Today was the official last day of school. Grades were handed in, textbooks, classroom keys, and handbooks too. We had our last faculty meeting where they announced the "Veteran of the Year" (a veteran is someone -faculty/staff- at the school who has been there for more than 3 years) and also the "Rookie of the Year" (three years or less) and based off of feedback from colleagues I was selected as the Rookie of the Year - it was pretty great to get the unexpected recognition.
So now we're on summer vacation and all I have to do is goof around with my iPad because I got selected to be in a pilot program group that will be implementing iPads into their classrooms. I've already got a list of great apps and can't wait to keep finding new ones.
Oh yeah - and I get my own classroom next year. Boom!
Friday, June 15, 2012
Thursday, June 7, 2012
Batman
A student put this at the end of her test, it's pretty self explanatory but she does this every test.
I also have another student who draws a scene from a different Disney movie on every test and I have to guess which movie it's from. In response, I usually draw another scene from another Disney movie and leave it up for him to guess. So far - we've both stumped each other once
Wednesday, June 6, 2012
this day in history (well, yesterday)
"Does anyone know what happened on this day (6/5) in 1968 in history?"
"OH! THE HOLOCAUST ENDED!"
Sadly, that was over twenty years before. Shockingly, this is the same person who thought Iwo Jima was the Moon
- Correct Answer: RFK assassination
"OH! THE HOLOCAUST ENDED!"
Sadly, that was over twenty years before. Shockingly, this is the same person who thought Iwo Jima was the Moon
- Correct Answer: RFK assassination
Tuesday, May 15, 2012
The 1960s
For the past few weeks we've been covering the 1960s. Typically it's a really difficult unit to teach because so much happens in such a little amount of time none of it is really concentrated in the same area. So in order to make the most sense of the 1960s, I made a Prezi that takes you through a timeline. First through the Domestic Issues (Election of 1960, JFK assassination, March on Washington, Great Society, etc), then through Foreign Affairs (Berlin Wall, Vietnam War, Alliance for Progress, etc) and finally through the Counterculture (Hippies & Protesters). Each one of the sections goes through chronologically and builds on top of the previous section.
When I showed my students the notes for the first day they got ridiculously overwhelmed - but I explained that these notes were taking us three weeks not just one day so it's not as daunting.
Here's what the first slide of the Prezi looks like -
85 slides right there, so obviously the students were a bit concerned.
But in any case, we've since finished all those notes and recently we talked about Monterey Pop, Woodstock, Altamont, as well as famous 60s bands and musicians. For homework my students had to create concert posters that would be appealing to the hippie crowd of the 1960s and here are a few of the good ones from this year:
When I showed my students the notes for the first day they got ridiculously overwhelmed - but I explained that these notes were taking us three weeks not just one day so it's not as daunting.
Here's what the first slide of the Prezi looks like -
85 slides right there, so obviously the students were a bit concerned.
But in any case, we've since finished all those notes and recently we talked about Monterey Pop, Woodstock, Altamont, as well as famous 60s bands and musicians. For homework my students had to create concert posters that would be appealing to the hippie crowd of the 1960s and here are a few of the good ones from this year:
Thursday, May 3, 2012
College
At tennis, one the kids - a typically loud, cocky, doesn't listen to anyone but is a very talented kid - came up to me because he wanted to ask me a question. This kid and I barely spoke to each other at all during last year's season, and this year we have talked here and there but in no way would I see myself as someone he would approach with a question.
For the next half hour we had a full-on discussion on his college plans for next year and how picked one school, sent in his deposit, but now is having second thoughts. We talked about what he liked about his two top schools, what he hated about them, what he thinks, what I thought (but I made sure not to force my opinion on him - it was more important for him to figure this out, I was just going to help him get there), and so on.
At the end of it, he decided to switch schools, had the biggest smile on his face, and now knows that he can come to me if he has an issue.
Made me feel good as a coach
For the next half hour we had a full-on discussion on his college plans for next year and how picked one school, sent in his deposit, but now is having second thoughts. We talked about what he liked about his two top schools, what he hated about them, what he thinks, what I thought (but I made sure not to force my opinion on him - it was more important for him to figure this out, I was just going to help him get there), and so on.
At the end of it, he decided to switch schools, had the biggest smile on his face, and now knows that he can come to me if he has an issue.
Made me feel good as a coach
Plagiarism
Over the month of April - since we only had 11 days of actual school (Easter, vacation, professional days for teachers) my students had to either watch Remember the Titans or The Help. Then write a page and a half essay explaining how the movie portrays the Civil Rights Movement and which characters best represent desegregation, and which represent segregation.
I assigned the essay April 3rd - it was due April 30th.
On May 1st, two students hand in their papers (already a day late) and after reading through one and then the first four words of the other, I realize they are the exact same. Within the first few words they both spell "movie" without the "i" even. I will say, the essays aren't the EXACT same, one student said "blacks and whites" and the other wrote "African-Americans and Caucasians."
In any case - brought that to the Vice Principal of Academics and they both got zeros for the assignment. Also, both students have already come to see me to apologize (not something they are told they have to do)
I assigned the essay April 3rd - it was due April 30th.
On May 1st, two students hand in their papers (already a day late) and after reading through one and then the first four words of the other, I realize they are the exact same. Within the first few words they both spell "movie" without the "i" even. I will say, the essays aren't the EXACT same, one student said "blacks and whites" and the other wrote "African-Americans and Caucasians."
In any case - brought that to the Vice Principal of Academics and they both got zeros for the assignment. Also, both students have already come to see me to apologize (not something they are told they have to do)
On a plane!
I class earlier this week we were talking about the JFK
assassination and went through the entire ordeal. The next day we started
talking about Robert F. Kennedy and a student asked if he got assassinated too.
I explained that he did, but that we would talk about that later on.
“On a plane! He died on a plane right?”
“No, he died in a hotel kitchen.”
“Well which one was assassinated on a plane?”
I had to stop and think, but I realized he was talking about
John F. Kennedy Jr.
“JFK Jr. died in a plane crash, he wasn’t assassinated – but
that’s how he died”
“Wait? JFK Jr.? Wait, whose son was he? ……… Ooh, that was
bad”
(same girl who thought Iwo Jima was the Moon landing)
Tuesday, April 24, 2012
Review Game
Question: What was the name of the speech Martin Luther King Jr. Gave at the March on Washington?
Answer: (student yelling) I GIVE A SPEECH!
Wednesday, April 4, 2012
Schedule
Just found out my schedule for next year. Sadly, I no longer have only one prep (US History II). I'll only have two sections of juniors, and now I will also have three sections of the highest level freshmen.
Fun.
Fun.
Tuesday, April 3, 2012
Thursday, March 29, 2012
Top 10 Places to Built a Fallout Shelter
- as explained by my student's projects
10. Underwater in the Bermuda Triangle
9. On the Moon
8. In a Chuck E Cheese ballpit
7. Under the Bat-Cave
6. In a treehouse
5. Backyard
4. Underwater in the Great Barrier Reef
3. In the middle of a dormant volcano
2. 1,800 miles below the Earth's surface
1. Canada
10 Ten Items to Build a Fallout Shelter out of:
10. Cement
9. Steel
8. Brick
7. Glass
6. Lead
5. Titanium
4. Melted ballpit balls
3. Dinosaur hides
2. Adamantium
1. Kryptonite
Tuesday, March 27, 2012
Fallout Shelters
This week we have been learning about the Cold War and the nuclear arms race and all that fun stuff. For a mini-project, my students had to create their own fallout shelters to get in the mindset of a person of the 1950s in a way.
Most students have made their under their houses, or in Canada (because no one would bomb Canada) and a lot made theirs entirely out of glass in the middle of the ocean - so they can look at fish for fun.
One student begins his explanation of his fallout shelter like this:
"Deep in the heart of Chuck E. Cheese, through the depths of the ball pit, there is a door. Under the door there is a ladder to my fallout shelter. It is made out of melted balls from the ball pit because it is easy to obtain. I'd also have a window so I don't look like Edward Cullen."
He goes on to talk about his race-car bed and, "I'd live by myself so that I could get a good start on my one-man band. Also, I don't want to have to resort to cannibalism."
Most students have made their under their houses, or in Canada (because no one would bomb Canada) and a lot made theirs entirely out of glass in the middle of the ocean - so they can look at fish for fun.
One student begins his explanation of his fallout shelter like this:
"Deep in the heart of Chuck E. Cheese, through the depths of the ball pit, there is a door. Under the door there is a ladder to my fallout shelter. It is made out of melted balls from the ball pit because it is easy to obtain. I'd also have a window so I don't look like Edward Cullen."
He goes on to talk about his race-car bed and, "I'd live by myself so that I could get a good start on my one-man band. Also, I don't want to have to resort to cannibalism."
Thursday, March 15, 2012
States
A student runs up to me today; "Quick, how many states are there? 51 right? Because James swears there are 52. How ridiculous is that!?"
Iwo Jima
Today we were learning about the Battle of Iwo Jima. On the slide projected on the board, I had put the famous picture of the flag raising from the battle. One student right away says, "Wait!? That's what that picture is from? I always thought it was from something else!" When asked where she thought it came from, she refused to say because she said it was stupid.
As class went on a different student, who had been talking to the first student, yells, "Seriously, you thought that picture was from the moon landing!"
Very confusing.
Oh kids.
As class went on a different student, who had been talking to the first student, yells, "Seriously, you thought that picture was from the moon landing!"
Very confusing.
Oh kids.
Wednesday, March 14, 2012
Overheard in a Department Meeting
"I never dated a guy in a leisure suit. Weirdos. If I saw a guy in a leisure suit - I went the other way. Never dated them, never."
Tuesday, March 13, 2012
overheard
Student 1: "what's a provision?"
Student 2: "it's the ban of alcohol - no more moonshine!"
Student 2: "it's the ban of alcohol - no more moonshine!"
LOST
I sit in the back of a fellow PACT teacher's class during one of my free period. The class is hilarious and different everyday.
Today they were learning about Valley Forge during the Revolutionary War. The teacher was lecturing about how the winter was really rough, there was little food, the American soldiers were running out of supplies and so on.
Student: "Wait so they weren't even dying because of someone else? They were starving? Jeez, that's why we lost."
The rest of the class then had to explain that we won the American Revolution - it took a solid 5 minutes to convince the kid.
Today they were learning about Valley Forge during the Revolutionary War. The teacher was lecturing about how the winter was really rough, there was little food, the American soldiers were running out of supplies and so on.
Student: "Wait so they weren't even dying because of someone else? They were starving? Jeez, that's why we lost."
The rest of the class then had to explain that we won the American Revolution - it took a solid 5 minutes to convince the kid.
Monday, March 12, 2012
overheard in the cafeteria
One freshman girl to another:
"Do you like fat guys? I went to a bar once and an old fat guy took my picture."
What kind of conversation has to happen for this to make sense in context? Or is that impossible?
"Do you like fat guys? I went to a bar once and an old fat guy took my picture."
What kind of conversation has to happen for this to make sense in context? Or is that impossible?
Milgram
In 1961 a social psychologist, Dr. Milgram, conducted a study on people's obedience to authority and how far someone will go inflicting damage/pain on another person just because an authority told them to do so. He was studying things like how Hitler was able to led and direct Germans do carry out his plan without much dissent (much of it was fear, but Milgram thought and obedience to authority was the rest).
He had 40 people in the study, these 40 had to teach a list of word-pairs (yellow flower, strong coffee, etc) to a "learner" (actually an actor) and then later on test the learner's memory. If the learner got a question wrong, the teacher had to administer an electric shock (starting at 15 volts and going to a lethal 450 volts) because the authority had told them the experiment required them to do so.
Of the 40 participants, 26 went all the way to giving the fatal 450 volt shock (the learner wasn't actually hooked up to the electric shock machine - but the teacher thought they were), 14 quit before that point.
Today I discussed Milgram and dedicated the day's lesson to his study on obedience. I told my students it was a memory study and lied to them just like Milgram lied to his participants. In the process, without them realizing they were blindly following an authority figure, I got them to change seats, move all their backpacks to the back of the room, write nonsense words on an index card, and I even got about 5 in each class to go to their lockers and get their World Languages textbook - all without anyone questioning or challenging my directions.
After I revealed the true nature of the lesson, most kids couldn't believe it, one kid said, "wait, uhhh, umm, wait, so, uhh, you just like uhh messed with our heads. my mind is like blown." Very eloquent.
I did make a point to explain that in no way, shape or form am I advising my students to disrespect and ignore authority. I told them they had to listen to their teachers and parents, follow orders from the police, and generally avoid any form of anarchist revolution.
But overall, fun day.
He had 40 people in the study, these 40 had to teach a list of word-pairs (yellow flower, strong coffee, etc) to a "learner" (actually an actor) and then later on test the learner's memory. If the learner got a question wrong, the teacher had to administer an electric shock (starting at 15 volts and going to a lethal 450 volts) because the authority had told them the experiment required them to do so.
Of the 40 participants, 26 went all the way to giving the fatal 450 volt shock (the learner wasn't actually hooked up to the electric shock machine - but the teacher thought they were), 14 quit before that point.
Today I discussed Milgram and dedicated the day's lesson to his study on obedience. I told my students it was a memory study and lied to them just like Milgram lied to his participants. In the process, without them realizing they were blindly following an authority figure, I got them to change seats, move all their backpacks to the back of the room, write nonsense words on an index card, and I even got about 5 in each class to go to their lockers and get their World Languages textbook - all without anyone questioning or challenging my directions.
After I revealed the true nature of the lesson, most kids couldn't believe it, one kid said, "wait, uhhh, umm, wait, so, uhh, you just like uhh messed with our heads. my mind is like blown." Very eloquent.
I did make a point to explain that in no way, shape or form am I advising my students to disrespect and ignore authority. I told them they had to listen to their teachers and parents, follow orders from the police, and generally avoid any form of anarchist revolution.
But overall, fun day.
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