To observe noise (trying to give advice) in conversation, do an annonymous good deed that the recipient will use, and journal outcome.
Observation:
I kept thinking what I'm thinking is Noise as Susan talks, and I can see how she has a conversation that loops into what she wants to talk about - what's truly important to her, her daughter leaving for Korea last night. I try to differentiate between noise and perpetration withhold and realize that it's all noise. Nothing I can say forwards anything or makes the difference. This is a disappearing conversation. I notice that I want to say something that shows I know my stuff (she's my mentor teacher, department lead) and have to refrain because I can see it's like being one up on someone.
It's hard to break the pattern, habit of noise making, and I find myself slipping, catching myself erupting noise and immediately see the impact it has on relatedness - we aren't. The empowering habit is being present in my listening.
Annonymous Good Deed
Today, I looked for ways to contribute anonymously, and could not see an opening. Yesterday was easier, let someone cut in traffic. In fact, today, I cut off someone and then realized that I could be gracious and let someone in as a good deed. After thought. Perhaps I might pick up post it notes and pop them on secretary's desk, thank you cards, something to slip on their desk? Maybe put something on the parked car window that would make a difference? Wondering what could I do to generate a "Pay it forward" motion.
All is well.
Saturday, May 19, 2007
Lions Quest
Yes, we just got over AIMS and now we are finishing up three Wednesdays of Lions Quest - drugs, tobacco and alcohol education. I predict we will see zero substance abuse experimentation on campus because the kids get it that it's not cool, and what I do see is a rise in physical misbehavior. The incident of dumping kids in trash cans is on the rise.
14 1/2 days to the last day of school, less one day for a Jillians field trip/celebration, the 1/2 day is graduation and clean up, the day before that is finishing up, clearing out projects, signing Yearbooks, so for real teaching days - 12.
The kids will just finish their painting assignment, (It's just studio trimming off art history and other understandings) others will have worked through their printmaking assignment and the whistles will have the final firing. I settle for a lot less at this stage since the students do not receive in depth preparation for their paintings. Perhaps I need to reconsider what and how I teach in the last two weeks of school.
This school year has been wonderful:
Middle School Lead art teacher, mentor to student teacher two semesters, beginning teacher coach all year, in charge of the schools internet permission slips, spear head the PTO wish list for teachers, set up the arts walk, inspire art teachers to create artwork for a gallery exhibit, write an $8000 grant for photographer artist in residence for next year, be nominated as outstanding art teacher, and graduate with Masters in Curriculum and Instruction.
14 1/2 days to the last day of school, less one day for a Jillians field trip/celebration, the 1/2 day is graduation and clean up, the day before that is finishing up, clearing out projects, signing Yearbooks, so for real teaching days - 12.
The kids will just finish their painting assignment, (It's just studio trimming off art history and other understandings) others will have worked through their printmaking assignment and the whistles will have the final firing. I settle for a lot less at this stage since the students do not receive in depth preparation for their paintings. Perhaps I need to reconsider what and how I teach in the last two weeks of school.
This school year has been wonderful:
Middle School Lead art teacher, mentor to student teacher two semesters, beginning teacher coach all year, in charge of the schools internet permission slips, spear head the PTO wish list for teachers, set up the arts walk, inspire art teachers to create artwork for a gallery exhibit, write an $8000 grant for photographer artist in residence for next year, be nominated as outstanding art teacher, and graduate with Masters in Curriculum and Instruction.
Friday, April 13, 2007
Outstanding Art Teacher
Today I received word I have been nominated by our principal for Outstanding Art Teacher of the year award for the Arts in Ed Council. I just finished writing a $8000 grant (actually a sum of two different grants, one used as a matching grant for the other) and it was intense. The photographer is working with our kids to create a permanent photographic collage on metal on campus and cyanotype journal books to be used in writing classes.
Here's to a great weekend after a truly hectic week of collecting signatures, writing endless letters, and late night perculating of yet more writing. No wonder I'm a little behind in my Master's writing homework - I'm all written out. Next week I have it that I can finally focus on guess what - writing for my Masters and doing the reading for that. The two grants have been huge for me and the school and being done gives me mental space to take on the next big giant.
Two weeks of intense data gathering, then analyzing. I am pumped.
Here's to a great weekend after a truly hectic week of collecting signatures, writing endless letters, and late night perculating of yet more writing. No wonder I'm a little behind in my Master's writing homework - I'm all written out. Next week I have it that I can finally focus on guess what - writing for my Masters and doing the reading for that. The two grants have been huge for me and the school and being done gives me mental space to take on the next big giant.
Two weeks of intense data gathering, then analyzing. I am pumped.
Thursday, April 12, 2007
AIMS Week
This week has been a nice break from routine. I am proctoring my Advisory (think Homeroom) kids in AIMS, and then we have alternating 3 period schedules for the remainder of the day. There are teachers showing movies all week long and basically resigned themselves to zero instruction. Some are bringing in popcorn, chips, and games to add to their mix, slipping this under admin radar. I wonder if this is also a contributing factor in complaints that students have already "checked out" after AIMS and are on summer holidays in their minds; or is it perhaps AIMS is scheduled in April instead of marking the end of the school year?
My students, walking in, take out their work and carry on working, and it seems as though many of them are truly happy to be involved in doing something concrete, and mind engaging, except for Ryan who wanted to check out, be in the next hour class and watch movies. The student teacher walked around giving them candy while they were working.
I enjoy the mix up of schedules, routines, different faces and classes switched brings a freshness to the day and it's interesting how I feel towards classes because of how they are staggered. I noticed this in the last class where 2nd hour walked in rambunctious, lively, and highly social x10. They had a whole different energy and were still highly functional.
Next week we are less AIMs and I pick up 2 of classes. The student teacher has 3 weeks left and is already interviewing for jobs in our District. I am looking forward to being back in the rhythm of teaching and directly working with students. Life is good.
My students, walking in, take out their work and carry on working, and it seems as though many of them are truly happy to be involved in doing something concrete, and mind engaging, except for Ryan who wanted to check out, be in the next hour class and watch movies. The student teacher walked around giving them candy while they were working.
I enjoy the mix up of schedules, routines, different faces and classes switched brings a freshness to the day and it's interesting how I feel towards classes because of how they are staggered. I noticed this in the last class where 2nd hour walked in rambunctious, lively, and highly social x10. They had a whole different energy and were still highly functional.
Next week we are less AIMs and I pick up 2 of classes. The student teacher has 3 weeks left and is already interviewing for jobs in our District. I am looking forward to being back in the rhythm of teaching and directly working with students. Life is good.
Sunday, April 8, 2007
The Real Research
My real research is about Ian, smart, gifted, fast working, likely quick start, attention needy, leader, born with opportunities, who finishes 2 weeks in advance of everyone else. He epitomizes my gifted, advanced student who can go two ways in his behavior and pull the class along with him. I also have a difficult time getting into the head of the bright 8th grader and knowing what will best motivate this artist. Ian is vocal and happy to be the focus of a paper. I trust he is also able to be reflective and share his feelings and thinkings about the way he works. This paper will give me an insight into how the student approaches art and based on my findings I will better prepare and plan meaningful and appropriate interim lessons.
The research question is: What don't I know about how this student I approaches art?
Collecting data: have interviewed him initially and discovered he loves art and draws/doodles at home, and now am observing how he works with his painting project. On Monday I will request he records his reflections (via tape) about why he is making the choices he is making in painting, and how he feels about his process, or perhaps ease him into the process with a reflections check list approach. There will be a month's worth of data collection and analysis.
The process: I have already documented his progress in terms of the interim assignment: blind, 1/2 blind, and contour line drawing, and now I will compare that to how he approaches his regular classroom assignment: painting the Major Impact on my Life. The readings related to the paper will be Viktor Lowenfeld, Michael Day, Betty Edwards, Pamela Taylor and multiple drawing process books.
Time Frame: The paper is due May 5th ready for editing and handed in complete on May 17th. Journal entries are continuous, initial interview is done, then one when Ian picks up the interim project again, and the final one when he is complete. I have copies of his work sample.
The research question is: What don't I know about how this student I approaches art?
Collecting data: have interviewed him initially and discovered he loves art and draws/doodles at home, and now am observing how he works with his painting project. On Monday I will request he records his reflections (via tape) about why he is making the choices he is making in painting, and how he feels about his process, or perhaps ease him into the process with a reflections check list approach. There will be a month's worth of data collection and analysis.
The process: I have already documented his progress in terms of the interim assignment: blind, 1/2 blind, and contour line drawing, and now I will compare that to how he approaches his regular classroom assignment: painting the Major Impact on my Life. The readings related to the paper will be Viktor Lowenfeld, Michael Day, Betty Edwards, Pamela Taylor and multiple drawing process books.
Time Frame: The paper is due May 5th ready for editing and handed in complete on May 17th. Journal entries are continuous, initial interview is done, then one when Ian picks up the interim project again, and the final one when he is complete. I have copies of his work sample.
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