This has nothing to do with School - or does it?

Coming up...The Canterbury Tales - well one of them, anyway.

Until then, I found this fascinating. Not the facts - I always suspected the conclusion, I just wasn't smart enough to figure out how to prove it. I'm so very happy someone has figured out how to prove it!

By the way LabSpaces is a very interesting site.

Beowulf - new words

One reason I love to read British Literature is (are?) the new words I learn. If I ever have the time, I want to learn either Old or Middle English so I can learn even more. Until then, this is what I've learned from Beowulf.

• mead-benches - A seat or bench at a Germanic feast; from Old English medusetl. So, this is interesting. It reminds me (us) that the British Isles were just as much of a melting pot and the US was in the early 1900's. The use of a German(ic) word to describe where 14th Century English warriors sat.
• march-stepper - This is a description of Grendel; boundary-land walker, a walker in outlands or desolate places. I had the vision of Grendel walking as Germans did in the films from marches for Hitler. Perhaps, then, when Australians are on walk-abouts they, too, are march-steppers?
• the giver of rings - The lord of a won battle. As I read, I kept having visions of either a dream or something I had seen on television - men who won a joust were given large rings over their joust-posts by either the king, queen, or maiden princess. After doing some further research I find that this makes sense. I'm still wondering why it is the King - or whomever - would give rings of gold or other precious metal and not something more useful, such as better chain mail or better swords.
• suffer much of weal and woe - This one was a bit confusing; it is an antonym to itself. Woe is sorrowfulness so, it would follow that weal would be a raised mark on the skin produced by a blow; from Old English walu, meaning ridge. However, it also has the definition of prosperity or wellbeing. Knowing the definition of woe, I know it is the former which is correct here. But, it is one of those curious words from "way back" that makes me ponder why "we" selected only certain OE and ME words to use and only certain definitions.
• fen - bog
• gannet's bath - Considering the gannett is a large sea bird and a large body of water may be considered a bath, I'm suppose this is a large body of water over which a gannett flies. Nothing exciting there, either.
• geurdon - To reward. I would think that a better definition would be a reward for hand-to-hand combat fighting (such as guerilla). What I found most intriguing was this: Middle English, from Old French, from Medieval Latin widerdnum, alteration (influenced by Latin dnum, gift) of Old High German widarln : widar, back, against; see wi- in Indo-European roots + ln, reward; see lau- in Indo-European roots. Wow!
• battle-targes - eh, battle shield. Deserves a more impressive definition.

Final Words on Beowulf

There are many more ideas and concepts I have learned from reading Beowulf; there are also more questions about why this was told/written and what its influence was on people of the 13th, 14th, and perhaps even up to 19th centuries. To write of them all, I'd have my own book the breadth of Beowulf.

Beowulf - Confusing spots

Reading Beowulf I realized that this poem was written in flashback form; generally a style I find interesting as it gives me time to draw conclusions, based on the evidence, to what may have occurred, only to find out the 'reality' of what happened. However, the use of the author's flashbacks was confusing; there were no clear transitions stating "OK, now my I will tell you about something that happened previously, so please don't think this is any reflection on what is happening now." Instead, a character would break into rhetoric and, through use of deduction on the part of the reader, you have to figure out if he is talking about the present or past. Yes, sometimes it was blatant, "We accomplished that heroic deed" spoke Beowulf - you know that is in the past tense referring to his battle with Grendel. Other times, we aren't so lucky.

Throughout the piece, I waited for the explanation of when the author no longer spoke of Beowulf I and moved onto Beowulf II. I could not find that transition. I have re-read many parts of the piece looking for such a break, but, cannot find it. Would anyone be kind enough to share their knowledge with me?

In Chapter XIII, I became confused on who actually killed Grendel. Was it Beowulf's sword that did the deed, or did his men perpetrate the final blow? Perhaps this is part of the myth in the epic - a leader's men do go to battle with him and all join to overtake the foe. What matters most is that Beowulf was the one who started the charge at Grendel, continued to fight, and took congratulations for having such a wealth of good men.

In Chapter XXXII, the author speaks of "he" but I cannot find a reference to the person - is it Beowulf, is it one of his men, is it the person who found the Dragon's treasure and in doing so made him angry? I understand the need for this chapter/passage, as it directly addresses the Dragon's lair, treasure, and fury. And, perhaps it doesn't matter to the story who the "he" is. However, is it not possible that the "he" could have been a foe of Beowulf II, out to do him in by picking a fight with the Dragon? That would add to the story, even make the Dragon incident make better sense. It seems odd to me that the author would be thinking, "Well, Beowulf needs something to do. I'll find some random guy who decides to steal gold from a Dragon. The Dragon gets angry and attacks the place Beowulf just happens to be staying. Which gives Beowulf a chance to fight a great and evil thing." There just has to be more to it than that!

I have not researched this next idea, but, I will.

The last sentence in Chapter XXXIX leads me to believe that this epic is an explanation of some tragedy which befell people in (their) recent history. As with the Creation Myth, this sentence "explains" why there are so many 'tribes' throughout the world who do not speak one another's languages, "Every man of the people shall wander". Further, it explains an invasion (Roman? Norman?) which (shall) took place because of their "inglorious act." Or perhaps I'm reading too much into this.

Next post - new words and ideas.

Beowulf

I had first read a bit of Beowulf when I was in high school. A boy was trying to impress me by telling me he could read the "original English" that Beowulf was written (in). I was so naive at the time, I believed him. I didn't understand a word he read to me - except Beowulf - but was intrigued by "old" writings that I picked up an English Literature book in the library and began to read. I found it not to my liking. The passages were long, written in poem "form" but did not rhyme. And it seemed to take f-o-r-e-v-e-r for the writer to get his point across. I put it down and decided to wait until I was more "experienced" before I read it again.

As a Sophomore in College, I picked up a slight paperback of Beowulf. This one was much different than the first reading; it was written in story form in modern English. After a few pages, I was bored. With the use of modern English and modern terms, it didn't seem right to read. I put it down, again.

Now, I've read Beowulf again - in story form, and paragraphs first, then the "poem" form. Reading this epic I am sad I did not grasp its importance 30 years ago.

I will admit to being a bit apprehensive to reading another "epic poem". The Illiad and the Odyssey were difficult reading (I believe it is because it was a rushed read and the fun in the stories was overshadowed by the professor's picking apart each line for discussion..but, I digress). So, epics were not something I was not sure I would enjoy again and I thought would be difficult to wade through. I was pleased to read Beowulf - and look forward to more epics.

More about why I liked it, what I learned, and what I questioned in further posts.

Re-Emerging

Long time no write, eh? Well, I've decided to make some use of this blog. Don't know that anyone will read it, but, that doesn't matter either.

I'm considering blogging for my Brit Lit 1 class. Why? Well, I have to write at least 15 pages of "stuff" for the class, based on what I read. I've got lots of ideas on how to write about what I read, but not really sure how to get it all out. Thought maybe here, I could work on that.

If any one reads, please comment!

Peace

Bits

1. Do all teachers and students get some sort of cold or flu or intestinal illness within the first 4 weeks of classes? I didn't realize I'd have to take stock in Thera-Flu and Airborne!
2. What is the best way to teach when you are ill? Do you give worksheets and say, "Quiet"; or are you active to keep your mind off your illness?
3. Perhaps I will do R&J. Otherwise, I have no idea which way to turn. Is it possible to over-do something?
4. Sleep, perchance, to dream...
   

To Midsummer or 12 Orange Hamunaptras?

The title is a complete inside joke that only one - maybe 2 - reader(s) will get. On with it...

I have to pick a play. To be more precise, I have to pick one of the 9 plays we are reading in Teaching Shakespeare. Considering I'm still not "getting" his plays (I think it is the word choice of his) .. the assignment is to create a 10-1 hour lesson plan, er, lesson based on one of the plays, using the teaching suggestions from our text.

I do apologize, I'm coming down with a cold and I'm wore-out.

I thought if I picked a comedy, I'd enjoy the assignment more. However, I'm missing the humour in Midsummer and 12th Night. I don't want to pick R&J because, well, everyone does. But, I could use it in some ultra-inventive way that no one has thought of...

Ideas????

So much time, so little to do

Several points to make today:

1. Apparently, I'm some sort of "celebrity". I will have to look into this and let you know what I find out.
2. I have found with my classes this semester professors expect we students to have a full repetroire of literature and vocabulary not previously "required" in other classes. For example, Prof. M of "Shakespeare for Teachers" inquired in our last class as to the poetic form used by Shakespeare in one of his plays. If i had not just read someting in the Keats book (on loan from Dali Peabody), I would not have known 'iambic pentameter'. Needless to say, Prof. M was dissillusioned by the fact that most of us had no inkling as to what '-bic' or '-meter' for other parts of this play. My question is: Is Prof. M's expectation something to get ragged about?
3. I had hoped my Linguistics class was going to be geared more towards the English language, not language in general. However, with the retirement of an English professor (whose love of Chaucer would be a delight to experience) our 'only' alternative is the 'basic' linguistics class. I haven't quite decided if I like it or not. My question is: Do you have to like a class that is a basis for your profession for you to be successful in the profession? How many doctors really like slicing up cadavers *chills*.
4. Lit Crit is fun only because of the great Prof. RW. She is an absolute delight! I wish it would be possible to know her in a social way; she would be a hoot at parties!
5. My only Education course this year is Developmental Reading in the Middle School - or as I call it Dev Red. No book - less reading! Apparently Prof. S is THE professor in the Ed dept. Unfortunately, this is his last "on campus" semester. I do like his approach and the lessons we have had to this point. Odd thing: he said Pedagogy is an important base for his class, but he does not have kind words about the "current" state of Ped at the University. So, he must teach us some Ped along the way. My question is: If teaching students did not get a good base of Ped, how will that gap be filled? If it is not, will we fail as teachers?

My new part-time job is currently taking up too much of my time. My blog, my hobbies, my Spiritualness, and my family are suffering. Once I get a better routine, I hope to blog more. I also hope that, somewhere out there, someone is reading this and will be willing to "discuss" what I've brought up.

Thank you & Goodnight

Read..oh, and Read...btw, Write, too

First week of classes and I'm excited! Well, as excited as I can be with a part-time job that is about 8 hours more than "part", tiredness, and that bothersome migraine thingy...

I love being in school! I love to learn and I love to anthropolizes (yes, I made up yet another word :) people and instructors and classes. Just look at the lovely bevy of learning potential I have this semester:

• Teaching Shakespeare or Read a play a week and get a sheepskin!
• Linguistics or How come I speak English this like?
• Literary Criticism or What some dead guys thought about other dead guys stuff.
• Developmental Reading for the Middle School or Are you sure you want to teach hormones how to behave?

Not much happened so far this week. I'll give you the breakdown this week-end.

Ta-ta

Books, Books and more Books

Wow. Each semester I am amazed at the cost of books. One of my required texts was $75.00 - and it was less than 100 pages! I suppose the authors, publishers, shippers, and sellers need to make money. And for well written, later-to-use-as-reference text books, that is just fine.

Classes for me start in one week. I'll start pre-reading tonight. My daughter thinks I'm crazy(er) for doing so. I tell her that if I can do any type of pre-reading or research for my classes, it makes me a better student (well, better to state, it gives me a sense of being a better student). Unfortunately the "I like to go to school and be a student" trait did not pass on to her. I'm hoping that once she begins high school (in 2 weeks!) her love for learning will emerge.

Having books to reference while teaching will be a gianormous help. Though, I don't know how students in 2011 will react when I pull out my copy of Poe, printed in 1972!

I'm Ready for my Close-up, Mr. DeMille

Hello to my one reader! I'm looking forward to coming back at the end of this month!

To get a jump on things:

1. I had to go from 15 to 12 credits this semester. Why? I had to find a part-time job which meant sacrificing either 1 or 3 classes - I chose just one.
2. I won't know if I'll have another book crisis like I did this summer for another few weeks. It is difficult to perform assignments when the bookstore doesn't have your book until 2 weeks into the course!
3. I've changed my look (a bit) and my attitude (another bit). I don't know what it will translate into on this blog!

See you in a few weeks!

June?

So, where did Spring go? It went to my 5 papers and 2 group projects! Which made all the late snowfall not so bad. really.....

I have a summer class - self directed study - and hope that will give me an excuse to make more posts.

A propos

Wherever she went, including here, it was against her better judgment. Dorothy Parker

In preparation for my stint at teaching, I have signed up with Kelly Educational Staffing to perform substitute paraprofessional work. I have done my time as a food service worker, lunchroom supervisor, playground supervisor too. However, I prefer to work with the kids - one on one or just helping in the classroom. Today, I worked in a "remedial room" at an Elementary school. Most kids were there for only 15 to 20 minutes at a time to work on their weaker skills. All the kids were great; most were polite; few wouldn't say much; 2 of them claimed me as their new best buddy!

As fulfilling as it was, I am so glad I will not be certified to teach in the lower grades. The mental and physical energy it takes with the kids - not to mention learning how to talk, act, and react around little ones - I am amazed of the people who take on the challenge.!

Teachers writing with Students

Remember this post about teachers taking an active part in their student's learning? After some research and emails - and patience - I got a response!

Greetings,
Your email made its way to me. I was the lead researcher on this project and I'm glad you found it useful. The full citation and report information is listed below. I also wrote another small case study from these data.
Please let me know if I can help further.
Singer, N.R. & Scollay, D. (2006). Increasing student achievement in writing through teacher inquiry: An evaluation of professional development impact. University of California, Berkeley, National Writing Project, Berkeley, CA.
Nancy Robb Singer, Ph.D. Assistant Professor English Education UM-St. Louis

OK, I feel special! Here is my take on the report:

First, I want to say that, IMO, teachers need to do more than just be proctors in a school setting. Interacting with students does not just mean asking questions and relaying information. If a teacher expects students to perform an activity, teachers should perform the activity as well. Of course, writing full-blown research papers may not be feasible; but, teachers should have something in their "bag of tricks" to prove, yes, they have done this type of work and even notes on their experience while doing the work.

There is a lot of good base information in this study. That is, what the experiment entailed, how it was done, who was in charge, what standards they were using, a rubric and other assessment information, as well as detailed findings. This would be a good piece of resource for teachers - whether English/LA or Math/Statistics. Oh, not to forget the training for the teachers and school administrators agreeing to participate in the study!

This one line should be a wake-up call to School Boards, Parents, Governors, Educators - both K-12 and College - on a positive way to help students become achievers: "for every one of the
measured attributes of writing and in every site, the improvement of students taught by NWP
participating teachers exceeded that of students in classes whose teachers were not participants."

My last point: support for the reflective practitioner. My father told me that he would not send me to college to become a teacher because "anyone" can do that and it wasn't a "real profession". Yet, we have to live up to standards and codes and behaviour guidelines just as those in the legal or medical profession. And, we must continually hone and modify our lessons and approaches, as each student is different and the same student can be different from day to day! We must think about and consider the outcome of each and every class and lesson - plan and unit - we teach. If we do not at the very least, take responsibility for what we are trusted to do - i.e. educate children - we are no longer professionals nor do we deserve the respect. I have known my share of "professionals" and very few of them have taken the time to think about (reflect on) how they could have made better or what they can use from a successful "meeting".

Teaching, Educating, Teachers, Educators...we are continually under-respected, under-valued and under-paid. Perhaps if more people knew about this study - and it was presented in layman's terms - our value could rise.

Sorry for the editorial. Back to the article.

I think that for anyone currently in the profession or enrolled in classes to become an educator, this is a great study to read and take to heart!

Hoarding Materials

According to my text book, I should start collecting "stuff" - anything that I think may be useful when I finally start teaching. My mind has been reeling for the last 5 days on this!

I can find a lot of things/stuff that I think may be helpful for me when I finally teach English. The newspaper is full of ideas - as are Internet sites - and instruction booklets - and free handouts from almost anywhere - and cheap things at Goodwill...

Is it possible to collect too much stuff? Could I lose track of my teaching intent while searching through my "database" of papers, pictures, and parsnips? (OK, not really parsnips, but, I couldn't come up with another p for my alliteration!)

Knowing what is useful and what is not I won't know until I get into a school and start using the stuff. So, that isn't an issue.

Comments?

p.s. Peabody, I emailed the school district mentioned in my last post...no word yet!

2fer

Yes, I know...don't post for a week and then post twice in one day! Is that like BOGO? Or a 2fer1?

So, in doing some research for a class project (which I had to change twice due to a few unknowns) I came across this great study, the Leadership in Writing Institute in the Ferguson-Florissant School District Study. I'm sure Peabody knows of this because he talked about this very concept!

OK, so, why am I so excited? Because, there are very few English teachers, instructors, educators who believe in this concept. Why? That, I cannot understand.

So, if you are interested to know why it just might be a good thing for teachers to write along with their students, check out the link!

If you don't think it is a good idea, I'd be curious as to why.

Guidance

College or University professors have more free reign than K-12 teachers. Yes, professors do have standards they must follow, but it is how they carryout their lessons and "feed" students information in which they have the freedom.

For example, the semester I had Prof. Peabody for a Methods class, his assignments were "Here is the topic, go write." There were no guidelines on how to write or what type of writing - we could write a story, a poem, a dry paper...whatever we felt worked for us and the topic. He was available for help or questions - not about what to write, but with insight as to the "meat" of the assignment. Now, I don't know if it worked so well for him and our class because he had perfected his technique or if it is just because he is a great teacher. I do know that it doesn't work for all teachers/professors. I believe that reason is due to lack of planning and forgetting to give necessary pre-instruction.

For example, a professor who gives a list of assignments and their due dates and a skeleton of instructions. However, the only basis for the assignments are concepts which have not been discussed and have gray areas; and the instructions are not clear and use terms the students are not familiar with or can have different meanings to different students. The most unfortunate part of such "independent learning" is the assignments are graded based on mind-reading - that is, which students can read the mind of the instructor to know exactly what he is looking for.

It is times like these I look forward to having standards and guidelines to follow. There is room for independent learning and thinking, but the students will know what is expected of them and will have their own guidelines to follow. For example, giving a speech on anything you like - but, you still must cite your research and produce note cards or speech notes; these cover the necessary standards but still give students some freedom.

Comments?

Of Delays & No Class

A couple of things....

My daughter had a 2 hour delay for school yesterday. Makes sense - kids don't need to stand out in -45 windchill - no one does! But, teachers and other school personnel had to arrive on time. I don't understand why. Is this to give teachers time to re-work their schedules due to a shorter day, or is there another reason? I once asked a teacher this - back in the 70's - and was told it was because they (teachers) were adults and had the responsibility to be there. Sounds like one of those "adult" answers, eh?

The other thing has more to do with college than high-school. Sometimes an instructor will cancel a class because they are ill or need to attend a conference. This is understandable. However, is it fair to students to give them in-depth assignments to complete during the instructor absence - with only basic info delivered electronically? What if you have questions? What is a good way to handle this?

I'm sure the same could be said for substitute teachers who have the responsibility to guide students toward a goal....

Mixed Bag - Replying to Comments

As promised, I'm using a post to reply to comments.

Peabody - Thank you. I'm feeling better. I did lose my voice for a few days, and my hearing for one. But, now, I'm doing well.

Celestial-Rose - That is interesting, but, not at all surprising. It seems to me that "standard" religions will pick and choose what other religions they will "tolerate" based on the "Sympathy of the Month". Thank you for opinion.

Willow - I will check out the site today. I think interpretation is a wonderful word - although I don't my Amer Lit instructor would agree. For instance, "Nothing Gold Can Stay" I read for AL and it was in the book "The Outsiders" I read for YALit. The AL Instructor had a completely different take on the poem than the way it was used - and understood - in "Outsiders". Maybe if I look at it that way - interpretations are different and dependent on person and situation - it will be easier.

Peabody - "State of Mind". I like that!

Veracious - I agree (see not to Willow above)

Willow - Yes, seems any more people are born connected to the Internet! It was a hard concept 14 years ago to think that, once my daughter was born, she would automatically get a SSN!

Well, Folks, that's all for now! This will probably be a good week in school - by good, I mean interesting!

Thank you everyone!

Illness

So, what happens when you are a teacher and you have a job and you get really REALLY sick? Do you still go in? Do you call for a substitute? Do you go in and, if you get worse, can you go home?

I ask this as I've got the flu. A week & 1/2 ago, it was a very bad cold. Now, my hair hurts...really.

I went to classes yesterday, even though I didn't feel well. I'm going to classes tomorrow, unless I can't drive.

I don't know if it is dedication, the fact that I'm paying for the classes, that I love to go to school...

When I'm feeling better, I'll post about the comments I've received and some of the sites I've found related to teaching.