I. Title: Using Books to Help Bereaved Children
II. Author: Carol F. Berns
III. Author's Purpose for Writing
TO examine how to help children grieve using books.
IV. What are the points made in the review of the literature? Do they support the need for the study?
Although children go through the same stages of grief, children experience grief in different ways than adult.
Bibliotherapy can be helpful throughout the grief process.
Children need to be given a safe method to deal with their new, potentially scary feelings.
It is very helpful to facilitate discussion after reading a book dealing with their issues.
Allow the children some time to question and fully participate in the discussion.
A group discussion allows the child to realize that they are not alone in their grief or stress.
V. Author's Inquiry Question/s- This is not an inquiry piece, but a discussion of best ways to help children through stress and/or grief.
VI. Author's Methodology
A. Who is being studied? NA
B. Over what length of time? NA
C. What data is being collected na
D. How is it being analyzed na
E. Any other interesting or pertinent data
VII. How the author collected information na
VIII. What the Author Discovered or Conclusions/Implications
It is important to allow children the freedom to feel and acknowledge the emotions that they are feeling in a safe place. It is important to match a book for bibliotherapy that parallels what the child is facing.
Thursday, August 9, 2007
LRA- Doing the write thing
I. Title: Doing the Write ThingII. Author: Linda RiefIII. Author's Purpose for Writing The author reflects on the need for writing and poetry in the classroom for students living on the fray.IV. What are the points made in the review of the literature? Do they support the need for the study?
Students have something to say.
Reading allows us to see the world differently, but so can writing.
V. Author's Inquiry Question/s
How can we use writing to promote empathic understanding?VI. Author's MethodologyA. Who is being studied? Her studentsB. Over what length of time? Not specifiedC. What data is being collected: samples of writingD. How is it being analyzed? subjectivelyE. Any other interesting or pertinent dataVII. How the author collected information, samples of writingVIII. What the Author Discovered or Conclusions/Implications
It is crucial to help each student find their inner voice- what they want to say, what they value, etc. She believes that this is the only way that students can begin to see and experience what their classmates are experiencing and begin to know and understand each other.
Students have something to say.
Reading allows us to see the world differently, but so can writing.
V. Author's Inquiry Question/s
How can we use writing to promote empathic understanding?VI. Author's MethodologyA. Who is being studied? Her studentsB. Over what length of time? Not specifiedC. What data is being collected: samples of writingD. How is it being analyzed? subjectivelyE. Any other interesting or pertinent dataVII. How the author collected information, samples of writingVIII. What the Author Discovered or Conclusions/Implications
It is crucial to help each student find their inner voice- what they want to say, what they value, etc. She believes that this is the only way that students can begin to see and experience what their classmates are experiencing and begin to know and understand each other.
lit review- peace within
I. Title: Peace from WithinII. Author: Olivia McNeely PassIII. Author's Purpose for Writing: She wants to explore ways we can teach peace in the classroom.IV. What are the points made in the review of the literature? Do they support the need for the study?
Teacher structures class around three central issues: physical healing, mental healing, and grief.
The author compares and illustrates the five stages of grief (denial, anger, bargaining, depressing, and acceptance) inside the novel Beloved.
V. Author's Inquiry Question/s
How can we help students deal with emotions and advocate peace?
VI. Author's MethodologyA. Who is being studied? The author is doing a reflection of her work.B. Over what length of time? Not specified.C. What data is being collected. None mentioned.D. How is it being analyzed NAE. Any other interesting or pertinent dataVII. How the author collected information, through books she used in her curriculum.VIII. What the Author Discovered or Conclusions/Implications
Teachers should structure their classes to help studnets understand how to create their own peace:
Accept responsibility
Importance of love, laughter, and art.
Understanding the interconnectedness of the world.
Teacher structures class around three central issues: physical healing, mental healing, and grief.
The author compares and illustrates the five stages of grief (denial, anger, bargaining, depressing, and acceptance) inside the novel Beloved.
V. Author's Inquiry Question/s
How can we help students deal with emotions and advocate peace?
VI. Author's MethodologyA. Who is being studied? The author is doing a reflection of her work.B. Over what length of time? Not specified.C. What data is being collected. None mentioned.D. How is it being analyzed NAE. Any other interesting or pertinent dataVII. How the author collected information, through books she used in her curriculum.VIII. What the Author Discovered or Conclusions/Implications
Teachers should structure their classes to help studnets understand how to create their own peace:
Accept responsibility
Importance of love, laughter, and art.
Understanding the interconnectedness of the world.
Sunday, August 5, 2007
Lit Review
Heather M. Haagen
Bluebonnet Writing Project
August 5, 2007
Abstract
Andrea is not the typical ten year old girl. She was in my class last year, and I found her to be an ideal student. But, most importantly, Andrea is a survivor. During the course of last year, Andrea went through many trials. Her father was diagnosed with cancer of the esophagus. He was given a 10% chance of survival. As the year progressed, her father fought that cancer with all he had. I watched him shrivel away as the cancer, chemotherapy, and radiation took effect. When it was just me and her, she’d tell me some snippet about what her father was going through- another check up, another bout of chemo, etc. During this same time, Andrea’s grandmother and childhood friend succumbed to cancer within weeks of each other. She brought in the funeral bulletins. She would come in and talk to me about what she saw and felt. She’d write in her journal to me about her fears. I couldn’t tell her it would be okay. It wasn’t and it might not ever be. My heart ached for her. What could I do to help her?
Lit Review – Using bibliotherapy and writing to deal with grief
Heather M. Haagen
In North America, death and grief are not spoken about readily or easily. In many families, children observe three important, albeit flawed, life lessons: do not talk about death or acknowledge grief, be strong and put on a smile no matter what, and get over it and move on as fast as possible after someone dies… Although it is difficult to watch someone in pain, the truth is there will be pain with grief (Johnson, 2004).
So, how do we deal with grief for our students? Bibliotherapy and creative writing are two excellent options to allow the children opportunities to deal with their loss (Berns, 2004; Cook, Earles-Vollrath, and Ganz, 2006; Pass, 2000; Jones, 2006). The greatest benefit to bibliotherapy is that it allows the child to identify and explore another character’s thoughts and emotions in a similar situation (Herbert and Kent, 2000). Aiex (1993) explained nine reasons for the use of bibliotherapy:
To show an individual that he is not alone.
To show an individual that there is more than one way to solve a problem.
To provide a person the opportunity to share a problem.
To help a person identify a constructive plan for the problem.
To help develop a person’s self concept.
To relieve emotional or mental stress.
To engage the person in meta-cognitive thinking.
To introduce new activities or hobbies.
To increase a person’s understanding of the world around them.
In order for bibliotherapy to be successful, the book used in bibliotherapy must directly relate to the issue that the child is facing (Cook, Earles-Vollrath, and Ganz, 2006). “We know the peace within that comes from a text we have connected with on an emotional level- healing a hurt, explaining a wrong, making us feel loved, allowing us to be imperfect. Consequently, it is important that, as our school systems set up curricula around new standards, we teachers make sure that our students’ emotional and intellectual needs are considered” (Pass, 2000).
Writing, in conjunction with bibliotherapy, can be a very effective method for handling grief. A student teacher, Vaziliki Antzoulis, shares about her use of poetry with her Brooklyn students in the first few days after 9/11:
“… [I] selected poems with themes of relevance for the students. I designed a poetry unit to help students deal with the grieving process and allow them a way to talk about what they were feeling through the analysis and discussion of poetry. Students read each poem closely and we analyzed and discussed them. Each poem was followed by a writing assignment, where students experimented with one or two stanzas of poetry. In the end, each student chose one poem to revise and compiled a portfolio of drafts, reflections, and one revised poem. Throughout the unit I saw students embrace poetry and take risks in their own writing. Many wrote in their reflections how their feelings about poetry had changed and they realized it wasn’t only about figuring out a meaning but also about feeling poetry and thinking about different issues. (2003)”
The need for a curriculum that is both relevant and relatable for all students is compelling. “We cannot hide behind our books and poems, but instead we must utilize such materials to make sense of the world… Now more than ever we need to write to discover our feelings, to have our voices heard, and to deal with our pain (Antzoulis, 2003).”
Conclusion
When I picked this topic, I was processing through what Andrea had gone through over the course of our year together. But, when I sat down to write this paper, I was facing my own grief. Two weeks before school was to start, the school I had worked for three years had suddenly closed. I was out of a job, but even more, I was grieving for the loss of a family I loved dearly. Attached you will find two of my writings, as well as a young woman’s writing as we were both grappling with our losses.
Here are some samples of my writing the day I found out:
My heart is breaking. The school that I love so much is no longer. It’s the school of my childhood. It was the school of my future. It was where I wanted my children to attend. And, it’s gone. Yesterday I had a job and a plan, today I am grasping for straws. I don’t want to move on. I want to stay there with the people I love so much. My teaching partners are like family to me.
A few hours later…
I’m looking down at St. Alban’s and I see trees, buildings, and lots of concrete. And, oh my goodness, there’s a castle there, too! But, today, the place looks sad. There are people running in there looking anxious and concerned. There are people hugging each other. I see boxes moving out of the building. The people look defeated. I wonder what makes them so sad. What is going on? Why are their hearts breaking? What could be so wrong? The school looks different today.
Here’s a recent alumni’s thoughts’ after hearing the news:
Hey Mrs. Y,
You know me pretty well, and instead of freaking out, I think I need to write something...
~ N.
"When you try to master something, it will always either end in success or defeat. However... it is in the attempt that we learn the true value of what we have." -Oki. There is no other quote that can express the gravity of the school's closing. We have fought, survived, and in the end... yes, lost our school. However, it has been through all the good and difficult times that we have come to realize just how far we have come, and how precious our community has become to us. Through the years, we have forged a family amongst each other; students becoming more than classmates, rather like old friends and close as siblings... and teachers becoming more than educators, rather like parents and mentors…
Through personal experience, we have discovered the importance of writing through grief. We were both taught this as a child and it is now carrying us through this difficult time. Writing allowed us to grieve and say what we could not normally. It helped us to let go.
Bibliography
Aiex, N.K. (1993). Bibliotherapy (Report No. 82). Bloomington, IN: ERIC
Clearinghouse on Reading, English, and Communication. (ERIC Document
Reproduction Service No. ED 357-333).
Antzoulis, Vasiliki. (2003). Writing to heal, understand, and cope. English
Journal. Vol. 93, No. 2 November 2003.
Cook, Katherine E., Earles-Vollrath, Theresa, and Ganz, Jennifer B.
Bibliotherapy. Intervention in School and Clinic, Vol 42, No.2, November
2006, 91-100.
Herbert, T.P., & Furner, J.M. (1997). Helping high ability students overcome
math anxiety through bibliotherapy. Journal of Secondary Gifted Education,
8 164-179.
Johnson, Kay. (2004). Grief in North America: a death-denying society.
International Journal of Palliative Nursing, Vol. 10, No.11.
Jones, Jami L. (2006). A Closer Look at Bibliotherapy. Young Adult Library
Services. Volume 5, Number 1, Fall 2006.
Pardeck, J. T. (1995). Bibliotherapy: An innovative approach for helping
children. Early Childhood Development and Care, 110, 83-88.
Pass, Olivia McNeely. (2000). Peace from within: Teaching Texts That Comfort
and Heal. The English Journal, Vol. 89, No. 5, A Curriculum of Peace (May,
2000), pp. 90-94.
Bluebonnet Writing Project
August 5, 2007
Abstract
Andrea is not the typical ten year old girl. She was in my class last year, and I found her to be an ideal student. But, most importantly, Andrea is a survivor. During the course of last year, Andrea went through many trials. Her father was diagnosed with cancer of the esophagus. He was given a 10% chance of survival. As the year progressed, her father fought that cancer with all he had. I watched him shrivel away as the cancer, chemotherapy, and radiation took effect. When it was just me and her, she’d tell me some snippet about what her father was going through- another check up, another bout of chemo, etc. During this same time, Andrea’s grandmother and childhood friend succumbed to cancer within weeks of each other. She brought in the funeral bulletins. She would come in and talk to me about what she saw and felt. She’d write in her journal to me about her fears. I couldn’t tell her it would be okay. It wasn’t and it might not ever be. My heart ached for her. What could I do to help her?
Lit Review – Using bibliotherapy and writing to deal with grief
Heather M. Haagen
In North America, death and grief are not spoken about readily or easily. In many families, children observe three important, albeit flawed, life lessons: do not talk about death or acknowledge grief, be strong and put on a smile no matter what, and get over it and move on as fast as possible after someone dies… Although it is difficult to watch someone in pain, the truth is there will be pain with grief (Johnson, 2004).
So, how do we deal with grief for our students? Bibliotherapy and creative writing are two excellent options to allow the children opportunities to deal with their loss (Berns, 2004; Cook, Earles-Vollrath, and Ganz, 2006; Pass, 2000; Jones, 2006). The greatest benefit to bibliotherapy is that it allows the child to identify and explore another character’s thoughts and emotions in a similar situation (Herbert and Kent, 2000). Aiex (1993) explained nine reasons for the use of bibliotherapy:
To show an individual that he is not alone.
To show an individual that there is more than one way to solve a problem.
To provide a person the opportunity to share a problem.
To help a person identify a constructive plan for the problem.
To help develop a person’s self concept.
To relieve emotional or mental stress.
To engage the person in meta-cognitive thinking.
To introduce new activities or hobbies.
To increase a person’s understanding of the world around them.
In order for bibliotherapy to be successful, the book used in bibliotherapy must directly relate to the issue that the child is facing (Cook, Earles-Vollrath, and Ganz, 2006). “We know the peace within that comes from a text we have connected with on an emotional level- healing a hurt, explaining a wrong, making us feel loved, allowing us to be imperfect. Consequently, it is important that, as our school systems set up curricula around new standards, we teachers make sure that our students’ emotional and intellectual needs are considered” (Pass, 2000).
Writing, in conjunction with bibliotherapy, can be a very effective method for handling grief. A student teacher, Vaziliki Antzoulis, shares about her use of poetry with her Brooklyn students in the first few days after 9/11:
“… [I] selected poems with themes of relevance for the students. I designed a poetry unit to help students deal with the grieving process and allow them a way to talk about what they were feeling through the analysis and discussion of poetry. Students read each poem closely and we analyzed and discussed them. Each poem was followed by a writing assignment, where students experimented with one or two stanzas of poetry. In the end, each student chose one poem to revise and compiled a portfolio of drafts, reflections, and one revised poem. Throughout the unit I saw students embrace poetry and take risks in their own writing. Many wrote in their reflections how their feelings about poetry had changed and they realized it wasn’t only about figuring out a meaning but also about feeling poetry and thinking about different issues. (2003)”
The need for a curriculum that is both relevant and relatable for all students is compelling. “We cannot hide behind our books and poems, but instead we must utilize such materials to make sense of the world… Now more than ever we need to write to discover our feelings, to have our voices heard, and to deal with our pain (Antzoulis, 2003).”
Conclusion
When I picked this topic, I was processing through what Andrea had gone through over the course of our year together. But, when I sat down to write this paper, I was facing my own grief. Two weeks before school was to start, the school I had worked for three years had suddenly closed. I was out of a job, but even more, I was grieving for the loss of a family I loved dearly. Attached you will find two of my writings, as well as a young woman’s writing as we were both grappling with our losses.
Here are some samples of my writing the day I found out:
My heart is breaking. The school that I love so much is no longer. It’s the school of my childhood. It was the school of my future. It was where I wanted my children to attend. And, it’s gone. Yesterday I had a job and a plan, today I am grasping for straws. I don’t want to move on. I want to stay there with the people I love so much. My teaching partners are like family to me.
A few hours later…
I’m looking down at St. Alban’s and I see trees, buildings, and lots of concrete. And, oh my goodness, there’s a castle there, too! But, today, the place looks sad. There are people running in there looking anxious and concerned. There are people hugging each other. I see boxes moving out of the building. The people look defeated. I wonder what makes them so sad. What is going on? Why are their hearts breaking? What could be so wrong? The school looks different today.
Here’s a recent alumni’s thoughts’ after hearing the news:
Hey Mrs. Y,
You know me pretty well, and instead of freaking out, I think I need to write something...
~ N.
"When you try to master something, it will always either end in success or defeat. However... it is in the attempt that we learn the true value of what we have." -Oki. There is no other quote that can express the gravity of the school's closing. We have fought, survived, and in the end... yes, lost our school. However, it has been through all the good and difficult times that we have come to realize just how far we have come, and how precious our community has become to us. Through the years, we have forged a family amongst each other; students becoming more than classmates, rather like old friends and close as siblings... and teachers becoming more than educators, rather like parents and mentors…
Through personal experience, we have discovered the importance of writing through grief. We were both taught this as a child and it is now carrying us through this difficult time. Writing allowed us to grieve and say what we could not normally. It helped us to let go.
Bibliography
Aiex, N.K. (1993). Bibliotherapy (Report No. 82). Bloomington, IN: ERIC
Clearinghouse on Reading, English, and Communication. (ERIC Document
Reproduction Service No. ED 357-333).
Antzoulis, Vasiliki. (2003). Writing to heal, understand, and cope. English
Journal. Vol. 93, No. 2 November 2003.
Cook, Katherine E., Earles-Vollrath, Theresa, and Ganz, Jennifer B.
Bibliotherapy. Intervention in School and Clinic, Vol 42, No.2, November
2006, 91-100.
Herbert, T.P., & Furner, J.M. (1997). Helping high ability students overcome
math anxiety through bibliotherapy. Journal of Secondary Gifted Education,
8 164-179.
Johnson, Kay. (2004). Grief in North America: a death-denying society.
International Journal of Palliative Nursing, Vol. 10, No.11.
Jones, Jami L. (2006). A Closer Look at Bibliotherapy. Young Adult Library
Services. Volume 5, Number 1, Fall 2006.
Pardeck, J. T. (1995). Bibliotherapy: An innovative approach for helping
children. Early Childhood Development and Care, 110, 83-88.
Pass, Olivia McNeely. (2000). Peace from within: Teaching Texts That Comfort
and Heal. The English Journal, Vol. 89, No. 5, A Curriculum of Peace (May,
2000), pp. 90-94.
Thursday, August 2, 2007
blessed be the name...
St. Alban’s has been my place of employment the last three years, but it’s also been my ministry. It’s the place where I attended school from pre-k through sixth grade. It holds a lot of memories for me, and it’s always been a place I’ve been proud to be a part of.
Yesterday, it closed. Just like that. No warning. I was hired in a rush and I now leave in a rush. We have to be out by Sunday. My heart is breaking for my friends, my family. St. Alban’s has always been a big family and we are experiencing a divorce that no-one wants. These teachers, my friends, my mamas and daddies and brothers and sisters, are precious to me. The older ones have watched me grow up and have been my teachers and mentors. (Among them being my mother and my godmother.) I’ve helped raise the children of a few others. And, the last group, my peers, I’ve been the big sister to- guiding them through the confusion of a new school and helping them to discover “The STA way”. They all are my confidants, my sounding board, my friends. I can’t imagine working with anyone else.
The parents and students are hurting, too. Some of them have never known another school. Some of them came here when nobody else will take them. One student, Matt, gave us many gray hairs. He was always a good boy at heart, but he certainly gave us a run for our money for a couple of years. He was brought into administration multiple times for skipping school and mouthing off to teachers. He came up to the school today in tears. He now has to find a new school for his senior year. When my mom left the office, she looked over and saw Matt sitting by himself with his head bent over a Bible. “Good choice Matt”, my mom said. He smiled back. He’s one more success story. We made a difference in his life. I have to remember that.
For some reason, God has chosen to close the door on our school. I may never know why, but I have to believe that God has a plan for me and the rest of the STA family.
Here’s my battle cry for the next few weeks:
You give and take awayYou give and take awayMy heart will choose to say Lord, Blessed be your nameEvery blessing you pour out,I turn back to praiseWhen the darkness closes in, LordStill I will say...Blessed be the name of the Lord
Yesterday, it closed. Just like that. No warning. I was hired in a rush and I now leave in a rush. We have to be out by Sunday. My heart is breaking for my friends, my family. St. Alban’s has always been a big family and we are experiencing a divorce that no-one wants. These teachers, my friends, my mamas and daddies and brothers and sisters, are precious to me. The older ones have watched me grow up and have been my teachers and mentors. (Among them being my mother and my godmother.) I’ve helped raise the children of a few others. And, the last group, my peers, I’ve been the big sister to- guiding them through the confusion of a new school and helping them to discover “The STA way”. They all are my confidants, my sounding board, my friends. I can’t imagine working with anyone else.
The parents and students are hurting, too. Some of them have never known another school. Some of them came here when nobody else will take them. One student, Matt, gave us many gray hairs. He was always a good boy at heart, but he certainly gave us a run for our money for a couple of years. He was brought into administration multiple times for skipping school and mouthing off to teachers. He came up to the school today in tears. He now has to find a new school for his senior year. When my mom left the office, she looked over and saw Matt sitting by himself with his head bent over a Bible. “Good choice Matt”, my mom said. He smiled back. He’s one more success story. We made a difference in his life. I have to remember that.
For some reason, God has chosen to close the door on our school. I may never know why, but I have to believe that God has a plan for me and the rest of the STA family.
Here’s my battle cry for the next few weeks:
You give and take awayYou give and take awayMy heart will choose to say Lord, Blessed be your nameEvery blessing you pour out,I turn back to praiseWhen the darkness closes in, LordStill I will say...Blessed be the name of the Lord
Tuesday, July 31, 2007
The Road Less Traveled... A woven poem
The Road Less Traveled by Robert Frost
I was a fresh faced junior in high school looking towards my future: College. It was an exciting but scary possibility. As I was looking at college, it seemed to me that, at least among my friends, there were only two choices for college: UT or A&M.
Two roads diverged in a yellow wood
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth
I didn’t really care for either of those options. I wanted to get away from everyone I knew and start over. I wasn’t really running from anything, I just wanted to leave my comfort zone. I knew in my heart that neither option was for me.
Around that time, I found out about a small school in Louisiana. It had the program I was looking at and seemed like it had everything I wanted: good size- not too big or too small, lots of campus life, and a beautiful campus.
Then took the other as just as fair
And having perhaps the better claim
Because it was grassy and wanted wear
Though as for that, the passing there
Had worn them really about the same
During my senior year, everyone asks you the dreaded question. “Where are you going to college?” When I answered Louisiana Tech, I was always met with a blank stare. “I’ve never heard of that one before” was the most common answer.
Also, I sensed a disbelief in their eyes as I told them I was going 300 miles away. My family is extremely important to me and I don’t think they thought I could cut it that far away from them.
And both that morning equally lay
In leaves no step had trodden black
Oh, I kept the first for another day!
Yet, knowing how way leads onto way
I doubted if I should ever come back
My first weekend there was gruesome. School started on the Friday before Labor Day. After classes, everyone, and I do mean everyone, went their own way for the three day weekend. I had just arrived two days before. What good would it do me to go home so soon? I had been told that you needed to stay away from home for a month to really get accustomed to college life. So, during that incredibly long weekend, I read, and organized. I cleaned and organized some more. I wandered the aisles of Wal-Mart buying things I knew I did not need. I came home, watched a movie, and reorganized the same drawer for the fourth time. It was a long weekend, and I had doubts about if I could really go through with this.
I shall be telling this with a sigh,
Somewhere ages and ages hence…
But, days turned to weeks, and I quickly adjusted. I was in a new world with new friends, new realities, and new things to learn. But, I was still me. I grew up and adapted, but at my heart, I was still the same girl I was when I left. Those four years were the best years of my life. It challenged my heart, my mind, my every core belief, but I came out stronger and better for it. I met people that I will treasure all the days of my life and I have more treasured memories than I could have ever imagined.
Two roads diverged in a wood
And I took the one less traveled by
And that has made all the difference.
I was a fresh faced junior in high school looking towards my future: College. It was an exciting but scary possibility. As I was looking at college, it seemed to me that, at least among my friends, there were only two choices for college: UT or A&M.
Two roads diverged in a yellow wood
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth
I didn’t really care for either of those options. I wanted to get away from everyone I knew and start over. I wasn’t really running from anything, I just wanted to leave my comfort zone. I knew in my heart that neither option was for me.
Around that time, I found out about a small school in Louisiana. It had the program I was looking at and seemed like it had everything I wanted: good size- not too big or too small, lots of campus life, and a beautiful campus.
Then took the other as just as fair
And having perhaps the better claim
Because it was grassy and wanted wear
Though as for that, the passing there
Had worn them really about the same
During my senior year, everyone asks you the dreaded question. “Where are you going to college?” When I answered Louisiana Tech, I was always met with a blank stare. “I’ve never heard of that one before” was the most common answer.
Also, I sensed a disbelief in their eyes as I told them I was going 300 miles away. My family is extremely important to me and I don’t think they thought I could cut it that far away from them.
And both that morning equally lay
In leaves no step had trodden black
Oh, I kept the first for another day!
Yet, knowing how way leads onto way
I doubted if I should ever come back
My first weekend there was gruesome. School started on the Friday before Labor Day. After classes, everyone, and I do mean everyone, went their own way for the three day weekend. I had just arrived two days before. What good would it do me to go home so soon? I had been told that you needed to stay away from home for a month to really get accustomed to college life. So, during that incredibly long weekend, I read, and organized. I cleaned and organized some more. I wandered the aisles of Wal-Mart buying things I knew I did not need. I came home, watched a movie, and reorganized the same drawer for the fourth time. It was a long weekend, and I had doubts about if I could really go through with this.
I shall be telling this with a sigh,
Somewhere ages and ages hence…
But, days turned to weeks, and I quickly adjusted. I was in a new world with new friends, new realities, and new things to learn. But, I was still me. I grew up and adapted, but at my heart, I was still the same girl I was when I left. Those four years were the best years of my life. It challenged my heart, my mind, my every core belief, but I came out stronger and better for it. I met people that I will treasure all the days of my life and I have more treasured memories than I could have ever imagined.
Two roads diverged in a wood
And I took the one less traveled by
And that has made all the difference.
Woven poem...
Her hair was the color of chocolate, her favorite food, and styled like her hero, Dorothy Hamil.
Mary had a little lamb, little lamb, little lamb…
Her eyes sparkled like sapphires as she sang to me
Mary had a little lamb…
She was comfortable- not too skinny, not too fat. She was just right as I snuggled by her side.
Her fleece was white as snow.
She would sit with me in our wood paneled living room while we were sitting on our scratchy brown and orange plaid sofa singing and reading together.
And everywhere that Mary went, the lamb was sure to go.
Mary had a little lamb, little lamb, little lamb…
Her eyes sparkled like sapphires as she sang to me
Mary had a little lamb…
She was comfortable- not too skinny, not too fat. She was just right as I snuggled by her side.
Her fleece was white as snow.
She would sit with me in our wood paneled living room while we were sitting on our scratchy brown and orange plaid sofa singing and reading together.
And everywhere that Mary went, the lamb was sure to go.
Monday, July 30, 2007
what's in a name?
In English, my name means Flowering shrub. According to babynames.com, it means Heather plant. Either way, I’m flowery. It’s the number seven. My name is green and , purple, full of springtime and new life. It is like an early Easter morning, filled with new life, excitement, anticipation, white mary janes, and the fragrant, lingering smell of Easter lillies. My mother knew a Heather from her childhood. She always loved that name and wanted a little girl named Heather. The name Marie came from both sides of my family. On my fathers’ side, it was the traditional middle name. Five of my cousins share my middle name with me. On my mothers’ side, I am named after my grandmother, Rose Marie. Yes, Marie is technically her middle name as well, but no-one got away with solely calling her Rose. She’d straighten up her shoulders that had been crouched over with osteoporosis and time and quickly tell them in no uncertain terms that her name was Rose Marie. My family says out of all my family, I’m the most like her. She was high society, bossy, and a worrywart. It was always her way- there was no highway. But, she also had a heart of gold. She worked at Scottish Rite as a pink lady for twenty years. She had children from four blocks away visiting her daily because all they needed to do was knock on her door and they were presented with a cookie of their choice. (I must also mention that these were no off-brand cookies. She only got the best- fig newtons or keebler’s fudge shops were some of her favorites.)
I’m frequently told that I don’t resemble my name. Apparently, most Heathers are popular, snobby, and mean. I’m glad that people don’t see me that way! I don’t think I would ever change my name. I like the name I have been given.
I’m frequently told that I don’t resemble my name. Apparently, most Heathers are popular, snobby, and mean. I’m glad that people don’t see me that way! I don’t think I would ever change my name. I like the name I have been given.
Saturday, July 28, 2007
Children's Literauture as a Resource
I. Title: Children’s Literature as a Resource
II. Author: Sarah Borders and Pamela Paisley
III. Author's Purpose for Writing: examines the developmental effects of using bibliotherapy-based classroom guidance curriculum.
IV. What are the points made in the review of the literature? Do they support the need for the study?
Research suggests that bibliotherapy is valuable for elementary students.
Bibliotherapy has been shown additionally to have positive effects on students' problem-solving ability, prosocial behavior, values development, interpersonal relations, acceptance of people different from themselves, and reading achievement (Cornett & Cornett, 1980).
V. Author's Inquiry Question/s?
VI. Author's Methodology
A. Who is being studied? Control group of 20 students in fifth grade, experimental group of 22 students in 4th and 5th grade.
B. Over what length of time? 3 months
C. What data is being collected: pre-tests and post-tests
D. How is it being analyzed: blind scorer- not sure of what students are in which group.
E. Any other interesting or pertinent data?
VII. How the author collected information: administered pre-tests and post-tests to students after reading a set of novels.
VIII. What the Author Discovered or Conclusions/Implications: For bibliotherapy to be effective, you need to consider both the problem the child has and the quality of the literature. It is also important to use active listening and empathic responses when discussing issues with the children.
II. Author: Sarah Borders and Pamela Paisley
III. Author's Purpose for Writing: examines the developmental effects of using bibliotherapy-based classroom guidance curriculum.
IV. What are the points made in the review of the literature? Do they support the need for the study?
Research suggests that bibliotherapy is valuable for elementary students.
Bibliotherapy has been shown additionally to have positive effects on students' problem-solving ability, prosocial behavior, values development, interpersonal relations, acceptance of people different from themselves, and reading achievement (Cornett & Cornett, 1980).
V. Author's Inquiry Question/s?
VI. Author's Methodology
A. Who is being studied? Control group of 20 students in fifth grade, experimental group of 22 students in 4th and 5th grade.
B. Over what length of time? 3 months
C. What data is being collected: pre-tests and post-tests
D. How is it being analyzed: blind scorer- not sure of what students are in which group.
E. Any other interesting or pertinent data?
VII. How the author collected information: administered pre-tests and post-tests to students after reading a set of novels.
VIII. What the Author Discovered or Conclusions/Implications: For bibliotherapy to be effective, you need to consider both the problem the child has and the quality of the literature. It is also important to use active listening and empathic responses when discussing issues with the children.
children writing themselves
I. Title: “Children Writing Themselves: A Glimpse at the Underbelly”
II. Author: Margaret Yatsevitch Phinney
III. Author’s Purpose for Writing: The author seeks to understand children’s social interactions during writing as well as to find out how students use writing to cope with social dynamics in the classroom.
IV. What are the points made in the review of the literature? Do they support the need for the study?
The children showed patterns in interaction including:
· Authors have rights to their own stories
· Taking turns during social interactions
· Using dramatic devices to test out their relationships with others
· Fictionalizing themselves in their writing
· Limited right of their fictional character’s “persona”
V. Author’s Inquiry Questions:
VI. Authors Methodology
a. Who is being studied? Kindergarteners, in particular 5 close girlfriends
b. Over what length of time? One school year
c. What data is being collected? Transcripts of conversations between the girls.
d. How is it being analyzed? Through the authors’ interpretation.
e. Any other interesting or pertinent data?
VII. How the author collected information: she doesn’t specify exact methods (videorecording, audiorecording, etc.) but it was through observation.
VIII. What the author discovered or conclusions/implications? The author discusses the need for understanding the social implications of writing inside the classroom. Narrative writing often takes on and deals with many social issues. It is apparent in the study that, for these girls, peer pressure was readily apparent. We, as teachers, need to find ways to help them deal with these pressures. It is also important to work towards increasing a child’s self esteem.
It is also important to mention that her study was based on one set of five girls. This study might have different conclusions if there were boys being studied and/or a different set of girls.
II. Author: Margaret Yatsevitch Phinney
III. Author’s Purpose for Writing: The author seeks to understand children’s social interactions during writing as well as to find out how students use writing to cope with social dynamics in the classroom.
IV. What are the points made in the review of the literature? Do they support the need for the study?
The children showed patterns in interaction including:
· Authors have rights to their own stories
· Taking turns during social interactions
· Using dramatic devices to test out their relationships with others
· Fictionalizing themselves in their writing
· Limited right of their fictional character’s “persona”
V. Author’s Inquiry Questions:
VI. Authors Methodology
a. Who is being studied? Kindergarteners, in particular 5 close girlfriends
b. Over what length of time? One school year
c. What data is being collected? Transcripts of conversations between the girls.
d. How is it being analyzed? Through the authors’ interpretation.
e. Any other interesting or pertinent data?
VII. How the author collected information: she doesn’t specify exact methods (videorecording, audiorecording, etc.) but it was through observation.
VIII. What the author discovered or conclusions/implications? The author discusses the need for understanding the social implications of writing inside the classroom. Narrative writing often takes on and deals with many social issues. It is apparent in the study that, for these girls, peer pressure was readily apparent. We, as teachers, need to find ways to help them deal with these pressures. It is also important to work towards increasing a child’s self esteem.
It is also important to mention that her study was based on one set of five girls. This study might have different conclusions if there were boys being studied and/or a different set of girls.
Bibliotherapy: Using fiction to help children in two populations
I. Title: Bibliotherapy: Using fiction to help children in two populations discuss feelings.
II. Author: Janis C. Hayes and Kim Amer
III. Author's Purpose for Writing:
To find out if bibliotherapy will help children with short stature and IDDM cope with their disease.
IV. What are the points made in the review of the literature? Do they support the need for the study?
Because bibliotherapy is relatively new, there are inconsistent findings as to whether or not bibliotherapy is in fact helpful.
V. Author's Inquiry Question/s: When children have read fiction, will they discuss their own feelings? What themes will children bring up? Can the themes children discuss help children cope with their condition?
VI. Author's Methodology
A. Who is being studied? 27 children aged 7-16
B. Over what length of time? It doesn’t say.
C. What data is being collected- children’s opinions and feelings on their disease and what is happening to them.
D. How is it being analyzed? With the help from ethnograph software
E. Any other interesting or pertinent data
VII. How the author collected information: semi-structured interviews
VIII. What the Author Discovered or Conclusions/Implications:
Bibliotherapy allows children a safe environment to discuss problems and worries related to IDDM and short stature.
Children immediately linked their own experiences to the fictional characters and compared and contrasted themselves to the main character.
II. Author: Janis C. Hayes and Kim Amer
III. Author's Purpose for Writing:
To find out if bibliotherapy will help children with short stature and IDDM cope with their disease.
IV. What are the points made in the review of the literature? Do they support the need for the study?
Because bibliotherapy is relatively new, there are inconsistent findings as to whether or not bibliotherapy is in fact helpful.
V. Author's Inquiry Question/s: When children have read fiction, will they discuss their own feelings? What themes will children bring up? Can the themes children discuss help children cope with their condition?
VI. Author's Methodology
A. Who is being studied? 27 children aged 7-16
B. Over what length of time? It doesn’t say.
C. What data is being collected- children’s opinions and feelings on their disease and what is happening to them.
D. How is it being analyzed? With the help from ethnograph software
E. Any other interesting or pertinent data
VII. How the author collected information: semi-structured interviews
VIII. What the Author Discovered or Conclusions/Implications:
Bibliotherapy allows children a safe environment to discuss problems and worries related to IDDM and short stature.
Children immediately linked their own experiences to the fictional characters and compared and contrasted themselves to the main character.
Wednesday, July 25, 2007
Bluebonnet Writing Project
Teaching Demonstration
Lesson Template
Title of the Book: ``The Very Best of Friends
Author: Margaret Wild
Illustrator: Julie Vivas
Publishing Information: Margaret Hamilton Books/ Harcourt Brace
ISBN: 0-15-200625-7
Suggested Grade Level: Elementary
Goal: To help students understand the need/importance of writing through emotions, especially sadness and anger while analyzing problem and solution in a picture book.
Objectives:
The learner will reflect on past memories, analyze problem and solution in the story, and reflect on the story through an invitation to write.
TEKS:
8(C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8).
11(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8);
(B) interpret text ideas through such varied means as journal writing, discussion, enactment, media (4-8);
(C) support responses by referring to relevant aspects of text and his/her own experiences
15 (A) write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8);
Research Supporting this Lesson:
By writing about relevant, compelling topics, we are allowing the children to respond to the world in a safe place. Linda Rief, Voices from the Middle, Volume 12, September 2004
Bibliotherapy. Intervention in School & Clinic; Nov2006, Vol. 42 Issue 2, p91-100, 10p.
A Closer Look at Bibliotherapy. By: Jones, Jami L. Young Adult Library Services, Fall2006, Vol. 5 Issue 1, p24-27, 4p;
Using Children's Books as Bibliotherapy for At-Risk Students: A Guide for Teachers. By: Prater, Mary Anne; Johnstun, Marissa L.; Dyches, Tina Taylor; Johnstun, Marion R.. Preventing School Failure, Summer2006, Vol. 50 Issue 4, p5-13, 9p.
Introduction to author and/or story:
Ask students to think back to a time in their childhood when they were sad. What was wrong? How did they feel? What if anything made it better? Allow students the opportunity to discuss with their shoulder partner. (5-10 minutes)
Previewing the Text:
Have 2-3 students share their reflections. Discuss that when they were little, often a band aid or hug and kiss made it better. There are things, though, that a band aid can’t fix. Brainstorm those things.
Procedures:
1. Read the story The Very Best of Friends
2. Guided Practice- Create Problem/Solution Outline
3. Discuss Jesse and William. How did the way Jesse treat William affect her? Why did Jesse treat William that way? Was there a time in your life when you pushed away others when you were sad? Do you think Jesse felt better with William or without?
4.
Reading/Writing/Drawing Connection:
· The students will be invited to reflect and draw about what they have read.
Extension/Service Projects:
We could visit the local SPCA to find out how to properly care for animals.
Teaching Demonstration
Lesson Template
Title of the Book: ``The Very Best of Friends
Author: Margaret Wild
Illustrator: Julie Vivas
Publishing Information: Margaret Hamilton Books/ Harcourt Brace
ISBN: 0-15-200625-7
Suggested Grade Level: Elementary
Goal: To help students understand the need/importance of writing through emotions, especially sadness and anger while analyzing problem and solution in a picture book.
Objectives:
The learner will reflect on past memories, analyze problem and solution in the story, and reflect on the story through an invitation to write.
TEKS:
8(C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8).
11(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8);
(B) interpret text ideas through such varied means as journal writing, discussion, enactment, media (4-8);
(C) support responses by referring to relevant aspects of text and his/her own experiences
15 (A) write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8);
Research Supporting this Lesson:
By writing about relevant, compelling topics, we are allowing the children to respond to the world in a safe place. Linda Rief, Voices from the Middle, Volume 12, September 2004
Bibliotherapy. Intervention in School & Clinic; Nov2006, Vol. 42 Issue 2, p91-100, 10p.
A Closer Look at Bibliotherapy. By: Jones, Jami L. Young Adult Library Services, Fall2006, Vol. 5 Issue 1, p24-27, 4p;
Using Children's Books as Bibliotherapy for At-Risk Students: A Guide for Teachers. By: Prater, Mary Anne; Johnstun, Marissa L.; Dyches, Tina Taylor; Johnstun, Marion R.. Preventing School Failure, Summer2006, Vol. 50 Issue 4, p5-13, 9p.
Introduction to author and/or story:
Ask students to think back to a time in their childhood when they were sad. What was wrong? How did they feel? What if anything made it better? Allow students the opportunity to discuss with their shoulder partner. (5-10 minutes)
Previewing the Text:
Have 2-3 students share their reflections. Discuss that when they were little, often a band aid or hug and kiss made it better. There are things, though, that a band aid can’t fix. Brainstorm those things.
Procedures:
1. Read the story The Very Best of Friends
2. Guided Practice- Create Problem/Solution Outline
3. Discuss Jesse and William. How did the way Jesse treat William affect her? Why did Jesse treat William that way? Was there a time in your life when you pushed away others when you were sad? Do you think Jesse felt better with William or without?
4.
Reading/Writing/Drawing Connection:
· The students will be invited to reflect and draw about what they have read.
Extension/Service Projects:
We could visit the local SPCA to find out how to properly care for animals.
Post from May 25th
I wrote this after a hard day the week after school got out. We had just had a lot of tragedies and bad news and I was disheartened, but overall, very worried about how my babies were taking all of these trials. I based the lesson plan with this situation in mind. ~h
p.s. life is much better for all of these people affected. God has worked miracles in each one of their lives. They all still have a long road ahead of them, but God has done more than we could have dreamed already.
Don't worry, be happy?
Current mood: contemplative
I listened to a children's sermon a few weeks ago about one of my favorite Bible verses (Matthew 6:34): "Therefore do not worry about tomorrow, for tomorrow will worry about itself. Each day has enough trouble of its own." The man alluded to childhood being carefree and that the worries they face today are insignificant to the problems they'll face later on in the real world.
On the surface, I'm sure he's right. There are plenty of petty fights and dramas in childhood that are insignificant. But, there are so many children that I know that are dealing with things that I can't even imagine facing as an adult. These are middle class children whose parents' have done everything possible to give them a good, safe life. And, yet, these parents can not protect them from everything.
One little girl has just received news that her dad's cancer has returned. The first time he battled cancer, he had only a 10% chance of survival. He was in remission, but it's now returned. The fight begins again.
Another little girl has a close friend that was hit by a drunk driver. That 12 year old girl is in a coma with many broken bones and severe internal injuries. She has a long, hard fight ahead of her.
A fellow teaching partner just suffered a brain injury through a construction accident. He's currently suffering from long-term memory loss and might have to have brain surgery. A mix of students, graduates, parents, faculty, and staff gathered together today to pray for his healing.
My heart breaks for these families. My students, at a young age, are having to deal with the reality that life is not always fair or good or easy. Sometimes, it really does suck and all we can do is keep on keeping on until it gets better or easier to handle. Luckily, these families have a strong faith in God that will help them through these hard times, but it's still a hard lesson to learn at such a young age. Life is short and it's not guaranteed.
Please pray for these families. They need the prayers and support.
p.s. life is much better for all of these people affected. God has worked miracles in each one of their lives. They all still have a long road ahead of them, but God has done more than we could have dreamed already.
Don't worry, be happy?
Current mood: contemplative
I listened to a children's sermon a few weeks ago about one of my favorite Bible verses (Matthew 6:34): "Therefore do not worry about tomorrow, for tomorrow will worry about itself. Each day has enough trouble of its own." The man alluded to childhood being carefree and that the worries they face today are insignificant to the problems they'll face later on in the real world.
On the surface, I'm sure he's right. There are plenty of petty fights and dramas in childhood that are insignificant. But, there are so many children that I know that are dealing with things that I can't even imagine facing as an adult. These are middle class children whose parents' have done everything possible to give them a good, safe life. And, yet, these parents can not protect them from everything.
One little girl has just received news that her dad's cancer has returned. The first time he battled cancer, he had only a 10% chance of survival. He was in remission, but it's now returned. The fight begins again.
Another little girl has a close friend that was hit by a drunk driver. That 12 year old girl is in a coma with many broken bones and severe internal injuries. She has a long, hard fight ahead of her.
A fellow teaching partner just suffered a brain injury through a construction accident. He's currently suffering from long-term memory loss and might have to have brain surgery. A mix of students, graduates, parents, faculty, and staff gathered together today to pray for his healing.
My heart breaks for these families. My students, at a young age, are having to deal with the reality that life is not always fair or good or easy. Sometimes, it really does suck and all we can do is keep on keeping on until it gets better or easier to handle. Luckily, these families have a strong faith in God that will help them through these hard times, but it's still a hard lesson to learn at such a young age. Life is short and it's not guaranteed.
Please pray for these families. They need the prayers and support.
Tuesday, July 24, 2007
Chicken Sundays
I would love to live in a community similar to the one in Chicken Sunday. I love communities where family, faith, and friendships are so intermingled that you don't know where one begins and another ends. Yes, there were the older boys that made bad choices, but for the most part, they were wonderful people that were living life together.
Thursday, July 19, 2007
One version of river legacy reflection...
Warning... it's still rough!
I took a walk through River Legacy today. It was like visiting an old friend. Both of us have changed through the years, but at our cores, we’re still the same. I walked through the pathway in awe of nature. The smell of the forest tickled my nose. I could see a million different shades of green around me. The blue sky seemed bluer, the grass seemed greener. I felt alive. I watched as a butterfly landed on my friend’s lower back. My eyes lit up, my breath caught, and I instantly took a walk through time.
I am a little girl with pigtails flowing and a new-found sense of adventure. I’m hiking through the woods, too stubborn to show my fear to my brother. The plants and trees tower over me. I’m holding the hands of my big strong hero of a daddy knowing that he is bigger than anything else in the forest and he alone can keep me safe.
I am a fifth grader on a class trip. We are on a voyage through the woods, delighting in our first taste of freedom. We are camping and learning more about the world around us. It is exhilarating.
I am a teenager asserting my independence as I walk through a trail with my friends. We are old enough to hike on our own and way too smart to need a map or any directions. Two hours later, we are tired and humbled, but we certainly found adventure and a memory to hold dear for years to come.
I am a college student escaping the confines of finals and high expectations. For just a couple of hours, I am free to enjoy God’s masterpiece. The studying can wait. A beautiful spring day is something to be treasured.
I am a young adult traveling through the jungles of
And, now, I am a teacher, reliving all these emotions and feeling my heart swell as I search for new opportunities to share God’s masterpiece with the children he entrusts to me. Teaching, like nature, is a gift that must be cherished. I keep walking.
Tuesday, July 17, 2007
Chapter 1: A Worldview
First off let me start off by saying that the author, Lorraine Wilson, has got to be one of the most passionate teachers and writers. Her passion for teaching absolutely shines through her writing.
I loved when she talked about participatory democracy. She talks about how important it is that everyone feels valued in the learning environment and that we respect and value our differences.
I also love the part about incorporating all forms of art into our daily lives. We get so caught up in the world of testing, grades, and bookwork that we forget that these children are whole (Amen, Joyce!) beings with a lot to say about the world around them. They may not always have the words to express it, but they might be able to speak loudly through their art, music, written words, or drama.
I loved when she talked about participatory democracy. She talks about how important it is that everyone feels valued in the learning environment and that we respect and value our differences.
I also love the part about incorporating all forms of art into our daily lives. We get so caught up in the world of testing, grades, and bookwork that we forget that these children are whole (Amen, Joyce!) beings with a lot to say about the world around them. They may not always have the words to express it, but they might be able to speak loudly through their art, music, written words, or drama.
Monday, July 16, 2007
My life Map...
*Second attempt* Hold your breath! :)
Here's my life map. I've had a blast working on it and am really excited about the end result. Hope you enjoy! (Warning- it's a big old file. It will take some time to load up.)
Here's my life map. I've had a blast working on it and am really excited about the end result. Hope you enjoy! (Warning- it's a big old file. It will take some time to load up.)
Ratiocination...
What a big word.
Let me start out by saying that my greatest weakness is teaching students how to revise. I get so frustrated with teaching them that I often just ended up editing them on my own. (Wrong, I know!) So, this article is wonderful for me.
On top of that, I'm a visual person, so being able to use this technique would be wonderful as a writer. I could also easily teach it because it makes sense to me and should be an easy strategy to teach. Kids are always itching to get their markers out, so this would increase student interest, too. (At least the first few times!)
I think this would be really fun to introduce in context with the mystery genre. We could go all out with this and take it to an extreme with lots of emphasis on hunting for clues.
Let me start out by saying that my greatest weakness is teaching students how to revise. I get so frustrated with teaching them that I often just ended up editing them on my own. (Wrong, I know!) So, this article is wonderful for me.
On top of that, I'm a visual person, so being able to use this technique would be wonderful as a writer. I could also easily teach it because it makes sense to me and should be an easy strategy to teach. Kids are always itching to get their markers out, so this would increase student interest, too. (At least the first few times!)
I think this would be really fun to introduce in context with the mystery genre. We could go all out with this and take it to an extreme with lots of emphasis on hunting for clues.
Critical Incident
Andrea is not the typical ten year old girl. She was in my class last year, and I found her to be an ideal student. She was brilliant, but still personable. She had a great sense of humor. Her most prized possession is a 3-D model of the human body. Throughout the entire year, she never turned in a paper late or without her name on it. While her classmates were obsessed with Hannah Montana and teen movies, she was obsessed with Broadway, especially Phantom of the Opera. She loves Converse shoes and emo bands. She has a running standup routine with stories about her baby sister who is in the throws of the terrible twos and threes.
But, most importantly, Andrea is a survivor. During the course of last year, Andrea went through many trials. Her father was diagnosed with cancer of the esophagus. He was given a 10% chance of survival. As the year progressed, her father fought that cancer with all he had. I watched him shrivel away as the cancer, chemotherapy, and radiation took effect. Andrea would walk into my classroom and stand at my desk while all the other kids were excitedly updating me on whatever happened since I had seen them last. Andrea would just stand there, commenting when she felt like it, but mainly waiting until they went on their way.
When it was just her and me, she’d tell me some snippet about what her father was going through- another check up, another bout of chemo, etc. Sometimes she’d talk in front of the other students, but she, in her own young wisdom, seemed to understand how upsetting her situation was to her fellow students. One afternoon, I was sitting on the curb outside our concrete playground standing guard over the fifth grade class. It was an Indian summer day in early December. Even for Texas, this heat was out of the ordinary. The sun shined brightly down and there was not a trace of wind in the air. The students’ skin was flushed from the heat and I could see the glisten of sweat across their faces. Two little girls had taken refuge from the suns’ unwavering gleam to sit in the shadows next to me. They were in a heated discussion about the kickball game taking place in front of us. I looked up as I saw Andrea walk over to us. Her shoulders were slumped as if she was holding the weight of the world on her skinny little shoulders. Her face was flushed with the heat, but there was no animation in her face. “Are you okay Andrea?” I asked. I bet it’s another fight with her best friend”, I thought to myself. Maintaining a friendship in fifth grade was quite a lot of hard work. “No,” Andrea softly replied. She looked up as if she was going to say more, but cast a look at the other two girls and put her head back down. She bent down with a sigh and sat down next to me. I gave her a pat on the back and a smile, but left her alone. I observed the other two girls animatedly talking about the game. They seemed so carefree compared to Andrea. I looked over at Andrea again. She looked up at me and said, “My dad has another Cat Scan today.” “Really?” I asked cautiously. I had learned in these past few months that she could care less what I had to say. She just needed me to listen. “Yeah. They need to see if the cancer’s spread.” Andrea said. My heart broke at the reality of her world. One of the little girls had stopped watching the kickball game and was eavesdropping on our conversation. The little girl looked at Andrea and then looked at me. A worried look crossed her face. She beckoned me with her finger. I leaned over to her curious as to what she wanted. “Ms. Haagen? “ She whispered. “Is he going to die?” My heart sank as I heard her question. The little girl’s voice was quiet, but I was sure Andrea had heard. Andrea squared her shoulders as if she was reaching into her inner reserve of strength. She looked at the little girl and caught her eye. “Yes,” she said. “Yes, he might die.”
During this same time, Andrea’s grandmother and childhood friend succumbed to cancer within weeks of each other. She brought in the funeral bulletins. She would come in and talk to me about what she saw and felt. She’d write in her journal to me about her fears. I never quite knew what to say- throughout the majority of the year, we didn’t expect her father to survive. I couldn’t tell her it would be okay. It wasn’t and it might not ever be. My heart ached for her. After a hard day with Andrea, I would come home and talk to my roommate. I would cry as I talked about the struggles Andrea was going through and how desperately I wished to make it all better. I lay in bed at night and asked God why she had to go through something so hard. It just wasn’t fair. Andrea was only ten years old and learning that difficult lesson- that life was seldom fair.
Several months later, she flew into my classroom, her brown hair flying off her shoulders. Her normally fair skin seemed to cast out a soft glow. Her cheeks were flushed so that they matched her bright red uniform shirt and her light brown eyes sparkled and danced. She had a smile on her face as big as Texas. Like the Tasmanian Devil, she tore through the classroom and braked quickly upon arriving at my large brown desk. She put her small hands onto my desk, leaned over and caught my eye. In a loud clear voice, she proclaimed, “His cancer’s gone! Ms. Haagen, it’s gone!” Her entire body shook with the excitement of her news. It was as if the joy in her heart penetrated through every cell in her body causing them to move. Knowing the severity of his cancer, my mind raced, but I quickly pushed it aside. I got up out of my desk, came around the corner and opened my arms. I pushed back the chair with a squeak as I came around my desk. My pulse and heart raced for her as I stood up and stretched out my arms. All four foot ten inches of her tore into my arms and we hugged. This, beyond my doubts, was a time to celebrate. I felt my eyes begin to twinkle. Her enthusiasm was contagious. My mouth stretched open as a smile began to stretch from ear to ear. I gave her a high five. “How exciting! Andrea, that’s wonderful news!” I said. No matter my doubts, this was a time to celebrate.
But, most importantly, Andrea is a survivor. During the course of last year, Andrea went through many trials. Her father was diagnosed with cancer of the esophagus. He was given a 10% chance of survival. As the year progressed, her father fought that cancer with all he had. I watched him shrivel away as the cancer, chemotherapy, and radiation took effect. Andrea would walk into my classroom and stand at my desk while all the other kids were excitedly updating me on whatever happened since I had seen them last. Andrea would just stand there, commenting when she felt like it, but mainly waiting until they went on their way.
When it was just her and me, she’d tell me some snippet about what her father was going through- another check up, another bout of chemo, etc. Sometimes she’d talk in front of the other students, but she, in her own young wisdom, seemed to understand how upsetting her situation was to her fellow students. One afternoon, I was sitting on the curb outside our concrete playground standing guard over the fifth grade class. It was an Indian summer day in early December. Even for Texas, this heat was out of the ordinary. The sun shined brightly down and there was not a trace of wind in the air. The students’ skin was flushed from the heat and I could see the glisten of sweat across their faces. Two little girls had taken refuge from the suns’ unwavering gleam to sit in the shadows next to me. They were in a heated discussion about the kickball game taking place in front of us. I looked up as I saw Andrea walk over to us. Her shoulders were slumped as if she was holding the weight of the world on her skinny little shoulders. Her face was flushed with the heat, but there was no animation in her face. “Are you okay Andrea?” I asked. I bet it’s another fight with her best friend”, I thought to myself. Maintaining a friendship in fifth grade was quite a lot of hard work. “No,” Andrea softly replied. She looked up as if she was going to say more, but cast a look at the other two girls and put her head back down. She bent down with a sigh and sat down next to me. I gave her a pat on the back and a smile, but left her alone. I observed the other two girls animatedly talking about the game. They seemed so carefree compared to Andrea. I looked over at Andrea again. She looked up at me and said, “My dad has another Cat Scan today.” “Really?” I asked cautiously. I had learned in these past few months that she could care less what I had to say. She just needed me to listen. “Yeah. They need to see if the cancer’s spread.” Andrea said. My heart broke at the reality of her world. One of the little girls had stopped watching the kickball game and was eavesdropping on our conversation. The little girl looked at Andrea and then looked at me. A worried look crossed her face. She beckoned me with her finger. I leaned over to her curious as to what she wanted. “Ms. Haagen? “ She whispered. “Is he going to die?” My heart sank as I heard her question. The little girl’s voice was quiet, but I was sure Andrea had heard. Andrea squared her shoulders as if she was reaching into her inner reserve of strength. She looked at the little girl and caught her eye. “Yes,” she said. “Yes, he might die.”
During this same time, Andrea’s grandmother and childhood friend succumbed to cancer within weeks of each other. She brought in the funeral bulletins. She would come in and talk to me about what she saw and felt. She’d write in her journal to me about her fears. I never quite knew what to say- throughout the majority of the year, we didn’t expect her father to survive. I couldn’t tell her it would be okay. It wasn’t and it might not ever be. My heart ached for her. After a hard day with Andrea, I would come home and talk to my roommate. I would cry as I talked about the struggles Andrea was going through and how desperately I wished to make it all better. I lay in bed at night and asked God why she had to go through something so hard. It just wasn’t fair. Andrea was only ten years old and learning that difficult lesson- that life was seldom fair.
Several months later, she flew into my classroom, her brown hair flying off her shoulders. Her normally fair skin seemed to cast out a soft glow. Her cheeks were flushed so that they matched her bright red uniform shirt and her light brown eyes sparkled and danced. She had a smile on her face as big as Texas. Like the Tasmanian Devil, she tore through the classroom and braked quickly upon arriving at my large brown desk. She put her small hands onto my desk, leaned over and caught my eye. In a loud clear voice, she proclaimed, “His cancer’s gone! Ms. Haagen, it’s gone!” Her entire body shook with the excitement of her news. It was as if the joy in her heart penetrated through every cell in her body causing them to move. Knowing the severity of his cancer, my mind raced, but I quickly pushed it aside. I got up out of my desk, came around the corner and opened my arms. I pushed back the chair with a squeak as I came around my desk. My pulse and heart raced for her as I stood up and stretched out my arms. All four foot ten inches of her tore into my arms and we hugged. This, beyond my doubts, was a time to celebrate. I felt my eyes begin to twinkle. Her enthusiasm was contagious. My mouth stretched open as a smile began to stretch from ear to ear. I gave her a high five. “How exciting! Andrea, that’s wonderful news!” I said. No matter my doubts, this was a time to celebrate.
Hercules' version of who i am
This is Jessica Andrews song "Who I Am". I reworked the majority of it for Hercules. Enjoy!
I have two wives and many daughters
Jupiter is my father
And when the day is done
my stepmom makes me crazy like a postman
Sometimes I'm clueless and I'm clumsy
But I've got friends that love me
And they know that I’ve killed my clan
It's all a part of me
And that's who I am
So when I make a big mistake
When I fall flat on my face
And I kill all my family one night
Though my tender heart be broken
I will take my 12 steps knowing
I will be just fine
Cause nothing changes who I am
I'm a saint and I'm a sinner
I'm a loser; I'm a winner
I am steady and unstable
I'm young, but I am able
I’ve had two wives and many daughters
Jupiter is my father
And when the day is done
my stepmom makes me crazy like a postman
Sometimes I'm clueless and I'm clumsy
But I've got friends that love me
And they know that I’ve killed my clan
It's all a part of me
And that's who I am
I have two wives and many daughters
Jupiter is my father
And when the day is done
my stepmom makes me crazy like a postman
Sometimes I'm clueless and I'm clumsy
But I've got friends that love me
And they know that I’ve killed my clan
It's all a part of me
And that's who I am
So when I make a big mistake
When I fall flat on my face
And I kill all my family one night
Though my tender heart be broken
I will take my 12 steps knowing
I will be just fine
Cause nothing changes who I am
I'm a saint and I'm a sinner
I'm a loser; I'm a winner
I am steady and unstable
I'm young, but I am able
I’ve had two wives and many daughters
Jupiter is my father
And when the day is done
my stepmom makes me crazy like a postman
Sometimes I'm clueless and I'm clumsy
But I've got friends that love me
And they know that I’ve killed my clan
It's all a part of me
And that's who I am
Sunday, July 15, 2007
Thursday's Articles
Beethovians and Mozartians...
Wow! What a great article. Throughout the article, I found myself going "Yeah- I do that!" or "Someone else does that, too?" and even, "Why would they do that?" It really struck me at how much writing is a unique and individual craft. We may share methods, but noone can write exactly like us. So, why do we use cookie cutter writing methods? This really sunk home to me.
Skeletons in the closet-
Another great article. I can't wait to use the skeleton technique in the classroom. (And, I think it would be quite fun to do this with the fellow bluebonnets, too!) Not only does it teach how to be a more descriptive writing, it also reinforces the other article by giving each writer a unique voice. I'm getting so excited about teaching writing next year- I know my students will be so much more successful.
The Parallel Universes of Theory and Practice
This article was an interesting tale of one teachers' journeys and struggles through teaching the writing process. I love the way she talks about overcoming and abandoning the traditional "sit and get" method of teachign and moving towards a more community of learners style. It was inspiring to read about her transformation. She sounds like an amazing teacher with a passion for her students, teaching, and writing.
Getting Real- Authenticity in Writing Prompts-
Oooh! I love this. It's not a new concept, but it fills me with excitement and ideas as I read through this article. I've seen how much more attention students pay to their writing when they know it's going to be seen by someone other than me or their classmates. It's as if it makes it more "real". I love the examples of her studnets' writing in response to the potential bannign of the Tale of Two Cities. I would bet that many of those students would not have had that same passion of writing had they been writing a two page paper analyzing the character!
Wow! What a great article. Throughout the article, I found myself going "Yeah- I do that!" or "Someone else does that, too?" and even, "Why would they do that?" It really struck me at how much writing is a unique and individual craft. We may share methods, but noone can write exactly like us. So, why do we use cookie cutter writing methods? This really sunk home to me.
Skeletons in the closet-
Another great article. I can't wait to use the skeleton technique in the classroom. (And, I think it would be quite fun to do this with the fellow bluebonnets, too!) Not only does it teach how to be a more descriptive writing, it also reinforces the other article by giving each writer a unique voice. I'm getting so excited about teaching writing next year- I know my students will be so much more successful.
The Parallel Universes of Theory and Practice
This article was an interesting tale of one teachers' journeys and struggles through teaching the writing process. I love the way she talks about overcoming and abandoning the traditional "sit and get" method of teachign and moving towards a more community of learners style. It was inspiring to read about her transformation. She sounds like an amazing teacher with a passion for her students, teaching, and writing.
Getting Real- Authenticity in Writing Prompts-
Oooh! I love this. It's not a new concept, but it fills me with excitement and ideas as I read through this article. I've seen how much more attention students pay to their writing when they know it's going to be seen by someone other than me or their classmates. It's as if it makes it more "real". I love the examples of her studnets' writing in response to the potential bannign of the Tale of Two Cities. I would bet that many of those students would not have had that same passion of writing had they been writing a two page paper analyzing the character!
Wednesday, July 11, 2007
july 11 responses...
Becoming your own expert- teachers as writers
I'm learning through this project just how true this is. I've learned more about teaching writing by these writing assignments than i have in the past year of researching writers' workshop. By being in the midst of writing myself, I can clue in, from my own experience, on what they are thinking and feeling. I agree 100% with Gillespie- writing makes me a better educator.
Whose Writing is it Anyway?
My first two years of teaching were spent in a 3 year old pre-k classroom. It was a wonderful experience. We have a strong emphasis in writing in the early childhood program at my school, so we did daily journals. I saw what the author was speaking of first hand. Those precious little babies (ooh, they would get so mad at me for calling them that!) had so much to say. One child regularly wrote about science fiction items like space ships and aliens. Another child wrote mainly about her favorite memories. Still another wrote about classroom situations, especially when he was being a stinker! Each child has so much to say. Very rarely did their stories have actual words, but they were authors all the same.
Computers and English- Future Tense, Future Perfect?
What an interesting article! Most of what he said has in fact come true. We do have an increase in at home education. We use spell check on a daily basis (but what is a style checker???). More journals than not have switched to online or at the minimum incorporated online features. Technology has changed writing in a way that we can't even begin to imagine.
But, there were other things that may not have come into fruition (or if they have, we use different terminology and I don't know what it is!) To my knowledge, IBM's EPISTLE product is not in constant use. Spelling and grammar is still highly valued and taught in the classrooms, contrary to some predictions. Handwriting still seems to be valued, but sadly, it is becoming less and less prevalant in schools.
I'm learning through this project just how true this is. I've learned more about teaching writing by these writing assignments than i have in the past year of researching writers' workshop. By being in the midst of writing myself, I can clue in, from my own experience, on what they are thinking and feeling. I agree 100% with Gillespie- writing makes me a better educator.
Whose Writing is it Anyway?
My first two years of teaching were spent in a 3 year old pre-k classroom. It was a wonderful experience. We have a strong emphasis in writing in the early childhood program at my school, so we did daily journals. I saw what the author was speaking of first hand. Those precious little babies (ooh, they would get so mad at me for calling them that!) had so much to say. One child regularly wrote about science fiction items like space ships and aliens. Another child wrote mainly about her favorite memories. Still another wrote about classroom situations, especially when he was being a stinker! Each child has so much to say. Very rarely did their stories have actual words, but they were authors all the same.
Computers and English- Future Tense, Future Perfect?
What an interesting article! Most of what he said has in fact come true. We do have an increase in at home education. We use spell check on a daily basis (but what is a style checker???). More journals than not have switched to online or at the minimum incorporated online features. Technology has changed writing in a way that we can't even begin to imagine.
But, there were other things that may not have come into fruition (or if they have, we use different terminology and I don't know what it is!) To my knowledge, IBM's EPISTLE product is not in constant use. Spelling and grammar is still highly valued and taught in the classrooms, contrary to some predictions. Handwriting still seems to be valued, but sadly, it is becoming less and less prevalant in schools.
Monday, July 9, 2007
Writing Response
Foreward
First off, I like the idea of being a "writing project groupie" for the next twenty or so years. That sounds like fun to me! ;)
I liked hearing how the quarterly has evolved through time. I think this will be a great opportunity for the NWP to put into practice what they support so strongly: technology's impact on communication and writing.
Letter to our Readers
Art Peterson says:
How true is this? So many great teachers have a huge knowledge base but don't neccesarily get to share it because they are in fact in the classroom and not in a scholarly setting. The Quarterly is a way for these teachers to share their knowledge with the entire academic community.
Twenty Minutes of Fluency...
I liked this article, but I found my sympathy sided more with the students more than the writer. In our workshop today, I experienced both sides of the writing spectrum.
The first writing assignment, about a person that has inspired you, came easily. I had vivid descriptions, a clear message, the whole works. I was surprised at how well it came out in 15 or so minutes.
The second writing assignment- about finding your green stone- wasn't as pretty. I couldn't find that seed I needed to get moving. I fidgeted, I stared at the screen, I stared at Christina's screen, but all to no avail. I couldn't get moving. With six or seven minutes to go, I finally got the idea I needed to move forward. I typed frantically for the last half of the time feeling pressure to get a product that I would be willing to share with little time left. (After all, there was also the first day presssure!)
To make a long story short, writing within a time limit is hard at first. I have a feeling those same students writing would be so much better if they repeatedly were given opportunities to write in 2o minute increments.
First off, I like the idea of being a "writing project groupie" for the next twenty or so years. That sounds like fun to me! ;)
I liked hearing how the quarterly has evolved through time. I think this will be a great opportunity for the NWP to put into practice what they support so strongly: technology's impact on communication and writing.
Letter to our Readers
Art Peterson says:
The Quarterly took advantage of this alliance by providing a forum where
teachers of all grade levels could publish their ideas, their research, and
their classroom practice in a single journal. Though most university-level
teachers were not new to publishing, The Quarterly broke ground when it
responded to the NWP assumption that significant expertise resides in the hands
of classroom teachers by giving K-12 teachers a vehicle to write about that
expertise.
How true is this? So many great teachers have a huge knowledge base but don't neccesarily get to share it because they are in fact in the classroom and not in a scholarly setting. The Quarterly is a way for these teachers to share their knowledge with the entire academic community.
Twenty Minutes of Fluency...
I liked this article, but I found my sympathy sided more with the students more than the writer. In our workshop today, I experienced both sides of the writing spectrum.
The first writing assignment, about a person that has inspired you, came easily. I had vivid descriptions, a clear message, the whole works. I was surprised at how well it came out in 15 or so minutes.
The second writing assignment- about finding your green stone- wasn't as pretty. I couldn't find that seed I needed to get moving. I fidgeted, I stared at the screen, I stared at Christina's screen, but all to no avail. I couldn't get moving. With six or seven minutes to go, I finally got the idea I needed to move forward. I typed frantically for the last half of the time feeling pressure to get a product that I would be willing to share with little time left. (After all, there was also the first day presssure!)
To make a long story short, writing within a time limit is hard at first. I have a feeling those same students writing would be so much better if they repeatedly were given opportunities to write in 2o minute increments.
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