My reintroduction to yoga (or why teachers can make the worst students)

This fall I decided to enroll in a weekly yoga class. In the past, I would promise myself that I would go and then would find all sorts of excuses not to go. So, I paid in advance and it's the same class at the same time every week for the next ten weeks.

I'm doing this for me. It's all part of my plan to help me live a happier life. Doing so will also make me a better teacher. But, I have to say, I was not the happiest of students tonight.

I'll be honest, whenever I am in a class, I end up analyzing the teaching and learning dynamic. It's not that I want to be mean; it's what I do. So, I arrive for the class, and they have moved the location. There were no signs, and I found that vaguely amusing, until I got into the class. The instructor could not decide which way she wanted the class to face. In fact, she changed her mind three or four times in the first ten minutes. It wasn't a pedagogical tool. She simply got thrown off by the change.

OK, I can live with that. I've been thrown off by the unexpected many times. But then, she started class, and I thought I was going to lose my mind. I was once again reminded of what it was like to be the kid in the class who was bored. All I wanted was to get into the poses, breathe, and feel my body respond to the movement and holds. And then she would do things like say, "Let me show you..." and would start to explain a new pose. And of course, students would begin o follow (because she had students follow before). But then she would change her mind and tell us to watch. urgh.

The high (low) point was when she noted that she was relieved that the folks who knew what they were doing were in the back of the room. Gee, make people feel bad because they'd never taken a class before. And why not use those students with more experience as models?

My point here is that teachers can make lousy students because they have an idea in their heads about how teaching and learning ought to occur. As one of those teachers who has always worked with a wide range of students, I know not to call out students. I also know that I need to give directions and be consistent. And, I also know that I need to tell students where we are going, where we have been, and where we will go.

Sigh. I'm going to try and leave the teacher me at home next week so that I can simply enjoy the yoga. I need it. I want it.

A note about blogging

Blogging is not one of those things we don't have to do every day. Sometimes it's something that we do 3 or 4 times a day. It's the same with commenting. And, as we engage in this type of "intellectual" work, it's also important to remember that even if something is not commented upon, that doesn't mean it hasn't been read.

In some spheres, that called lurking: you hop on a blog to see what's written and commented. I encourage it; I do it. It's part of the process.

But don't stress if you don't see a comment on your blog or a response to a comment. That is, of course, unless it's December and your blog is just you and no one else.

It's a good thing it's Friday (and getting a little help from your friends)

I love weekends, and not because I take them "off". Teachers very rarely get their weekends free. I do refrain from email and spending lots of time on the web, because that's just too time-consuming.

For me, weekends are about regrouping, relaxing, rethinking, and revisioning. I know it sounds silly, but I've learned that taking time on the weekend and literally planning it into those 48 hours can make the rest of the week a more pleasant experience.

On regrouping: It's literally about mental, physical, and emotional health. Teaching well takes a lot of mental energy. Planning, teaching, grading, and making sure you make it clear for students can be a real challenge, especially when the content is second nature to you (and not your students). It's physically tiring because I move around a lot, have a lot of meetings, run between office and classroom, home and work. And teaching is emotionally tiring because I am still learning (after 14 years) how much of myself to give to my students. I never feel like I give enough. With almost 100 students this semester, there is less of me to go around to each student.

On relaxing: I have to do it. Sometimes it's gardening. Sometimes it involves movies, sometimes time with friends and family, a run with the dogs (planned for as soon as I finish this post), sleeping, music, reading... Relaxing is good for body and spirit.

On rethinking and revisioning: Ok, so this is actually more like work, but it's a different type of work. It is primarily intellectual. I think about what I taught, how it went, my writing... And sometimes, I even get some writing done, which is a good thing because it's expected.

As for getting a little help from your friends: today Marley decided I couldn't complete this post without his help. Therefore he is the co-author of this post. Of course it took me twice as long to get this done with his help, but it's all good.

Sigh. It's a good thing it's Friday.

The numbers and thinking like a teacher researcher

OK, so we've been chatting about some of the numbers. In some cases you are all falling asleep, in others, you are all fired up. Our task now is to turn our attention to thinking like a teacher researcher.

The Anderson preface talks about the importance of being a teacher researcher given today's political context.

So, being a teacher researcher, how would you use these numbers to pose relevant questions about curriculum? Why are they important? How would you answer them?

There are some things a teacher education program can never prepare you for.

Let's face it. We can teach you the theory, the history, etc. We can teach you how to develop curriculum, write appropriate lesson plans, help you to understand the needs of different learners, use assessments wisely, etc. But there are some things we can never teach you how to do. We can tell you our own experiences, we can brainstorm solutions. But, it's all different once you are out in the real world.

I could talk about some of what I've learned as a teacher, but I'd rather share the reflections of a second year teacher here. I came across this a few minutes ago. It's worth the read. And it really does the job of posing an important question: What is the relationship between schools and US society?

Numbers, numbers everywhere, but what do they mean?

Numbers fascinate me. Actually, how researchers and demographers collect information and turn that information into numbers, specifically statistics, really fascinates me. That's because numbers can lie. Not the numbers themselves, but how people collect, compile, and represent the numbers can be misleading. Take for instance the idea of a dropout rate. In most districts, students are considered dropouts if they sign out of school. That means going into the office, signing paperwork, meeting with a counselor, etc. Many students simply don't do that. So, when I look at the statistics presented in The Public Education Primer I'm not surprised at the numbers, but I am skeptical about them.

It doesn't shock me that something like 79% of teachers are women. Nor does it surprise me that 90% of teachers overall are white. After all, research has shown that women have moved into professions that were traditionally considered to be the domains of men. But the reverse has not happened. Men who become kindergarten teachers are often looked at with suspicion. After all, why would they want to work with young children? The same goes for nursing. In the case of minority teachers, it's also an issue of access. Prior to the Civil Rights Movement, many college-educated minorities, particularly African American, were blocked from most careers, except for teaching. In fact, being a teachers was highly esteemed within the community. When schools were integrated, many highly qualified minority teachers were shut out because white teachers were moved into predominantly minority schools, but minority teachers were not moved into white schools.

Whenever I see statistics like these, I wonder what questions were asked, what data was collected (and more importantly, what data was made available), and how they will be used to develop policy (that is, the plan of action or arguments that drive institutional practices). After all, I can look at a statistic and conclude something completely different from someone else. I guess that's the heart of the matter, we need to learn how to critically read statistics and how they are interpreted.

It's freakin' 7:52 AM

And they start in with the jack hammers.I thought they weren't allowed to make that much noise until at least 8AM. I know it's only 8 minutes, but come on! Some of us are still sleeping, and some of us have not gotten enough sleep to want to hear that noise. Where's the coffee????