Teacher Vulnerablity Archived Post 12.13.10

by lclarcq on December 7th, 2014

filed under Archived Posts 2010, Encouragment, Relationships, Teacher Training, The Teaching Profession, TPRS techniques

Originally posted 12/13/10 For more insight on Vulnerability consider watching this :

The second idea that has been following me today is this: We are all insecure. All of us. We generally choose to handle it one of two ways:
a) Active, decisive, “strong” behaviors designed to give us the power to create an image that hides our insecurity from others.
b) Passive, indecisive, “weak” behaviors designed to give us the power to avoid other so that they cannot see our insecurity.

Wow.

Talk about insight. Talk about a smack in the face. Apparently we are usually one or the other….the one that we learned in childhood got us the most bang for our buck when it comes to protection of the heart and soul.

Now I’m sure that volumes could be written (and probably have been) about who chooses which protection mode and how those choices create the lives they lead. But I have been pondering the simpler side of things:

We are all insecure.

All of us. All the time. About something.

Our Money, our Friendships ,our Height, our Weight, our Skin color, our Families, our Work, our Relationships, our To Do Lists, our Faith, our Future, our Profession, our Job, our Health, our Vehicles, our Skills, our Possessions, Love….

And what we would do ( or how can we continue to survive) without these things…..

Some folks are worriers…their way of taking control of the insecurities. Others are worry-less…their way of taking control. Some are planners. Others just let everyone else make the plans and follow their lead.
Do we consciously know that we are insecure? I think we do…but we have long-used well-ingrained habits in place to “work” with it….so we don’t have to think about it all the time.

Nor do we actually face it.

Vulnerability is highly underrated.
Think of the real power that could be generated by educators if, for a few minutes per day, students’ vulnerabilities were actually seen as their strong points, as their gifts. Of course we would have to be willing to do that for ourselves first.

It is one of the things that attracts me to the TPRS teaching community. There is a common understanding that we are all vulnerable because we are always examining our weakest areas and trying to strengthen them. Then we communicate that with each other and even with our students so that we can really face our weak points, accept them, embrace them, learn from them and be better people and teachers because of them.

It is at the heart of what those who teach from the heart do.

We uncover it so that it can open.

With love,
Laurie
All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Planning for A Structure Archived Post 12.27.10

by lclarcq on December 7th, 2014

filed under Archived Posts 2010, Creating Stories, Curriculum and Planning, Encouragment, Musings, Personalizing Instruction, Teacher Training, TPRS techniques

Originally posted as For Chabe on 12/27/10

Chabe wrote and asked how to find ideas to teach a particular structure and here is my response:

Here are some things that you might be able to try….
The first thing that came to mind when I read “se siente sola” (feels alone) was the English phrase…feels alone in a crowd. Because teaching a language is really teaching kids to put meaning to sound, we want them to be able to visualize or feel what the meaning is. So I Google-imaged (new verb! ) “alone in a crowd” and found these:

Se Siente Sola

Se Siente Sola2

Se Siente Sola3

My guess is that you have several artistic kids who could, themselves, create incredible images for this.

Some questions that you could start with:

Where are people when they are not alone, but feel alone?
(a party, an airport, a train station, school, at home, the mall, the doctor’s office)

This is a good question to start with because they don’t have to talk about situations that they have been in personally…it is about places where, although there are lots of people, we might not know anyone, or we might not be understood. Which leads to the next question….

Do people feel alone in a ___________________ because they do not know anyone?

Next, offer them a series of reasons why people might feel alone…..
• They have a problem that no one knows about.
• They are missing someone special.
• They want to be somewhere else.
• They do not like what other people like.
• They do not usually go anywhere alone.
• No one is talking to them.
• They look different than other people.
• Everyone else has someone to talk to.
• They are treated badly.
• They learn something new and very surprising about themselves.

Next, give them a list of movies that they may have seen: (I Googled “movies in 2010”, thought about movies we have talked about, and used my own, very limited!!!!, knowledge to pick this list)

The Lovely Bones
Harry Potter
Dear John
Percy Jackson and the Lightning Thief
Diary of a Wimpy Kid
Twilight
Charlie St. Cloud

A great movie for this that many of them have seen (and if they haven’t it is easy to describe and imagine) is I Am Legend with Will Smith (2007) where he is the last human survivor in NYC.

I simply ask them to match the movie with the situation…or situations.

Take Harry Potter for example:

Harry has a problem that his human family doesn’t know about, he looks different because of his lightning-shaped scar, he is forced to live under a staircase at his uncle’s home, he is an orphan, he just found out that he is a wizard, he has to go to a new school…it goes on and on!

Another good connection would be books that students may be reading or may have read as part of the English curriculum….or historical figures This is a great way to connect curriculum.

Our students read Alas, Babylon, To Kill A Mockingbird, Romeo and Juliet, Of Mice and Men and several others that have characters that lend themselves to this discussion.

How about Rosa Parks? Martin Luther King? Abraham Lincoln? Anne Frank? Helen Keller? Albert Einstein? That list could go on and on…..

Even “famous” people who have “fallen”: Tiger Woods, Mike Tyson, Ben Rothlisberger….folks who may have felt quite alone when they had moments in which the world no longer saw them as idols.

These activities or discussions do not have to take a long time. They could simply be the topic for a quick discussion….or a longer activity….whatever works best with your students and your program.

Once students are comfortable with the topic, it is easier to switch into a more personal mode with them. Brainstorm with the kids things that people do when they feel alone.

This is a list that they truly already have the vocabulary for:
Cry, sleep, read, listen to music, get on the computer, call someone, draw, write, run, make plans.

Some of them lead into good discussion:

Do you listen to sad music or happy music? Which singer/band is good when you feel alone? Why do some people read and other people run? Why do some people like to be alone? Who do some people hate it?

Create characters for students to identify with:

George would pay $200 to be alone for an entire day.

Let them create a life that would make George want to be alone. They will draw from their own experiences, I guarantee it!

Angus has to stay at his grandmother’s house and dog-sit on Halloween night. She lives in the woods, the weather is horrible, and the electricity often goes out. Who does he ask to hang out with him and how does he convince them to go?

Googling “se siente solo” and “me siento solo” I found these songs:

Me siento solo http://www.metrolyrics.com/me-siento-solo-lyrics-frankie-j.html

Hoy Me Siento Sola http://mis5sentidos.blogspot.com/2008/08/hoy-me-siento-sola-cancin-de-mariana-de.html

This one came with this: Una canción que describe como nos sentimos aveces cuando estamos tristes, realmente una linda canción que lo escuchabamos en la escena que Mariana se sentía trizte de la telenovela “Mariana”.
And a video…
And these comments as well:
me siento sola es verdad lo k aveces sucede en los adolecentes
ps la knción me identifik cuando sty deprimida..
esta muy linda…..
es lo sentimos muchos nos los adolescentes
esta canciòn esta super chida te puedes identificar con ella por que hay veces que nuestra vida se vuelve un tormento.
if you would like to mention how teens write on line in Spanish :o)

When I get into these conversations with kids I want them to understand the following:
• These feelings are universal. Every human, be they adult or child, male or female, rich or poor, from any kind of family will experience these emotions.
• There are positive outcomes from negative feelings. (learning to relate to others, having time to think/feel/process, trying new things, meeting new people, finding new strengths in ourselves..)
• We can take an active role in improving our situation.

I hope that this post helps a bit!

With love,
Laurie

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Why We Teach Archived Post 1.22.12

by lclarcq on December 7th, 2014

filed under Archived Posts 2012, Encouragment, Good Days, Musings, The Teaching Profession

Originally posted 1/22/12

Hello Profe! How are you? I hope you are well. I wanted to share a great story with you. I am in Potsdam finishing my masters in teaching. I start student teaching in Earth Science tomorrow!

Last night a few of my friends and I were out on the town and I ran into two Mexican immigrants at a local pizza shop. One was shivering and did not have a coat, and they were looking for a cab. It was 2 AM. Long story short their phone was not working. They had a cab card, but could not find someone who spoke Spanish. I was the only one in the whole place!

To be honest, I haven’t taken Spanish in three years. I took the required course in college and received an A. I also worked with a few Mexican gentlemen at Lakeview Landscape, Hansen Farms, and Fox Run. (in our local area-Laurie) But I was out of practice. I went off of clear memory, and eventually hailed them a cab in the freezing weather.

I had to figure out if they had problems with the police, where they worked, and how long they had been in the states. All in Spanish. All from memory! They had been here for only 2 months, but worked at a dairy farm. The one gentleman who was shivering has a wife and a family in Mexico, and my heart just felt for them. I am always amazed at how they come here so far from their families to support their lives.

My friends were amazed, but most importantly I looked back at the instruction we had in your classes. It was all still in my head! I will feel good about what I did for the rest of my life, because they were 20 minutes away from “home” and had their Wal-Mart bags and other items outside on the street curb when the cab came. They needed groceries but their boss must not have been able or didn’t want to take them into town.

I can’t explain their expressions when they hopped into their cab, but they kept saying “Gracias amigo” and “Buenas Noches” and I reminded them it made me feel good to help them out!

As teachers we never know how far our instruction and mentoring will go to help others, and yours reached very far last night! Have a wonderful week!

Adam

Yes…this is why we teach!!

with love,
Laurie

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Our Changing Role Archived Post 10.4.11

by lclarcq on December 7th, 2014

filed under Archived Posts 2011, Encouragment, Musings, The Teaching Profession

Thoughts on our changing role…. (Originally posted 10/4/11)

Teachers are individuals and as individuals bring their own goals, experiences and perspectives to the profession. Around the nation, more and more of us are feeling compelled to discuss our profession, and our individual roles in it.

What troubles me is that these conversations are limited to rare faculty room exchanges and blogs. These conversations should be taking place in schools on a regular basis as part of professional development.

A school environment is frequently a reflection of the present administration. For a number of reasons, teachers often are asked to, and agree to, adopt programs and attitudes that the present administration puts forward…regardless of their own knowledge of the community, the students and pedagogy. If the new principal believes in an emotionally-distant ‘professional’ approach, then the teachers are required to “perform” under these guidelines. If the new administrator is a proponent of a particular character ed program then the staff is required, without discussion and often without sufficient education and training, to “perform” under this approach. Rarely does the administration choose his or her “pet project” based on his or her knowledge of the school and community.

Teachers complain, however, this can be EXACTLY what we do, or are required to do, in the classroom. Curriculum is written years before students enter the room. Lessons are planned so that all students are literally on the same page, not so that we can meet students where they are.

I realize that some folks are tired of these articles. They perceive that teachers are whining. The truth is that we are aching to be heard. The other truth is that our students are hurting even more than we are in this regard. Now that we finally have a bit of the media’s ear, we should be also listening very closely to the signals that our students give us about school.

Ten years ago, even if all else failed, we could count on the fact that we knew more about a subject than our students…and that they had to rely on us to get that information. That is no longer true. Any information at all is at the world’s fingertips. We cannot expect to be respected as fonts of information and knowledge. We no longer have that role and it’s time to realize that.

What students need are teachers that can and do help them to find, sort, understand, assimilate and apply the incredible amount of information that is out there….in ways that they cannot do themselves.

The only way to do that is to do everything appropriately possible to know our students. It is a new role for us. It can be an uncomfortable one. There are no clear “rules” yet. It requires communication between teachers, students, parents and administration….communication we haven’t developed the skills for yet.

Truth is, if we combine our life experience and knowledge of how the brain works, with our students’ youth and drive (yes…they are driven…just maybe not about our subject areas), parents’ desire for the best for their children and administration’s desire to create effective schools, we just might have a chance.

Thank you for the chance to share my thoughts,
with love,
Laurie

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.

Big Questions Archived Post 12.13.10

by lclarcq on December 7th, 2014

filed under Archived Posts 2010, Creating Stories, Curriculum and Planning, Encouragment, Musings, Not So Good Days

(Originally posted 12/13/10)

My brain has been churning all day. I heard several things in church/Sunday school that spoke so strongly to me of my students and I have been trying to piece them together. I’ll try writing and see if that helps…

First was the idea that all of our lives we will struggle with three things:

1. Who am I?
2. Where do I belong?
3. What should I do?

As we go through different stages and different ages the answers will change, but our need to seek the answers will not. From our youngest cognitive moments to our oldest, we will carry these questions in our hearts.

What does this mean in our classrooms?

First, my guess is that the majority of our actions come from whether we have the answers to these questions at any given moment, our feelings about our answers (or lack thereof), and how we got those answers (or why we don’t have them).
Can I help my students with those answers for the time that they are in my classroom? I hope so. If they are comfortable with who they are (or with not having to know while they are in my room…), if they feel that they belong in my room, and I have made it clear what they should do while they are in my room ( or created an environment where they can find out without fear of humiliation or punishment) I can seriously reduce the stress level for my students.

Second, I can remember that the behaviors that I might find annoying and inexplicable actually serve a purpose…for that student. I can use that knowledge to understand, to be patient, to open doors of communication.

Third, I can keep utilizing those themes in my stories, songs, and other lesson details. These questions are part of our hearts, minds and souls. We all can connect with these issues and the struggles, mistakes and victories that stem from seeking the answers.
With love,
Laurie
P.S. These questions came from a study, “Romans 12” by Chip Ingram.

All content of this website © Hearts For Teaching 2009-present and/or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.