I’m no professional artist, or scientist, and heck even saying I’m a professional teacher would be debatable after some of the answers my students put down on tests…. But I want students to seriously learn and be seriously scientifically literate! So I did my part and made some things to help!
I’m doing a pre-sale right now on the Periodic Table of Super Elements Flashcards. There are 103 individual cards with descriptions on the back. $20 get’s you a pack! (Dang that’s cheap!)
“After some 30 years of [analyzing teaching], I have concluded that classroom teaching—particularly at the elementary and secondary levels—is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented. In fact, when I compared the complexity of teaching with that much more highly rewarded profession, “doing medicine,” I concluded that the only time medicine even approaches the complexity of an average day of classroom teaching is in an emergency room during a natural disaster. When 30 patients want your attention at the same time, only then do you approach the complexity of the average classroom on an average day.”—The wisdom of practice: essays on teaching, learning and learning to teach Lee S. Shulman (via luckyseventeen)
Ok, I made a plan, but it might not actually happen.
I went through a bunch of my Woman’s Day (and the like) magazines to tear out recipes that I might actually want to try some day. Like old school pinterest. I’m going to try to either scan or type them up to save them in a file so that I don’t have loose magazine clippings everywhere.
I’m taking the magazines to school to put in my art center. The kids love cutting magazines and I’m running low on stuff there.
Anyways, should I actually follow this plan, let me know if you are interested in any of the recipes and if I actually do scan/type that recipe up, I’ll e-mail it to you.
Zesty beef tacos
Guinness Beef Stew
Arugula, steak and crispy potato salad with lemony vinaigrette
Grilled Vegetable Salad with couscous and herb pesto
Asian marinated pork salad
Provolone and arugula stuffed flank steak
BBQ glazed pork with green rice
Pasta with balsamic onions and spinach
Spiced pork chops with pineapple-cilantro rice
Fish with gingery cucumber salad
Seared chicken with creamy spinach and artichokes
Crunchy fish sticks and veggies with dipping sauce
Triple-chocolate peppermint dirt cake
Steak and onion fajitas
Chipotle Tomato Beef tacos
Orange roasted potatoes, carrots and asparagus
Brown butter tortellini with toasted garlic and asparagus
I am awake! It is rainy season in Florida which means migraine season for me. I took a nap around 5 which turned into me waking up briefly a few times, but not getting out of bed until 3:30 AM. There’s a big thunder storm going on, but I already got over 10 hours of sleep.
“All good teaching originates from the motive of generosity. To help others understand history, literature, mathematics or science is the ground upon which all learning stands. Fundamentally, education is the transmission of wisdom from one scholar to another.”—Teacher Appreciation: Why We Teach
Nearly six years ago—during my college’s first year orientation—I set my sights on becoming an elementary school teacher. Five years ago, I attended a Teach For America (TFA) info session at my college’s library. Many people encouraged me to apply, and (at a time when getting a job is anything but guaranteed) it was tempting. My East Coast liberal arts school is a sort of powerhouse for TFA. Between 40-60 of my class’ 500 graduates went on to TFA. As a comparison, six of us graduated as credentialed K-12 teachers.
Three years ago, I wrote “Why I Won’t Teach For America”. As I complete my second year of teaching (aka the length of a TFA commitment), I firmly stand by that decision for both political and personal reasons. From my personal perspective, here’s why:
I was properly trained to teach.
Had I done TFA, I would have had five weeks of training. Instead, I had literally years. Under the guidance of a master teacher, I experienced it all. If something went wrong or I didn’t know how to respond to a situation, I had people to help me. I studying education theory and pedagogy and learned material I still use every day.
I had a strong first year.
The TFA teachers I know often say things like, “My first year was horrible, but that’s just how it is!” TFA pushes the myth that a teacher’s first year necessarily is rough. In this assumption it is implicit but ignored that the students of these first year teachers are experimented on and get a sub-par education.
Even for credentialed teachers, the first year is challenging and new. But even with that, I loved my first year. I felt prepared, had an amazing class, and was finally doing what I loved. I know I am a better teacher now than I was then, but I also believe that I gave my first students a quality education. This is not because I am inherently “better” than those who teach through TFA, but because I was given the proper training and experiences prior to having my first class.
I teach in and am dedicated to my community.
TFA has applicants rank a number of locations, and the teachers I know got placed all over the United States. Two years after their placements, many are moving back to where they are from or to where they desire to live.
I teach at a school very similar in demographics to those where TFA teachers are placed: 85%+ minority, 80%+ free or reduced lunch, majority ELL. I also teach 10 minutes from where I was born. I foresee myself saving up to buy a house and raising my family in the town. I have connections to the community, and am personally invested in its long-term strength. I feel fortunate that, after two years of teaching, I am already established in the town and not looking for a transfer.
I am a member of my school’s community, not of a “corps.”
When I entered my school at 22 years old, I was by far the youngest teacher. But I was also just that: a teacher. I quickly bonded with the other teachers, many of whom have 10 or 20+ years experience. TFA teachers often say they are “doing TFA” rather than “teaching.” Amongst the TFA teachers I know, there is close camaraderie within the corps members. They live together, party together, and support each other. While this is likely necessary because many of them are placed far from home without any support system, I feel fortunate to be a part of my school’s community, and not an organization.
Teaching is sustainable for me.
Teachers work hard.
Many TFA teachers speak of the burnout they experience. I believe the organization does this purposely: if you are only getting two years out of your teachers, you might as well work them until they can’t do it any more. Every teacher I know—student teacher, career teacher, TFA teacher—gives 110% of herself mentally and emotionally. There are countless long nights and draining days. But at the same time, I know I want to stay in teaching, and I am not doing myself or my current or future students any favors by giving up my sleep and personal life. Moreover, my colleagues are people who are balancing work and personal life (often including kids and other obligations) very well, not other sleepless 24 year olds.
I am not leaving teaching now (or likely ever!).
I know for a fact I will teach next year. While we can’t predict the future, my long-term goal is to stay a classroom teacher. This shapes so much of what I do: I have invested literally thousands of dollars into my classroom and my library, I eagerly attend professional development workshops, I reflect on my practices and preserve my best lessons, and I forge strong relationships with families in the hopes that I will someday teach their children. I firmly believe all of this makes me a better and happier teacher.
The second year TFA teachers I know are taking many different paths. A few are staying in the classroom. Many are getting recruited out of their current placement by charter chains or by TFA itself. Others are going on to graduate school or, yes, to banking.
While there is a lot of dispute over TFA’s retention rate, many state that about 50% leave after two years and 80% after three years. I could not imagine what my second year of teaching would be like if I was planning on packing it all up and moving on to my next professional adventure come June.
One of my largest critiques of TFA is that it focuses on the experiences of the teachers over that of students, and I realize I have done just that here. Still, after two years of teaching, I firmly believe that NOT “Teaching for America” was the best move for me professionally, and certainly was the best service to TFA’s supposed mission that “one day, all children in this nation will have the opportunity to attain an excellent education.”
AP: A federal judge ordered Ohio officials on Monday to recognize same-sex marriages performed in other states.
"The record before this court … is staggeringly devoid of any legitimate justification for the state’s ongoing arbitrary discrimination on the basis of sexual orientation," Judge Timothy Black wrote in his ruling.
I started a gofundme page for my kiddos end of the year trip. We are having a hard time fundraising in the area and some of our kids have worked hard to try to raise the monies, but still have a ways to go. If you have a couple bucks to spare, please consider it!
Thank you #education for all your support whether it is financial or moral!
Reblogging for those who may not have seen it a while back!
LLIT is a pal of mine. She was my buddy last round and when my cousin passed away was a huge support. I am not in the financial position to donate because of my recent flood, but I promise to pay it forward when I can. In the meantime, if you are able to donate to her kiddos I’d appreciate it and if you can’t a tumblr boost would be great.