Attending Sun Belt has truly been a meaningful professional development opportunity for me. Being one of the more gristled and seasoned teachers attending this summer, I have participated in far more than my share of professional development. I have attended all varieties – the one hour session, week long events, year long learning communities and book study groups, yada yada yada. However, this three week session – Sun Belt Summer Invitational Institute stands above the rest. Why? For me, it is the take away. Although we are all writing and reading and learning, I have been allowed to generate my own questions, pursue individual reading and lines of thought and formulate my own understanding of how to effectively teach fiction writing to second graders. No one else in our session is even interested in this topic; in fact most are secondary English teachers. Realizing this on the first day, I had already resigned myself to participating in a professional opportunity that was good but that would probably not have real impact on my teaching practices. That would have been fine, would have been like most other professional development sessions. But the difference came with the TIW – the Teacher Inquiry Workshop. Teachers are asked to teach a lesson – but more than that – they are asked to think about that lesson, formulate questions on what they are teaching and how it accomplishes those goals and then generate further questions. To complete this requires reflection but more than that – it requires thinking and researching and understanding what you are teaching. In order to complete my TIW I found myself searching for books on the topic, not because I had to but because I was hungry for answers and I needed information to fuel my thougths. I found even after I presented my TIW and had genuine( a real key) conversations with other teachers about my topic my thinking did not stop. When the other teachers presented their topics I thought about their information and found ways to adapt it to meet my needs. And then the A-Ha moment… Isn’t this what we want our students to do? Isn’t this authentic learning based on real life application? Didn’t I seek out meaningful information to answer my questions? I thought to myself – how did I ever recognize true student learning before – if I have never been a participant myself? The premise behind Sun Belt (as I understand it ) is that if teachers are better writers then they will be better able to teach writing. How much more so that if teachers are engaged in authentic learning activities then they will be better able to formulate open ended questions for students, guide them into researching their questions, creating new knowledge and presenting their answers?
Did Sun Belt meet its’ goals? Yes, I have done writing; yes, I am a better ( not great but better) writer and I will use this knowledge when writing with my students. But more importantly, I have participated in authentic and real learning and that I will take with me for a lifetime.
Reflections on Sun Belt by Deana June 25, 2009
The Soul of Creative Writing by Richard Goodman June 20, 2009
Whoa, wow, I never really thought of reading as musical. When you think of reading as musical it can explain why some writings are easier to read than others, just as some songs are likable and others are intolerable. Goodman pulled me into his song and sold his idea, lock, stock, and barrel. I shall never read another book nor shall I ever write another composition that I don’t wonder if the music is right. Will the reader get it? Will it be the siren that lulls the reader into the plot and doesn’t let them go until the very end, and then leaves them wanting more. (Naaah, but it sounds good.)
“Broccoli” Chapter in Bird by Bird June 17, 2009
One of the aspects of this book that is working for me is the fact she tells us, other writers, not to take ourselves so seriously. Ahh! It seems that most of the time teachers do take themselves too seriously as well as writers. Why? Is it because we’re afraid some student will know more than us, so we must stay on a toes at all times? This doesn’t seem very rationale at all. There’s a song by The Indigo Girls that speaks about not taking life so seriously, it’s only life after all. Oh how true these words speak to me this early in the moring as I watch the sun before to peak over the clouds, my fat cat — who I might add is pissed due to her recent diet– is staring down at her food, trying to remember the last time I fed her (yesterday), and my skinny kitten — hadn’t had the chance to get fat yet– is staring out the window. Not sure what cats/kittens do as they stare into space. Maybe they are thinking exactly what Lamott is thinking, “broccoli.” How can you take yourself seriously if your mind is listening to broccoli or tiger or lama. According to Lamott, it doesn’t matter what we listen to in order to find our character’s voice, we just have to listen to it.
On to another topic: Young Adult Fiction
Has anybody read That was Then, This is Now by S.E. Hinton? Published in 1971, it is one of many books that has either been banned, challenged, and in some cases burned. I can ask why things like this happen in the United States of America, but I don’t think this why can be answered when so many other whys haven’t been. But in any case, I am about to embark on an adventure that my eyes might not need to see. I relish the banned/challenged books that narrowminded individuals don’t want published or read. Then don’t read them, is my stance. Let me and the other sinners read the trash that is apparently too good for you.
“Does growing up have to mean growing apart?” That is the question on the back of this banned/challenged/burned book. It’s that a question on all young adults minds as well as the adults in their lives. So, so far I am not seeing any reason to ban/challenge/or burn this book. Check out the website set up by the American Library Association. It gives you suggestions on how to teach books that people are trying to censor for one reason or another.
Banned Books Week: Celebrating the Freedom to Read
September 26–October 3, 2009
Take these dates into consideration when we begin teaching 
As the Intellectual Freedom Manual (ALA, 7th edition) states:
“Intellectual freedom can exist only where two essential conditions are met: first, that all individuals have the right to hold any belief on any subject and to convey their ideas in any form they deem appropriate; and second, that society makes an equal commitment to the right of unrestricted access to information and ideas regardless of the communication medium used, the content of the work, and the viewpoints of both the author and receiver of information. Freedom to express oneself through a chosen mode of communication, including the Internet, becomes virtually meaningless if access to that information is not protected. Intellectual freedom implies a circle, and that circle is broken if either freedom of expression or access to ideas is stifled.”
This quote should make us all stop and think about intellectual freedom!
Thanks for listening,
Sara
Because Writing Matters – the National Writing Project & Carl Nagin June 16, 2009
This book is a must-read for anyone planning Professional Development on writing. The National Writing Project charged Carl Nagin with investigating what research has revealed about teaching writing and how research-based strategies have been used in developing programs that improve the teaching of writing. Stakeholders are the intended audience for the book which includes administrators, principals, decision makers, parents, teachers, and the general public.
I have not been able to leave this book and go to another. It is packed with useful information from the purposes for the book listed on page 3 to the final case study at International High School.
A big thanks to Allyson for suggesting this book.
The Power of Collective Intelligence June 15, 2009
I’m reading Whatever It Takes, the book talks about developing a Professional Learning Community. (PLC) The book explains how powerful a school can be if a PLC existed within its walls. Parents send their sons and daughters to school with the hope that their children would enter an environment that was both compassionate and challenging, a culture in which students were valued as individuals and stretched to achieve their potential. These hopes and dreams can be accomplished with the combination of commitment and collective intelligence defining the possibilities of the school. All we need to is work hard to honor and organize the creative capacities of school-based teacher teams, of authentic “learning communities.” Henry Ford once said that his success was merely a function of solving one simple, manageable problem at a time-and that anyone could do this. The challenge is to stay with it, and to do so in pursuit of a vision no less grand than anything Ford ever accomplished: to actually live up to the school’s mission and vision statements that glibly proclaim that “all children will learn.” We can make this happen by stop looking out of the window and look in the mirror at what we can do right now, with expectation of making discernible progress in the short and the long term. The PLC is going to be the key element in the success of all schools regardless of socio-economic status. “Change in schools is much more urgently needed than most teachers and school administrators seem to realize. Indeed, I believe that if schools are not changed in dramatic ways very soon, public schools will not be a vital component of America’s system of education in the 21st Century. Phil Schlechty, 1997
Thanks June 14, 2009
Dr. White and Sun Belt TC’s thanks so much for allowing me to be a part of the group. I realize why there are no administrators attending, it’s the numerous duties that keeps us from devoting the length of time the other TC’s devote. I’m trying to hire teachers, write school plans, supervise summer school and attend the Sun Belt Writing Institute. This is truly my 212 degree effort. I am enjoying every minute I spend with group. Thanks!!
Making Believe on Paper by Ted Demille June 12, 2009
During this summer writing workshop I wanted to learn more about writing fiction with my second graders. The book I chose to purchase happens to be the PERFECT book – don’t you just love it when the professional book really does answer your questions? This book lays out step by step activities for me to lead my students into writing on their own. The author gives personal examples and reasons for how and why he does things the way he does. It is easy to read, backed by research and personal success, and can be modified to fit my situations and students. I highly recommend this book to anyone interested in starting students early on the writing path.
212 Degrees June 12, 2009
I’m reading the book entitled 212 degrees and realizing that it is not good enough to get the water hot. Hot is like almost making AYP or loosing the game by one point in the last second. At 211 degrees, water is hot. At 212 degrees, it boils. And with boiling water comes steam. And steam can power a locomotive. One degree does matter! Raising the temperature of water by one extra degree means the difference between something that is simply very hot and something that generates enough force to power a machine. Reaching the boiling point (212) involves persistent and additional action, the continual application of heat (effort) to whatvere task or activity you undertake allows you to not only reach the primary objective but you can reap exponential rewards by applying the extra effort. (212 degrees) Some opportunities are lost because we did not apply a little more effort beyond the normal. You may not always be able to turn up the heat and hit the boiling point, always make the attempt. Success can be reached with normal effort but exponential results require additional effort. As educators we must always strive for the boiling point because we have the futures of young lives in our hands. A warm education will not be enough, in many cases a hot education will not be enough, a 212 degree education my be required. One degree does matter!
Some Thoughts on Young Adult Fiction June 12, 2009
Besides Bird by Bird, I am reading several Young Adult novels in preparation of next year’s reading list. I wanted to share some of the titles I have read so far as a guide for other teachers of reading. The first is by Gary Paulsen (the author of Hatchet), titled Nightjohn and the companion to this Sarny: A Life Remembered. These books deal with hardship of slavery. Hardship for lack of better word. There will never be a book that details everything these strong, intelligent, and brave people did for our country. But Paulsen sheds light into their lives. Nightjohn was an actual slave who earned freedom, but didn’t think freedom meant anything unless people to read and write. Thus, their stories unfold to the readers. Each book is short and an easy read, meaning the sentence structure; however, there are a few chapters that might need to be scaffold for younger readers. The material is rather adult.
Another book that deals with race issues is Adrian Fogelin’s Crossing Jordan. Good insight on friendship. How good friends do anything for each other, no matter what the cost is. Fogelin saw each of his character’s Polaroid develop (Lamott 44) into amazing young women who learned about life from each other.
Another book that is a must is Joan Bauer’s Hope was Here. I believe all people can identify with in some way. It deals with politics (getting young people interested in their country) and tough life lessons. I really can’t wait to see my student’s reactions to Hope all of her family at the diner.
One last one for today is Polly Horvath’s Everything on a Waffle. It was a cute, entertaining story from Primrose’s perspective about her life in a small urban community in Canada. Think this would a good book that will hold my students’ interest.
These are just a few that I have read over the past few weeks. I will post more as I read them. I would also love some suggestions about you read with your middle school or even high school students. There are so many books out there that I just don’t think I will ever be able to read them all. I really want to
Still making my way through Bird by Bird. On a chapter about plots. I am getting excited as I read this book. I just might have more to say than I ever thought I had.
Thanks for listening…
Thoughts on Bird by Bird June 11, 2009
This is not the book that I decided on when Whitney did the ordering, but I picked it up and just feel in total love and admiration. Anne Lamott, the author, has this wonderful idea that if we only try and write to fill up a 1 inch picture frame then something out of that paragraph or page might begin an actual good writing piece or a “shitty first drafts.” This was the focus on the invitation I gave earlier today. It inspired me to stop and think about that 1 inch frame and try to let that frame speak for itself.
I also enjoyed reading her chapter on perfectionism or lack thereof. She states, “Perfectionism is the voice of the oppressor, the enemy of the people. It will keep you cramped and insane your whole life and it is the main obstacle between you and a shitty first draft” (28). Wait a minute, I thought we were to strive for perfectionism? I know that we aren’t perfect, but aren’t we suppose to strive to be the best. Oh, that’s it! We are to work our ass off everytime we sit down to write or walk around to teach, regardless if that best doesn’t equal perfect! We cannot be perfect, we just have to give it our best effort. Thank you Lamott for opening my eyes to this concept. Maybe the State Department needs to read this chapter prior to developing the Alabama Writing Assessment. Just a thought
