Lesson 5 - Ask and It Shall Be Given

This year, the bane of my existence has been- make-up work. For whatever reason, some students do not feel that the work or assignments they miss when they miss class has to made up. I take the time to write the assignments out on a phone message pad- one that duplicates so that I can keep a copy- tack the student's copy and all handouts to the bulletin board under the heading "While You Were Out," and remind him/her when he/she returns. After the number of days "specified by the handbook" pass after the student's return, I remove the slip and place it in another notebook designated for such information. All work that has not been completed and turned in receives a grade of 0. For some students, the 0 does nothing. For others, however, they are very upset with the grade and want to know what can be done. Usually, however, the upset phase does not really kick in until final grades for the nine weeks are to be entered, and then the students want to know if they can make-up the work they missed the 1st week of the nine weeks marking period. Catch all of that?

As if such "carrying-ons" in a regular class were not enough, let me throw in an A/B day class. Some students who have my class on Monday/Wednesday wait until Wednesday when they return to MY class to get missed assignments if they missed Monday's. Some who have my class on Tuesday/Thursday wait until Thursday to get assignments missed on Tuesday. Confused? I am. As for Friday- that is crazy in and of itself. I have reminded students over and over again of the need to be prepared, what they miss when they are out, etc. I even go through the whole series of conversations about - my e-mail address, my phone number, classmates phone numbers, etc, etc, etc...

Finally, two weeks ago when I asked, "What else can I do to help/make you understand how crucial it is for you to be ready when you come to class after a missed day or when I do no see you for three days?" One precious, wonderful soul spoke up and said, "Why don't you open up a NiceNet account for our class? We all have accounts." Choirs of angels began to sing; a halo suddenly appeared over her head, and I felt my feet lift from the ground. I heard the "Hallelujah Chorus" echoing in the halls.

Then the bubble popped- why hadn't I thought of that? I had just been reading in our books for the Writing In the Digital Classroom class about NiceNet and other resources. I had even written several sites down on a pad to research. More than my not thinking of it, why hadn't I ask them before now if they were set up on a blog or networking site. Why? The true answer is - I am not as tech savvy as I thought I was and as savvy as I want to be; however, I am savvier than I was when I began the class.

My students know so much more technologically than I do; all I have to do is ask for help. Students are more-than-willing to give assistance. One of my students has actually identified a number of resources for me to check out "in my spare time." He has written reviews and shared how we could use the sites in class. Bless him because I know I am blessed to teach him.

Since I have created the class on NiceNet, I must say that everyone has been more prepared and ready to go. I check it every day and every evening to post assignement, address any questions or concerns, and to make clarifications where necessary. This past week when my personal computer was being debugged, my sister helped out by making changes for me and sharing posts that had been added by students. She liked it so muchthat she has set up a site for her office. I know all of my students do not have access to the Internet, but most of them have a friend or two they talk to or text every night who is also in my class. So the information is there if the students make the attempt to get it. I am just so grateful to/for those who are savvy enough to help people like me. I'll not be afraid to ask anymore.

Lesson Four- Using Technology To Save My Crickets

For a while, many people thought that the word technology referred to computers and their progress. However, over the course of time, the world (especially me) has come to understand that the word "technology" encompasses so many things: cell phone, gaming equipment, Smartboards, Interwrite Pads, smart houses, and the list goes on and on. Sara Kajder makes her readers aware of the various tools they are privy to in her book The Tech Savvy English Classroom. I, one of her readers, just have to find the time, no take the time to use and incorporate them. (I am trying; I am not as successful as I would like to be.)

Reading Sara Kajder's book Bringing the Outside In gave me so many ideas to think about. Some of the same children she speaks of in the book sit in my classroom, but they have different names. In chapter 5, Kajder speaks of using the digital camera and video camera to help students with their vocabulary, to capture images of "how a word may look." I recalled that particular chapter last week when we were discussing the word "ignominy" in my SAT/ACT test prep class. I tried to help the students make the connection to Hester Prynne in The Scarlet Letter; I knew that all of them had been assigned to read the book in their sophomore English class. ("Assigned" is apparently the right word.) Some opted not to read, I guess, because at that moment, the moment that all teachers fear happened in room J211- everything was completely silent for two seconds, and then the crickets started chirping and a milky film covered the students' eyes. With little time to rescue the crickets from the big- mouth bass- called "complete oblivion"- and before he jumped up and grabbed them, I conducted a "Google" search of recent dishonorable instances in American society and found one or two- shoot I found dozens- about which the students were familiar. The crickets quieted and the discussion started. We pulled up a few other images to help visualize other vocabulary words, and we had a very interesting discourse. One young lady said that she did not realize that "big, old-sounding" words could connect to things in today's world.


So this week, the students are making connections to today's world with "big, old-sounding" SAT words. I have 20 students in my SAT/ACT Prep class. We have 10 new words a week; students are paired and have been assigned one of this week's words and two from previous lists for which they are to bring in an image (of some sort) of each word to help us understand what it looks like today. As every student does not have and digital camera or phone or Internet access, students were given the option to draw or create in some way at vision of what the word looks in today's society. I cannot wait until Tuesday. It will be very interesting.

My contribution- indolent- lazy

After eating a savory and filling Christmas dinner, the family could hardly move from the couch and indolently lay around all afternoon.

(With apologies to my family.)

Lesson 3- Look For the Good - You Will Find It

I have fought the "texting" phase of communication for quite some time- more out of spite than anything else. My first encounter with the "texting movement" came about in the form of an essay. About five years ago, a student turned in an essay- word processed at that- that was pretty much written in "texting jargon." After the initial shock wore off, I decided to read through the language and look for the development of the topic and the organization. No such luck. When I shared my experience with co-workers, I was surprised that the texting movement not only had a hold on the lives of students, but it also had many adults in its grip. I was amazed at the number of teenagers and adults who were texting. What shell had I been living under? It was an epidemic. What happened to the old fashioned way of communicating- face to face or telephone? Okay, I could even go with e-mail- but that was pushing it. I didn't want my students to lose that personal means of communicating. Thus, I set out on a mission to rid my classroom of "texting jargon," (Lost the Superwoman cape on that one.)

For a while, now, friends and family have been sending me text messages- pretty much because they knew how I felt about the "texting movement," and they knew I couldn't stand not knowing what the message said- even though my phone plan charged a hefty fee for opening a message. I would read their messages, but I would not text back; I would always call. Needless to say- I was the topic of conversation at many a family dinner. But I didn't care. I wanted to "talk" to my friends and family. I wanted them to hear the love and concern in voice.

But, this year, I have finally given in to the "texting movement." For Christmas, my niece gave me coupons for "Texting Lessons." She has opened my eyes to the benefits of texting, and I must say that she and I do communicate more. I have always talked to my brother and his family at least once a week on the phone, but now we share more often. Sometimes I'll get a message about a grammar question or a literature question or just a quick "Hello." I cherish these from her and from my other niece and nephews because I realize that it won't be long before they will not need me like that anymore. Or they will have their own lives and won't have time for the quick "Hello."

I find that I text other family members and my friends more often now. Since we have changed phone plans, I don't think texting me or receiving my texts has the same appeal for them. They now have to find something or someone else to talk about at the dinner table. But I have to practice my skills, so they will just have to feed the texting monster they have created.


I am doing well in my lessons. My last report card said that I am "determined and well- behaved." However, I need to work on my "timing and [my] syntax." Apparently my instructor measures the time from the moment she thinks that I receive her message until the moment she receives my reply. (Not fast enough apparently.) According to her, I need to "stop spelling out every word, use fewer punctuation marks, and use more symbols. " To which I reply- you can take the English teacher out of the classroom, but you cannot take the English out of the teacher. (Cheesy I know- but the best I can do.)