Why would you want to do this?

During a training in Tennessee, one of the participants asked Teryl Magee to inquire of her Twitter network, "Why would you want to do this?"

The question intrigued me, but I decided to expand it a bit. Therefore, I'm making this a do-it-yourself posting: you get to choose both the answer and the question.

So fill in the blank, "Why would you want to ______________________ ?" then provide an answer. Any topic is fair game, from teaching to skydiving, becoming a mother to becoming a clown.

Ready, set, go...



"y oh why?" by debaird

Both Sides Now

"I've looked at clouds from both sides now,
From up and down, and still somehow,
It's cloud illusions I recall,
I really don't know clouds, at all."
-Joni Mitchell, Both Sides Now

Cathy Nelson started it. Clay Burell took it a step further by creating a meme. So Cathy went back a second time to fine-tune her creation.

All of this action centered on TweetClouds, a site which makes a word cloud from your public Twitter stream.

Since Twitter is a social networking tool, it doesn't surprise me that @ updates to friends occur most frequently. These are my friends, colleagues, support system, co-learners.

When we speak, I use words like "new," "time," "school," "know," "love." In the alphabetical arrangement of results, bits of unexpected insight appear:

"blogging-book"
"come-comment-congratulations-cool"
"different-district-doesn't"
"home-hope-hubby"
"teach-teacher-teachers-tech"
"time-today-tomorrow"
"wonderful-work-world"

There is sadness: "left-library-life" and humor: "old-ones-online."

But most of all, there is "friends-fun."


"You must not blame me if I do talk to the clouds." -Henry David Thoreau


dmcordell

I'm Nobody! Who are You?

I'm nobody! Who are you?

Are you nobody, too?

Then there's a pair of us -don't tell!

They'd banish us, you know.


How dreary to be somebody!

How public, like a frog

To tell your name the livelong day

To an admiring bog!
-Emily Dickinson

There has been some discussion lately about the "exploitation" of Twitter by people who are interested in self-aggrandizement rather than connection and collaboration.

In my wildest dreams (well, maybe in just a few of the more delusional ones), I don't anticipate becoming a sought-after lecturer, consultant, or best-selling author.

Twitter is my place to meet new friends, converse with virtual colleagues, share resources, and offer encouragement, sympathy, or congratulations, as needed.

There may well be those who are only concerned with self-promotion. If so, their agenda becomes apparent relatively quickly. My rule is to only follow people who follow me back. I'm in Twitter for conversation, not hero-worship.

Like many tools, Twitter has a variety of uses. It works for me, but then, I'm Nobody! Who are You?


"Andrew likes 'Diary of a Nobody' by George Grossmith" by Ross_Angus

Saint Expeditus: He's fo' close scrapes

"Well, St. Espedee [Expeditus] works very quickly. His light is a red light on a Wednesday. He's fo' close scrapes -- he's fo' quick money." -New Orleans, LA. Informant


April 19 is the feast day of Saint Expeditus, patron of emergencies and solutions, guardian of programmers and hackers, staunch opponent of procrastination. Reputedly a fourth-century Roman martyr, Expeditus has evolved into a cult figure and voodoo saint, with strong followings in Réunion, Chile, and New Orleans.

Procrastination is a subtle siren, singing of drudgery deferred and duties delayed. It is a democratic habit, and encompasses all ages and walks of life. The teacher is just as likely to put off unwanted paperwork as the student.

There are a number of websites that offer practical advice on how to simply, streamline and prioritize your life. Study Hacks labels itself an "academic productivity blog." Primarily aimed at college students, its posts on achieving success while reducing stress are applicable to learners at all levels. Zen Habits promotes a simple lifestyle, presumably unfettered by the guilt that procrastination can bring. Lifehack focuses on "hacks, tips and tricks that get things done quickly by automating, increase productivity and organizing."

The end result of procrastination is usually panic and a flurry of activity. This prayer to Saint Expeditus might come in handy when those pesky deadlines finally catch up with you:

"Invoke in the urgent business"

My Expeditus Saint of the just and urgent causes intercedes close to for me Ours Mr. Jesus Cristo, help me in this hour of affliction and despair. Intercede close to for me ours Mr. Jesus Cristo! My Expeditus Saint You that are a warring Saint, You that you are the Saint of the afflicted ones, You that you are the Saint of the desperate ones. You that are the Saint of the urgent causes, Protect me, Help me, Give me you force, courage and serenity. Assist to my request. To " do the request ". My Expeditus Saint! Help me to overcome these difficult hours, protejei-me of everybody that can harm me, protect my family, assist to my request with urgency. Return me the peace and the peace. My Expeditus Saint! I will be thankful for the rest of my life and I will take its name the whole ones that have faith. A lot of thank you.

If you don't read this blog until after April 19, don't worry because "You can celebrate St. Expy Day whenever you get around to it!"


"I think that wherever your journey takes you, there are new gods waiting there, with divine patience -- and laughter." -Susan M. Watkins

Poetry

"Spring has returned. The Earth is like a child that knows poems." -Rainer Maria Rilke

“A picture is a poem without words." –Horace

*View individual photos or as slideshow here

The Sum and Total

"Character is the sum and total of a person's choices." -P. B. Fitzwater

In early April, U.S. Secretary of Education Margaret Spellings announced the release of a new publication, Partnerships in Character Education State Pilot Projects, 1995-2001- Lessons Learned.

This government report summarizes programs conducted in 45 states and the District of Columbia to implement specific goals by integrating character education into the entire curriculum, creating a positive school climate and involving families and communities in building student character.

One important conclusion drawn from the study is that

"While character development remains primarily a family responsibility, results of the Pilot Project indicate that schools and individual classrooms have direct and significant influence; that the entire community must be involved; and that it is truly a shared responsibility among students, parents, teachers and the community at large."

The report's State Roll Call lists participants and describes what each of the 46 grantees was able to accomplish.

• Alaska "developed a course curriculum at the University of Alaska, which delivered credited courses for teachers and other training for parents and members of the community."
• Colorado "focused on 10 elementary schools and results taught the grantees six important lessons that were shared with school districts statewide."
• Connecticut made the decision "to dissolve the statewide initiative and support local site development. Successful strategies under the grant were those that were aligned with curricula and did not focus solely on monetary rewards or posters and banners with character education themes."
• Montana decided to test a character education model in five school districts with high populations of American Indian students. "A significant initial challenge—the need to create new materials that fit local values—resulted in a great benefit because it garnered broad local support for the effort."
  

"Partnerships in Character Education" presents valuable data and offers recommendations for effective programs that will foster "caring, civic virtue and citizenship, justice, fairness, respect, responsibility and trustworthiness."

We expect our students to mature into citizens who "will live and work together as families, friends, neighbors, communities and nations." By embedding character education into the curriculum, we can model and reinforce these positive personal attributes.


"A man's character is his guardian divinity." –Heraclitus


"no title yet" by Uqbar

I'm Afraid Not

"Of all tyrannies, a tyranny exercised for the good of its victims may be the most oppressive." -C. S. Lewis

Clay Burell pointed me to a video made by his guest blogger, Bill Farren, entitled I'm Afraid Not.

I shared this masterful little clip with my high school Current Events class, then asked them to comment on what they thought it meant.

What is the point of view of this video?

• "The point of view is that of a patriotic person."
• "To show us how the government protects us."
• "I think this video was meant to inform people what our government is really up to. I think this person is anti-government in this video because he is using harsh war footage to show the real evils."
• "They probably felt that nuclear warfare is wrong and shouldn't be used."
• "This person seems to be against the government. He has a negative view on our government's choices and actions."
• "I got the idea that the person who did this is definitely liberal and does not like the way things are going."
  

How does the "fear factor" apply to your life?

• "I am not scared of any of this - it isn't happening in my yard, so I'm not too worried about it."
• "I ain't afraid of getting attacked, I've got plenty of guns to protect myself and family."
• "It applies to me because I've been on an airplane before and they check everything. Also, you can't go to a large public area without someone checking everything, so it is a big factor."
• "When I went to the Great Escape [a local amusement park] I wasn't allowed to bring in food."
  
• "The fear factor does not really affect my life. Extra security at concerts and in airports are a necessary precaution."
• "The fear factor - security is tight and getting worse."
  

How much freedom are you willing to give up to feel safe/secure?

• "I'm willing to give up a little freedom."
• "I don't think were giving up any freedom, we're just being cautious about the freedoms we're given."
• "I would not give up any freedom to be safe. Being safe is not worth not being free."
• "I don't think that I would give up that much because it's the USA and we are supposed to have a lot of freedom."
• "I feel that extra security is a good precaution."
• "I think the regulations are good. I would rather feel safe than not."
  

Is this an effective video?

• "I would say yes, this is an effective video."
• "It is effective because it shows what the government is really up to."
• "I think the clip was effective, it demonstrates the harshness of war well."
• "This guy seems to have put his point across very well."
• "I think he got his point across. It is very good, it makes you think."
  

What do you think the title I'm Afraid Not means?

• "I would say that this title means we aren't scared here in the United States."
• "I think the title means I'm not afraid of what the government may do."
• "I think the title means that they are not afraid of war and maybe they feel safe in this country."
• "This title seems to mean that this guy is aware of terrorism issues and is not worried."
• "I think he is afraid."

I won't critique their comments, except to note that in their responses, some of the students (6 high school boys) transposed the words in the title, changing it to "I'm Not Afraid."

What is your reaction to I'm Afraid Not? Would your students agree or disagree with mine?



"Fear" by Kables

Spring Cleaning

"Let everyone sweep in front of his own door, and the whole world will be clean." -Johann Wolfgang Von Goethe


Spring made its presence felt today in upstate New York, and we scurried to take advantage of the sunny skies and (relatively) warm temperatures.

Since next week is Spring Break in our part of the country, I'll have some long-anticipated free time. I need to do some cleaning.

There are always those mundane domestic chores to complete. Although I'm not particularly good at housekeeping, the idea of a more organized environment is very appealing, and I can't wait to fling open windows to air out rooms and linen.

I also need to rejuvenate my body, with outdoor rambles and lighter, simpler meals.

Can't neglect my mind: Kim Cofino shared her vacation reading list; here's mine

• "All Shall Be Well; and All Shall Be Well; and All Manner of Things Shall Be Well" by Tod Wodicka. This first novel was written by a graduate of our local HS and has received a positive review in the NY Times.
• "Saving Fish from Drowning" by Amy Tan. Love all of her books, with their mix of mystery and fantasy.
• "Three Cups of Tea" by Greg Mortenson and David Oliver Relin. Promised Intrepid Teacher that I'd read this story of "One man's mission to promote peace...one school at a time". Got tired of waiting for an interlibrary loan and bought my own copy.
• "Reading Lolita in Tehran" by Azar Nafisi. Clay Burell has urged/challenged us to study Vladimir Nabokov’s "Lolita". Amusingly, the original work is not available in Target (I'll need to visit a more sophisticated venue - wonder if eyebrows will be raised when I use my teacher discount card?) but the Nafisi account of teaching "forbidden Western classics" was. Is there some cosmic irony in this?

A rather ambitious program, I know, but entirely doable, if I "neglect" Twitter and Google Reader for a while.

Which brings me to my next cleaning task. I've been favoriting Tweets that mention potentially useful resources, emailing myself key posts from GReader, and signing up for new tools to try out (Aviary, Diigo, and Gimp, to name a few). Sorting through this cyber cache might be too large a project to take on right now, but perhaps I can begin advance planning for the much longer summer vacation.

There are postings to write and school units to plan.

Perhaps most importantly, there are people to connect with, in person and online.

It's quite a bit to tackle in a single week. There are no penalties if I don't get to everything. But there are definite rewards for cleaning and stretching and growing however and wherever this occurs.


"Measure your health by your sympathy with morning and spring. If there is no response in you to the awakening of nature --if the prospect of an early morning walk does not banish sleep, if the warble of the first bluebird does not thrill you --know that the morning and spring of your life are past. Thus may you feel your pulse." -Henry David Thoreau


“light sweeping” by Shnnn

Meme: High School Daze to Praise

Cover Art "Stargirl" by Jerry Spinelli

I've been tagged by Cathy Nelson with a literature-themed meme begun by Paul C. at quoteflections. The rules are:

- Select and briefly review one teen novel, classic or modern, which is a sure antidote to the daze of high school.

-Title your post Meme: High School Daze to Praise

-Include an image with your post.

-Tag four blogger colleagues.

A middle school teacher with whom I collaborated last year used Stargirl, by Jerry Spinelli, to inspire classroom conversations about peer pressure and individuality.

Narrator Leo Borlock describes Stargirl Caraway, a new 10th grader in his Arizona high school: "She was elusive. She was today. She was tomorrow. She was the faintest scent of a cactus flower, the flitting shadow of an elf owl."

Stargirl moves from being an outsider to becoming wildly popular, but in the process, she must sacrifice personal integrity for conformity. By the end of the story, both Leo and Stargirl have learned painful lessons about the nature of growth and change.

I tag:

• Carolyn Foote, Not So Distant Future

• Clay Burell, Beyond School

• Lindsea, Love and Logic

• Kaelie, A Writing Curbxstomp

Spindles

"If something bad can happen to even one child it shouldn’t be done" – paraphrased comment from meeting of a variety of DECS and AEU (Australian Education Union) representatives, Al Upton, and his Principal


In order to protect their beloved daughter, the King and Queen in "Sleeping Beauty" took the extraordinary step of banning spindles from their kingdom. Never having seen or handled such a tool, the young woman had no idea of either its utility or danger.

"The years went by, the little Princess grew and became the most beautiful girl in the whole kingdom. Her mother was always very careful to keep her away from spindles, but the Princess, on her sixteenth birthday, as she wandered through the castle, came into a room where an old servant was spinning.

"What are you doing?" she asked the servant.

"I'm spinning. Haven't you seen a spindle before?"

"No. Let me see it!" The servant handed the girl the spindle ... and she pricked herself with it and. with a sigh, dropped to the floor." - Charles Perault, La Belle au Bois dormant (The Sleeping Beauty in the Wood)

Sleep, ignorance, inexperience are no substitute for vigilance, knowledge, guided practice. Graham Wegner wonders about the nature of risks:

If one child could slip and possibly fall with injurious consequences, then there is risk. But the benefits of the playground far outweigh the negatives - the learning, the gaining of skills, the creation of games and the friendship of playing with your mates. And we are careful with the playground environment - no sharp edges, designs that cater for a variety of skill levels, soft fall on the ground, rules for safe play, teacher supervision - so that the risks are managed and lead to beneficial learning of physical skills.

Why would we treat the risks regarding, say, the use of blogs in the classroom any differently? Why do risks associated with technology seem to be so threatening that shutting down and banning is seen as the appropriate way to deal with it? And are those responsible for recommending or enforcing these methods really in touch with real or perceived risks?

Although both Al Upton and his Australian colleague, Sue Waters, stress that "They [Upton and his principal] are after constructive helpful comments and thoughts; and a balanced discussion of the issues," comments from the meeting seem to indicate that the miniLegends blog would have to be stripped of all interactive components to pass muster.

"Their key concerns are to make sure everyone is protected against all risks." Is such a thing possible?

The hedge of thorns that protected the sleeping princess will not spring up to shelter our students. The spindles in their world may not be as dangerous as the measures taken to ban them.

If schools are not allowed to teach children Internet safety and digital citizenship, how and when will they learn?

"Sharp Thorns" by katmere
"Familie mit Frau am Spinnrad" by Hermann Sondermann
"The Sleeping Beauty" by Sir Edward Burne-Jones