Wednesday, 22 August 2007
Berry Queen Blizzard
Oh wow. We had a blast today! The "pick your own" finally re-opened and they had red, red raspberries- Lil'Bug's favorite! Yum. We picked and picked and wore our selves out and then ate and ate. They had early apples too. It was a really good day. She learned all about what bugs are a problem for the plants and how to tell if the berry is ready to be picked. We tasted the varied shades of pink to red to purple. Yum.
Tuesday, 21 August 2007
Teaching Meme
I know that being tagged for something shouldn't make me so happy, but it does. It really does. Thank you Heather.
1. I am a good teacher because…I'm not. I have much to learn, but thankfully my student is the best teacher and I'm along for the ride.
2. If I were not a teacher I would be a…A teacher. I'm a college professor in my other life and it is what I wanted to do before Lil'Bug was in the picture.
3. My teaching style is…Right now, it is unschooling. It works for us. Perhaps when she demonstrates a need or desire for structure we will take on what she wants. Right now she learns best by exploring. If I had to name something closer to a method, she's Charlotte Mason leaning.
4. My classroom is…Life. The way we live is not typical, but we do a lot of things that encourage learning and hands on lessons.
5. My lesson plans are…all in my head. There are things day to day that I teach my little one. It takes a bit of common sense and planning to include her.
6. One of my teaching goals…To produce a thoughtful, resourceful child who loves learning as much as I do.
7. The toughest part of teaching is…learning to relax. I am so insecure sometimes and it doesn't take much for a comment to shake my confidence. Then it takes me too long to re-balance my confidence. I need to be the steady one for my Lil'Bug.
8. The thing I love about teaching is…EVERYTHING! I really do. I love engaging Lil'Bug. I also love creating confidence and accomplishment for my college students.
9. A common misconception about teaching is…that it is hard. It's hard work, but its not hard. I give the teaching back to the students and facilitate their learning. Like a surgeon's assistant handing the doc scalpel, string, Hotwheels, iodine, etc.....I am there to anticipate their needs and hand over the tools. You don't need a degree to do that for your own children, though you might for a classroom of strangers and you definitely need expertise (not necessarily schooling) for highly advanced levels.
10. The most important thing I have learned since I started teaching is…to be less judgemental and relaxed. I used to really get my spikes up when someone would say, "I could never do that!" about homeschooling, etc. I would want to say back to them about sending their kid to public school, etc., "I could never do that!" I would say, "It works for us," without really considering that they, too, do what works for them. I need to consider that they have researched their options and know their children well enough to make the decision for their own family. I'm quite sure that the judging we do to each other about everything is not helpful. Every single family does things their own way. If we start the stone throwing and nose holding then the idea of community is next to impossible. What do we teach our kids when we do this? This realization is not just making me a better teacher, but a better person.
I'd like to tag Needleroozer (LB). I'd love to hear your thoughts!
1. I am a good teacher because…I'm not. I have much to learn, but thankfully my student is the best teacher and I'm along for the ride.
2. If I were not a teacher I would be a…A teacher. I'm a college professor in my other life and it is what I wanted to do before Lil'Bug was in the picture.
3. My teaching style is…Right now, it is unschooling. It works for us. Perhaps when she demonstrates a need or desire for structure we will take on what she wants. Right now she learns best by exploring. If I had to name something closer to a method, she's Charlotte Mason leaning.
4. My classroom is…Life. The way we live is not typical, but we do a lot of things that encourage learning and hands on lessons.
5. My lesson plans are…all in my head. There are things day to day that I teach my little one. It takes a bit of common sense and planning to include her.
6. One of my teaching goals…To produce a thoughtful, resourceful child who loves learning as much as I do.
7. The toughest part of teaching is…learning to relax. I am so insecure sometimes and it doesn't take much for a comment to shake my confidence. Then it takes me too long to re-balance my confidence. I need to be the steady one for my Lil'Bug.
8. The thing I love about teaching is…EVERYTHING! I really do. I love engaging Lil'Bug. I also love creating confidence and accomplishment for my college students.
9. A common misconception about teaching is…that it is hard. It's hard work, but its not hard. I give the teaching back to the students and facilitate their learning. Like a surgeon's assistant handing the doc scalpel, string, Hotwheels, iodine, etc.....I am there to anticipate their needs and hand over the tools. You don't need a degree to do that for your own children, though you might for a classroom of strangers and you definitely need expertise (not necessarily schooling) for highly advanced levels.
10. The most important thing I have learned since I started teaching is…to be less judgemental and relaxed. I used to really get my spikes up when someone would say, "I could never do that!" about homeschooling, etc. I would want to say back to them about sending their kid to public school, etc., "I could never do that!" I would say, "It works for us," without really considering that they, too, do what works for them. I need to consider that they have researched their options and know their children well enough to make the decision for their own family. I'm quite sure that the judging we do to each other about everything is not helpful. Every single family does things their own way. If we start the stone throwing and nose holding then the idea of community is next to impossible. What do we teach our kids when we do this? This realization is not just making me a better teacher, but a better person.
I'd like to tag Needleroozer (LB). I'd love to hear your thoughts!
Monday, 20 August 2007
Artistic expression expression expression expression......
I think I may have stumbled on my stumbling block and finally saw what it is that keeps tripping me. I do things 210%. I know this, I embrace this, but it may be what is hindering my progress.
For example: last night I decided the time had come to paint. I had purchased all the necessary things (brushes, paint, canvas....) and so I began. But wait, here is where it gets complicated. I needed to prime them with color. So I prime all six canvases with the same color. Efficient production. While that is setting, I step outside to get a few photos of plant shapes and lines. Good as any place to start. THEN I come in and start painting (yes, ignoring the photos entirely) not one at a time mind you....all six at the same time.
After photo 2 I realized that none of the six would be very good if I continued like this. Also, what am I going to do with six canvases all with the same teal background?
Tonight, I will work on one of them. Just one. Deciding which one will probably stop the whole process and I'll end up doing dishes, cleaning cat box, or.......blogging. :)
For example: last night I decided the time had come to paint. I had purchased all the necessary things (brushes, paint, canvas....) and so I began. But wait, here is where it gets complicated. I needed to prime them with color. So I prime all six canvases with the same color. Efficient production. While that is setting, I step outside to get a few photos of plant shapes and lines. Good as any place to start. THEN I come in and start painting (yes, ignoring the photos entirely) not one at a time mind you....all six at the same time.
After photo 2 I realized that none of the six would be very good if I continued like this. Also, what am I going to do with six canvases all with the same teal background?
Tonight, I will work on one of them. Just one. Deciding which one will probably stop the whole process and I'll end up doing dishes, cleaning cat box, or.......blogging. :)
Friday, 17 August 2007
Live and Learn, (welcoming the new semester)
I've been asked to blog about my education philosophy, maybe it would be stated better as a method really.
I love to learn. I love my fields of scholarship. I tripled in the MA program because I couldn't decide and doing each one one at a time would be horrifically more expensive than the horrifically huge amount of money we have already spent, but I still couldn't decide. Doing all three fixed a couple problems for me: 1) It meant I didn't have to take "electives" or some of the boring unrelated to my actual interest mundane classes related to the disciplines 2) I had to propose my thesis before I was accepted instead of 6 months before graduation and 3) I got to do all three! Yippee!
I flounder in the boring classes. Why? Because I get it early on and then I am bored. I read ahead. I did ok, if I could tutor someone else in the class. However, in the advanced classes I had to learn the boring stuff as I went, along with the themed material, as a means to understanding it. Then I was motivated, fascinated, and occupied mentally the entire time. No floundering. That worked really well for me and I retain to this day about 80 percent of the content in each of those classes. I did have a problem with dominating conversation though. This led to a long heart to heart with an professor who suggested I teach. Maybe he was joking? Doesn't matter because that's what I do now and I love it. Don't think that I got a pass on the cores of each discipline; at my thesis defense I was drilled on all of it and had no notes, no idea what they would ask, and I had no know it all. Plus my actual thesis had to demonstrate working knowledge in all three. Fun stuff.
Which brings me to my classroom. What do I do that works so well for my students? I do not stand up front and lecture the cliff notes of the textbook. That bores me as much as it bores them. I choose to teach an element of my field that is process instead of content: Composition. What worked for me in my education works for them to, if they are willing to take it on. They choose, within a set pretext, what they will write about. Then we use their topic to learn the process of composition, research, and revision.
One semester I had a student use the same topic for every theme: his beloved race car. His autobiography was about learning to read about cars, his profile of a place was about the undercarriage while he built it in his garage, his problem paper was about track safety and his solution paper was about better pr for the type of racing he does. These papers were creative, interesting, and really well done all from a student who had told me at the beginning that he struggled with English and hated writing papers. His grade? A. (103% after extra credit) So that got me thinking, why not encourage all my students some freedom to be creative and bend the rules a bit? I could have told him, "No, write about a park or a coffee house," but I didn't and he excelled.
Most people, by the time they are working adults, hate education and see it as a tedious chore. That mindset happens long before, when they are forced to study topics they hate and will never use, forced to do homework, forced to work for grades instead of learning. Thus the humiliation of "Are You Smarter than a 5th Grader". It's not that you are or are not smarter, it is just that hopefully, at age 11, those little people have not had their desire for learning stomped on by tedious tasks and busy work. So why should I continue that loathing of education? (I am smarter than a 5th grader, BTW. I played along twice and know more than 80 percent of the answers! They would never let me play on TV though.)
I set fluid parameters. I cannot force them to learn. If they fail a paper I do not mark an F, I give it back to them to do again with reasons why. They can take a zero or try again. People learn by trying again. Life is like that.
I also teach them that I am a person, one of many that they can learn from, but that I am their equal as a person. That is a different dynamic than most primary schools teach. Many students are afraid to talk to me, afraid to advocate for themselves (if they don't, no one will), and afraid to fail. Real learning is counter to all of that. Once they take responsibility for all of the above, then....I can teach them, or rather they begin teaching themselves and I facilitate the classroom experience.
Teaching my daughter is no different. I am her guide, but really, most of the time she is the one leading her own discoveries and I am along to document it. Call it unschooling, learning driven by delight, child led learning, or "relaxed"/"eclectic" homeschooling- it's what works for us.
I love to learn. I love my fields of scholarship. I tripled in the MA program because I couldn't decide and doing each one one at a time would be horrifically more expensive than the horrifically huge amount of money we have already spent, but I still couldn't decide. Doing all three fixed a couple problems for me: 1) It meant I didn't have to take "electives" or some of the boring unrelated to my actual interest mundane classes related to the disciplines 2) I had to propose my thesis before I was accepted instead of 6 months before graduation and 3) I got to do all three! Yippee!
I flounder in the boring classes. Why? Because I get it early on and then I am bored. I read ahead. I did ok, if I could tutor someone else in the class. However, in the advanced classes I had to learn the boring stuff as I went, along with the themed material, as a means to understanding it. Then I was motivated, fascinated, and occupied mentally the entire time. No floundering. That worked really well for me and I retain to this day about 80 percent of the content in each of those classes. I did have a problem with dominating conversation though. This led to a long heart to heart with an professor who suggested I teach. Maybe he was joking? Doesn't matter because that's what I do now and I love it. Don't think that I got a pass on the cores of each discipline; at my thesis defense I was drilled on all of it and had no notes, no idea what they would ask, and I had no know it all. Plus my actual thesis had to demonstrate working knowledge in all three. Fun stuff.
Which brings me to my classroom. What do I do that works so well for my students? I do not stand up front and lecture the cliff notes of the textbook. That bores me as much as it bores them. I choose to teach an element of my field that is process instead of content: Composition. What worked for me in my education works for them to, if they are willing to take it on. They choose, within a set pretext, what they will write about. Then we use their topic to learn the process of composition, research, and revision.
One semester I had a student use the same topic for every theme: his beloved race car. His autobiography was about learning to read about cars, his profile of a place was about the undercarriage while he built it in his garage, his problem paper was about track safety and his solution paper was about better pr for the type of racing he does. These papers were creative, interesting, and really well done all from a student who had told me at the beginning that he struggled with English and hated writing papers. His grade? A. (103% after extra credit) So that got me thinking, why not encourage all my students some freedom to be creative and bend the rules a bit? I could have told him, "No, write about a park or a coffee house," but I didn't and he excelled.
Most people, by the time they are working adults, hate education and see it as a tedious chore. That mindset happens long before, when they are forced to study topics they hate and will never use, forced to do homework, forced to work for grades instead of learning. Thus the humiliation of "Are You Smarter than a 5th Grader". It's not that you are or are not smarter, it is just that hopefully, at age 11, those little people have not had their desire for learning stomped on by tedious tasks and busy work. So why should I continue that loathing of education? (I am smarter than a 5th grader, BTW. I played along twice and know more than 80 percent of the answers! They would never let me play on TV though.)
I set fluid parameters. I cannot force them to learn. If they fail a paper I do not mark an F, I give it back to them to do again with reasons why. They can take a zero or try again. People learn by trying again. Life is like that.
I also teach them that I am a person, one of many that they can learn from, but that I am their equal as a person. That is a different dynamic than most primary schools teach. Many students are afraid to talk to me, afraid to advocate for themselves (if they don't, no one will), and afraid to fail. Real learning is counter to all of that. Once they take responsibility for all of the above, then....I can teach them, or rather they begin teaching themselves and I facilitate the classroom experience.
Teaching my daughter is no different. I am her guide, but really, most of the time she is the one leading her own discoveries and I am along to document it. Call it unschooling, learning driven by delight, child led learning, or "relaxed"/"eclectic" homeschooling- it's what works for us.
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