KATE Conference Post

Wow... First of all, I would never have considered going to this conference if it was not required of me, so THANK YOU, DR. MASON for requiring it! I was really impressed with all of the speakers I listened to.

The first session I sat in on was the one about allowing students to use their smart phones and iPods in class. There are a lot of ways students can use these devices in classrooms that would be really good for them and productive uses of their phones. The one thing that really hit me was how allowing these devices in a classroom could make me a better teacher. The presenter mentioned that if you are the type of teacher who sits at a desk and does not circulate at all, allowing students to use cell phones and iPods would not be a good idea. However, if a teacher wants to allow the use of electronic devices in the classroom, the teacher will really need to walk around a lot to make sure the phones are being used appropriately-- which is something teachers should do anyway. Whether students are allowed to use cell phones in the classroom or not, there are so many other inappropriate things they could be doing in class. It is always a good idea for teachers to circulate and make their presence known to the students.

After this session was lunch and the Jay Asher keynote address. I was afraid it was going to be boring but it was incredible and I am so glad I could be there for it. One of the cool things that jumped out at me was that he chose the number 13 because it is an "unlucky" number. For him, however, it became pretty lucky. I thought it was so cool that his book was rejected 12 times and the 13 time his book was accepted-- really cool story.

After lunch, I sat in on the LGBTQ session with Dr. Mason. We got to do one book read which I thought was really cool and I actually added both books to my Must-Read List. I wanted to sit in on this session because I have a student in my placement who is gay and there have been comments made about her sexuality by other people in the classroom, as well as comments like, "that's so gay." It is so easy to let things like that slip when you don't realize there is a gay student sitting in the classroom but when it happens, I get extremely uncomfortable. I think including homosexuality in classroom discussions and lesson plans is something teachers try to stay away from because of how controversial the topic is but I also think, whether you agree with it or not, it needs to be included.

I stayed for the session about including fine arts in the English classroom because I think it's important to allow students to express themselves in different ways and fine arts is a fun and interesting way to do it. I'm really glad I attended the conference and really feel like I walked away with a lot of different things that I can't wait to implement in my own classroom!

OL Reflection #3: What to expect when what you expected was way off

Well, I am happy to say I have finished teaching my unit in my field placement. I am still thinking through some of the more trying aspects of it and need some help/advice/medication, maybe???

First of all, there is no white board in my CT's classroom. No. I take that back. There is a white board. It has been COVERED in writing that is apparently in permanent marker. I'm not sure how long it has been this way but it is destroyed and my CT has not been provided with a new one as of yet. This problem, however, is manageable. We just create PowerPoint presentations with lesson plans and examples of the product we expect from the students. So, OK, no problem, just make a PowerPoint.

Secondly, my CT recommends having bellwork every day to give tardy students time to get to class before we actually get into the meat of the lesson. I understand the idea behind bellwork. I believe bellwork is good for getting the students' thoughts flowing and, when used correctly, can help students to connect their daily work with a purpose. The problem is this: the students who show up on time have started complaining about the bellwork. It is boring for them and I can see where they are coming from. It is always the same format and never very thought-provoking. Is this how bellwork should be? Mindless writing assignments that students turn in, expecting a grade but never receiving it, as it is thrown away and never referred to again? Of course, students are never told it is thrown away but that is what happens in this particular classroom. If it means nothing to us, as teachers, how can we expect it to mean anything to the students?

Finally, how far in advance do lesson plans need to be made in order to be taught the way you want to teach them? I like to have my lessons made a week in advance so I have time to think about them and make some changes as I feel I need to. How do you react when you are presented with a completely different lesson than the one you created and planned to teach within 20 minutes of teaching it? Should I be comfortable enough in my chosen profession to pick up a lesson and teach it without a hitch 10 minutes after seeing it?