tag:blogger.com,1999:blog-24322189989946182852024-02-20T11:14:16.157-08:00Evolution of a TeacherThe un-professional "Professional Journal"Unknownnoreply@blogger.comBlogger35125tag:blogger.com,1999:blog-2432218998994618285.post-69178912706149561732014-06-14T16:54:00.001-07:002014-06-14T17:06:59.407-07:00First Year of Teaching-Emotional VersionThere I was, sitting in my last class, working on my year-end stack of grading. I had given this class a test the day before and made the last day a mandatory study hall for any who had outstanding work.<br>
<br>
"Hey, was I supposed to put my name on this or not?" Cory stood at my desk, looking down at me from his six-foot vantage point.<br>
<br>
I glanced at the sheet, it was the teacher evalutation sheet I had given them to fill out for me, "No, that's supposed to be anonymous."<br>
<br>"Ok." Cory's eyes shifted down to the sheet, then back up to mine with a steady gaze that spoke a thousand words. Slowly, deliberately, he placed the paper on my desk and emphatically pounded it with his finger several times. "This is mine!!"<br>
<br>
I picked it up with a bemused smile, curious to know what this boy had said that he was so eager for me to read.<br>
<br>
A glance was all it took to see that he had given me the highest score in every area. "Hey!" I remonstrated, "That's not a valid assessment! I want to know what I can improve on!"<br>
<br>
His eyes met mine, "I did it that way to even out the score from the last one..." The meaning of his words hung heavy. "You <i>remember</i> the last one, don't you?"<br>
<br>
I did.<br>
<br>
I suspect that even if I should go on to teach 40 years of successful classes I would never forget that.<br>
<br>
You see, this class challenged me like none other. I had come to teach them with scarcely an arrow in my teaching quiver. I had never taught English, had no idea what materials I wanted to use, no clue what the students already knew, and frankly, no clue what I was doing. I love writing, and passed every english course I ever took with a straight A (except for one and that was a long story that doesn't need telling.) But any teacher will tell you that having skill in a subject doesn't mean you can teach it. I had no clue how to explain the things that came naturally to me.<br>
<br>
So armed with a smile and a prayer, I started out the school year with the previous teacher's materials and a will to try even if I failed. And <i>WOW did I fail!</i><br>
<br>
It didn't take me two weeks to know that I could NEVER use the previous teachers materials. She was a lecturer who knew the subject matter better than a textbook. I knew next to nothing about the subject and can't give a good lecture to win a million dollars.<br>
<br>
With my ninth and tenth graders it was fine. I turned to Spencer Kagan's cooperative learning techniques and got them doing projects and things that I knew well. They liked me and we had a great time together.<br>
<br>
With the seniors it was a bit of a different scenario. This class seemed chock full of Ivy-league bound scholars. They had been students of the previous English teacher for all of their days in high school. They had never known anything else. They were used to lecture and frankly thought that anything else was quite beneath them. They wanted everything super organized. And they were outspoken about <i>everything</i>.<br>
<br>
They intimidated me. They were my Jericho-- my promised land-- and, like Israel of old, all I could see were the giants and the great walled cities looming above me. My heart was like water and I murmured and complained to my dear, stalwart boyfriend many times about how I was sure I could not "go up and possess the land."<br>
<br>
I made a quick switch from a heavy focus on English to a stronger focus on Bible (the class is a combination of English and Daniel/Revelation) hoping to regain some lost ground, but ground was not easily gained. I contemplated developing a disease that would strike me with crippling paralysis at 10:30 every morning, right before I had to teach them. I psyched myself out, canvasser style, telling myself and everybody else that it was a little rough but overall everything was great and I was doing ok and we'd pull through it.<br>
<br>
And then one day, the previous English teacher (now holding a different position at the school) grabbed my arm confidentially as I went to get some copies for class. For her sake, I have chosen to forget the words she told me, but in a conversation that greatly strengthened me in the long run, I discovered that the kids hated the class, they felt it wasn't meeting their needs, they didn't respect me, and they wished that the school would get a different teacher. I was cut to the quick.<br>
<br>
And then, just as we finished this conversation, the bell rang, and it was time to go face them.<br>
<br>
I don't remember how I got through that day. What I do remember is supervising study hall the next period in a mess of tears. It was all I could do to keep the sobs inside where they couldn't be heard and hold the happy teacher smile on my face while the tears flowed and flowed.<br>
<br>
I have never wanted so badly to run away from something. I'm not a quitter, and generally the thought of not going through to the bitter end doesn't cross my mind. But it did that day. I was through, through, through.<br>
<br>
As soon as the last bell rang, I ran to my house and screamed a sobbing tirade of frustration at my mirror. I had come to be a friend to these kids, to help them, to mentor them, to teach them, and I couldn't. I was failing and falling flat on my face.<br>
<br>
I began to clean my house. (My old never-fail emotional fix trick.) Education chapter 26 <i>Methods of Teaching</i> played in a steady, soothing tone from my iPad as I worked. Point after point in the chapter identified everything I was doing wrong, and exactly what I needed in order to do it right.<br>
<br>
I saw myself through Jesus eyes. I had been so focused on trying to win their friendship that I had lost their respect. I needed to just focus on giving them good material to learn using methods that I knew would work and expect them to come up to meet me.<br>
<br>
Armed with a feedback evaluation form, and a few carefully chosen words, I walked into class the next day with a confidence that was not my own. I addressed them frankly; apologized genuinely to them for the specific ways I had failed them as a class; admitted that I had made mistakes as a first year teacher and told them I valued their feedback. I told them what a blessing the feedback I had received third-party had been, and let them know that I would appreciate it if that feedback could come to me <i>directly</i>. I gave them the feedback sheet which offered them a place to genuinely express their frustrations anonymously, and prompted them to think of and express my teaching strengths as well.<br>
<br>
Now Cory was smiling at me as the memory floated through each of our thoughts. "You remember that one right?"<br>
<br>
Yes, Cory, I remember it. His downcast eyes during my apology had easily branded him as the sole student who had complained to the administration about me. His feedback sheet, though anonymous, bore enough characteristic personality that it was impossible to miss that he had been the one to give me lower ratings than any other in the class.<br>
<br>
I looked down now at his current feedback sheet with the highest score checked in every category and could only shake my head.<br>
<br>
"You've come a long ways," he said simply. "I'm sorry we gave you such a bad time."<br>
<br>
Graduation day, as I made my way down the "cry line" hugging each of my amazing kids and congratulating them on their new status as OA alumni, I heard over and over again, "English class was my best class." "I learned so much." "I never read EGW like that until I had to for your worksheets. I can't believe how interesting it is!" "A lot of things clicked for me that never had before."<br>
<br>
And I'm just so thankful that Jesus put me back on the proverbial horse when I wanted to quit. The last few months of school were incredible. I'm still not a great teacher, and I made organizational mistakes that caused innocent people frustration, and I tried to do too much at the last minute and couldn't keep up with the grading, and I lost an entire stack of homework the week I got engaged. (Found it in my laundry basket...have mercy, I'm glad I'm only getting engaged once in my life!!) But I learned a wealth of information this year, and they learned one or two things too and that's what's important.<br>
<br>
So here's just throwing this out there to any first-year teachers, or first-year nurses, or first-year moms, or first-year whatever you are. <i>Hang in there!</i> Get back on the horse when you've fallen off. Go to the Word of God and drink in that strength. You're going to get through and you'll be glad you did.<br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
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<br>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2432218998994618285.post-388967264768530032013-05-09T16:18:00.003-07:002013-05-09T16:18:40.300-07:00Thursday, 5/9/13Dear Journal,<br />
<br />
It's over. Last class finished.<br />
<br />
It seems like my last journal entry should contain some profound reflective thoughts, summarizing ways I have grown and things I have learned. But instead, I really have nothing to say but this:<br />
<br />
I've learned.<br />
I've grown.<br />
I'll never be the same again.<br />
<br />
Humorously, I was late to class to day. I have not been late to a single class during my entire placement. (A nearly unbelievable thing as those who know me well can testify!) I have been on time. Not always prepped and prepared like I wanted to be. But I've been in the room when I was supposed to be.<br />
<br />
Today I was working on writing an essay and really got into it. I finished and punched the <i>save</i> button with a satisfied air of accomplishment. I was about to pull up my email and send it off to Mrs. Walden when I glanced at the clock.<br />
<br />
4:59.<br />
<br />
I was to have been in class at 4:35.<br />
<br />
Ooooopppssss.<br />
<br />
Anyways, I had my students fill out a "Grade Your Student Teacher" form for my portfolio and the results were insightful. The Seniors think I should give less homework, be more prepared for class, and have more constructive activities. The Freshmen think I'm fun, that I care about them, I make things clear, they can tell I like kids and that I always have constructive activities.<br />
<br />
Confirmation once again that I fit better in the lower grades than the upper.<br />
<br />
My die-hard Quadrant 2 said that I don't act like a teacher is supposed to, but commented three times that the lessons were very practical and clear.<br />
<br />
Firecracker thinks I should work on being more awesome like him...<br />
<br />
In some ways I wish I could leave here feeling like my time here has made some sort of a difference. Maybe I compare teaching too much with canvassing where the life-changing impact on students is so concentrated that it's easy to see growth and change. Perhaps I shouldn't wish for results I can see, but thank God for the results that are promised.<br />
<br />
All in all, at the end of the day I am grateful.<br />
<br />
Grateful for what I know, for what I now know that I don't know, and for knowing better where to go when I want to know.<br />
<br />
Its been real.Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-2432218998994618285.post-17056834425318011022013-05-07T18:52:00.000-07:002013-05-07T19:18:09.806-07:00Tuesday, 5/7/13Dear Journal,<br />
<br />
My freshman are working on their final project in computers-- a PowerPoint. My classes look like a lot of sitting, watching, coaching, and-- horrors-- nagging. I never wanted to be a naggy teacher, but I am continually amazed to see these kids, with mountains of stuff left to do and the deadline looming, just goofing off like life is a big party!! So I've reminded them of the deadline, and tried in every way I can think of to get them on task.<br />
<br />
Well today I was sick of it. So I resorted to other tactics.<br />
<br />
I printed off the grading rubric again and handed it out to them at the beginning of class. Spent a few minutes talking about the final and how it was going to work (Their peers will be judging their PowerPoints...far scarier than having me judge them!)<br />
<br />
Their little eyes got so big, and they turned to their computers and got to work.<br />
<br />
And I sat back and wrote a research paper.<br />
<br />
I also asked Ms. Wanda to remind me of her handy questions for helping students get back on track:<br />
<br />
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<br />
<blockquote class="tr_bq">
1.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span><!--[endif]-->Do you know what you’re supposed to be doing?<br />2.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span><!--[endif]-->What is it that’s keeping you from doing it?<br />3.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span><!--[endif]-->How soon can you get started?</blockquote>
So I'm heading into the next class period armed!<br />
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<!--EndFragment-->Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-2432218998994618285.post-88493396404726559332013-05-01T02:21:00.000-07:002013-05-02T02:22:15.771-07:00Wednesday, May 1, 2013Dear Journal,<br />
<br />
Definitely on the home stretch now. Today was my last class day in Senior Speech. We kinda went out with a bang by putting on a mock trial.<br />
<br />
I set up the auditorium as a courtroom and asked Honorable Judge Wanda Sarr to preside. My seniors showed up dressed to the part in suit and tie, and armed with clipboards.<br />
<br />
It was a lot of fun, though as I sat in the bailiff's chair watching the hearing unfold, I could tell I hadn't prepared them well enough. I could have made things clearer, given more specific instructions, provided more direction and assistance. But you know? It's ok.<br />
<br />
I'm realizing that teaching isn't so much about instinctively knowing up front exactly what is going to work well and what isn't. It's about trying lots of things, throwing out what doesn't work, keeping what does, and refining things that need improvement. I would definitely do a mock trial again with a class (maybe Bible class next year? create some sort of trial requiring a defense of the Sabbath or something??) I know now what ways that I can help students prepare better and I'm impressed at what a learning experience this was for my students even without adequate preparation.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2432218998994618285.post-37737452570189212422013-04-30T05:30:00.001-07:002013-04-30T05:30:05.139-07:00Monday, April 29, 2013<span style="font-family: inherit;">Dear Journal,</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">This is so true...</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><span style="background-color: white;"><span style="font-size: 16px; font-style: italic; text-indent: 20px;">The true teacher can impart to his pupils few gifts so valuable as the gift of his own </span><span class="highlight" style="border: 0px; font-size: 16px; font-style: italic; margin: 0px; padding: 0px 2px; text-indent: 20px; zoom: 1;">companionship</span><span style="font-size: 16px; text-indent: 20px;"><i>. It is true of men and women, and how much more of youth and children, that only as we come in touch through sympathy can we understand them; and we need to understand in order most effectively to benefit. To strengthen the tie of sympathy between teacher and student there are few means that count so much as pleasant association together outside the schoolroom....</i></span></span><span style="background-color: white; font-size: 16px; text-indent: 20px;"><i>The sacrifice demanded of the teacher would be great, but he would reap a rich reward. </i></span></span><br />
<div style="text-align: right;">
<span style="font-family: inherit; font-size: x-small;"><span style="background-color: white; text-indent: 20px;"><i>Education pg. 212</i></span></span></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
I am more and more convinced that the best chances a teacher has to eternally impact students are outside of the classroom. Students expect teachers to give them time in the classroom. They expect deans to give them time in the dorm when they are on duty. They expect work supervisors to work with them when they are working.<br />
<br />
But what really means something to them is when teachers, deans, work supervisors genuinely desire to be with them <i>when they don't have to.</i><br />
<i><br /></i>
Yes, the sacrifice demanded may be great, but the reward? It is cheap enough.<br />
<br />
Sunday I was on duty in the dorm. I have correspondence classwork up to my ears and graduation day is looming like a 2000-foot cliff that I'm hurtling toward at 100 miles per hour and my brakes don't work.. Desperately hoping to be able to get some things done, I settled down with my laptop only to be interrupted a hundred times by the ringing phone, or a girl with a question, or somebody that needed their room unlocked... you name it. Finally, in the afternoon most of the girls left for a wedding and the dorm got quiet. I eagerly grabbed my computer and started getting into focus mode. Just as I was starting to grasp the concept of encomiums well enough to do something with it I was discovered by the only two girls still in the dorm.<br />
<br />
"Miss Beth!! We're BORED! Can we do something?"<br />
<br />
I suggested doing homework, but that went over like a lead balloon.<br />
<br />
I could see their faces appraising me; their little minds seemed to wonder if I was so obtuse that I didn't see or care about their needs. I could feel stress rising in me, I really needed this time to work... It seemed so unjust that they couldn't understand the pressure I'm under. But how should I expect them to understand? They know nothing of the pressures of adulthood. How woud it look to them if I said I couldn't be bothered and sent them away to entertain themselves? So, the laptop clicked shut and we went to Sarrs house and played table games and made chilaquiles for supper.<br />
<br />
Those couple hours worked a phenomenal difference in my relationship with those two girls. We laughed, we talked, we teased each other and just enjoyed ourselves. Later in the evening when one of them had an emotional breakdown I was allowed into her circle of trust enough to be of comfort (she hasn't let me that close in weeks.)<br />
<br />
Correspondence work? well, maybe I won't get it finished. But even if I don't, it will have been a small sacrifice. Far better that I understand the work of a true teacher than that I understand encomiums and epthalamion.<br />
<br />
This is the full life.<br />
<br />
<br />
<br /></div>
Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2432218998994618285.post-45525960104023335952013-04-25T17:37:00.000-07:002013-04-25T17:37:28.800-07:00Thursday, 4/25/13Dear Journal,<br />
<br />
I hope that when I am 20 years into my teaching career and I'm officially an "old pro" I won't have forgotten what a powerful tool prayer is in the classroom.<br />
<br />
Today some of my computers class were trying to choose what topic to do a research presentation on. I had given them a fairly broad selection of topic ideas to choose from:<br />
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<br />
But, bless their hearts, one or two of them caught on really quickly that I was covertly seeking to limit their choices to uplifting topics, and they took offense to it.<br />
<br />
"Uh, hey Miss Beth? Can I do it on ASAP Rocky? (Rap artist) He made the world a better place 'cause he gave us good music ya know!"<br />
<br />
"Can I do it on breast cancer? I just really care about all the breasts in the world." (this from a young man..)<br />
<br />
20-20 hindsight shows clearly that they were just trying to get me in a verbal headlock... they just wanted to get a rise out of me, and to some extent they did.<br />
<br />
Rather than stop and think of the best way to handle it, I responded with an almost knee-jerk response, "Um, no!"<br />
<br />
Of course that triggered the defense response and soon I was hearing a rapid fire volley of, "Well what about...?" "What's wrong with...?"<br />
<br />
The best thing to do from the start would have been to just smile and say nothing. It would have made the questions appear as the silly questions they are and would have stopped any further discussion. The kids would have chosen a better topic and got to work.<br />
<br />
But here I was, trapped in a mess of my own devising. And I was annoyed.<br />
<br />
Annoyed at them. Annoyed at myself.<br />
<br />
So I stopped and prayed.<br />
<br />
And you know, a miracle happened.<br />
<br />
Not in my students.. they kept badgering to see how close to the line they could come.<br />
<br />
A miracle happened in me. Cause all of a sudden it didn't bother me anymore. Self didn't need to be justified anymore-- I had given my rights away.<br />
<br />
And all of a sudden, I loved those kids fiercer than I've ever loved them before.<br />
<br />
In a friendly, embracing way I was able to help them find a topic that<i> </i>they were interested in and motivated to research that wouldn't jeopardize their eternal life.<br />
_______________________________<br />
<br />
I misrepresented Jesus in that classroom today. Jesus would have stayed quiet, He would have seen beyond the question to the heart, He wouldn't have spoken in a belittling tone, or entered into argument, He would probably have asked an expertly crafted question that would have drawn them to feel their need in a loving way because He would have been in constant communion with His Father and He would have brought the perfect words to His mind the moment He needed them.<br />
<br />
And perhaps, when I am 20 years into my teaching career I will still have moments where I misrepresent Jesus.<br />
<br />
But I am confident that if and when I do, He will still work miracles in me the moment I call for help.<br />
<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2432218998994618285.post-7200215758892128992013-04-23T19:50:00.000-07:002013-04-24T15:16:01.235-07:00Tuesday, 04/23/13Dear Journal,<br />
<br />
Oh it's so hard to be tough..<br />
<br />
My students in computers have been working on finishing up several assignments about PowerPoint. They were to work through tutorials, complete certain items and take quizes at certain points. They have been working on this for weeks and last Thursday was the deadline cutoff for finishing them. For two weeks, I have begun every class period by reminding them what the deadline was, and that after Thursday any tutorials and quizes left incompleted would receive a zero grade.<br />
<br />
So today, the first day <i>after</i> the cutoff, Miss Cheerful showed up to class and asked to take her quiz. "Oh no....that was <i>last</i> Thursday?? I thought it was <i>this</i> Thursday."<br />
(Uhm...not sure how she missed that... I believe her...but I <i>did</i> announce it clearly every class period, with the calendar date included, and I had gone to her computer encouraging her multiple times and told her directly on Thursday that it would be the last time she could turn in tutorials and quizes..)<br />
<br />
"So I can't do them anymore?? Nooo, Miss Beth!! I have a C!!!" and then, as if her heart was breaking, "Oh why, WHY didn't I take the quiz?!"<br />
<br />
What else could I do? I feel horrible for her, but I can't see my way clear to give her an extension when the reason that she didn't get them finished was because she spent the entire first two weeks of the project browsing the web looking for the perfect PowerPoint background...<br />
<br />
So I said no... because I know that hard lessons can be so very, very beneficial..<br />
<br />
But the nurturer in me is still having a tough time with it!Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2432218998994618285.post-21279470638133698642013-04-21T11:47:00.000-07:002013-04-22T02:42:21.186-07:00Sunday, 4/21/13Note: To better understand this journal entry, you may want to read <a href="http://www.ascd.org/publications/educational-leadership/mar97/vol54/num06/A-Tale-of-Four-Learners@-4MAT's-Learning-Styles.aspx">this article</a> about learning styles.<br />
<br />
Dear Journal,<br />
<br />
As a Type 4 learner, I have long struggled with the typical school system. It is very difficult for me to make any sort of meaning out of a lecture, and I see little purpose to cramming meaningless dates, facts, and information into my mind in order to reproduce them on a test. I struggle to keep from resenting a system that assigns a numerical value to my worth as a person based on how well I am able to memorize which exact word the teacher wanted me to remember for a Fill-in-the-Blank quiz, when I can think of any number of words that would fit perfectly well in that blank and even express the desired thought better than the one on the review sheet..<br />
<br />
I have learned ways of compensating, I have learned to create mind-maps during lectures, incorporate the facts on my review sheets into things that were meaningful to me, and share, share, share what I'm learning in every way I can. Unfortunately I never have, and doubt that I ever will, find a way to make analytical written summaries meaningful... and I will confess that in more recent years, I have somewhat given up the fight and taken C's and D's in my classwork so that I could throw my energy into more meaningful learning. I learned that, after all, the letter grade <i>doesn't</i> determine my value as a person and for that I am very thankful. Just because my report card is a mess doesn't mean I'm not intelligent, creative and imaginative, it just means I'm fed up with the system.<br />
<br />
With this background, sometimes it seems ironic to me that I'm willingly entering into a lifetime of working in the system that I despise so much. But here I am, signing on heart and soul.<br />
<br />
Why?<br />
<br />
Because I have a vision.<br />
<br />
I want to create a classroom where the textbook/teacher isn't the ultimate authority, and where tests are based on how well you can <i>perform</i> rather than how well you can <i>memorize. </i><br />
As a student I often dreamed of that classroom where meaningful learning happened-- where creativity was celebrated and students were encouraged to experiment for themselves. I envisioned myself as a facilitator of learning, merely setting up a framework in which students could discover meaningful connections and apply information in real-world applications. I wanted to be the teacher I always wished that I could have. It was highly shocking, then, to discover that not everybody wishes for that kind of teacher.<br />
<br />
In my freshman year of college, I was managing a group of students in the school bakery, where I worked. At some point in the friendly banter that morning, I said, "I'm sorry guys! I'm just not good at explaining to people what to do!" One of my crew threw back, "And you're trying to become a teacher??"<br />
<br />
It was like a bolt of lightening struck and everything froze for several moments. It had never <i>occurred</i> to me that a teacher was supposed to <i>tell people what to do</i>. I hate it when people tell me what to do! I want to figure it out on my own in some kind of meaningful way. But most people aren't like me. Some people want clear, concise, factual, detailed explanations...<br />
<br />
Suddenly I was afraid of the classroom. I had never been fearful of it before. I had thought of it as a place of boundless opportunity and potential to try, and create, and develop, and watch people come alive-- now it seemed like a frightening, scary situation where people would be expecting me to give clear explanations, and know all the details and facts. They would be frustrated with me and upset that I didn't just lecture them and give them a regular test like they were used to.<br />
<br />
My 4's and 3's and 1's would love me, of that I was reasonably certain. But how would I ever teach my 2's? 2's are used to easily excelling in a classroom because classrooms are designed for them and my classroom wouldn't be. Would they be able to deal with this out-of-the-box, slightly scattered, spontaneous teacher? Would they be able to learn anything in my classroom?<br />
<br />
This year of teaching, both at Laurelbrook and Ouachita, has taught me a lot about myself, but up to this point I haven't had any satisfying idea of whether or not I was reaching my 2's.<br />
<br />
My 4's? Oh, they love my classes. This past week, as I worked after-hours with Miss Vociferant on her PowerPoint (Mrs. Walden, she's the one at the computer in the back by where you sat. Yes, that one.) she paused in her hundred-miles-an-hour talking and said, "Miss Beth? I'm so glad you're our teacher. You <i>get us</i>. Nothing against the teacher who taught this class before, but he would give us tests like <i>this thick. </i>(She measured off an inch-and-a-half with her thumb and forefinger.) And we had to take one <i>every week.</i> And he would just stand up in front of the board and go <i>blah-blah-blah </i>and we were somehow supposed to remember every single thing!<i> </i>Class is so much better now that we actually work on <i>stuff</i>."<br />
<br />
But my 2's? One of them in particular worried me. He sat in the back of the classroom, disliked group work and activities, and frequently sighed heavily when I gave directions, "I don't get what I'm supposed to do" he would say. I felt badly for him and spent sleepless hours at night pondering what I could do to help him and the other analytical thinkers get something out of class..<br />
<br />
But apparently it wasn't so bad as I thought. (Seems like most of the time it isn't..) Yesterday, the dear boy went and told Mr. Sarr that he was disappointed that I won't be teaching Bible anymore. "<i>Miss Beth makes it so clear and easy to understand. She explains things so well. Ms. Wanda is really good too, but Miss Beth is a better teacher!</i>" (LOL!! yeah right kid!)<br />
<br />
Obviously a heavy dose of fickle teenage feelings going on there, but regardless, it lets me know that he wasn't entirely frustrated and that he did learn something in class, and for that I am thankful.<br />
<br />
I'm more convinced than ever that different methods of education can work effectively in our schools. Some people look at my classroom and see chaos-- and, well, I can see how they would think that! My computer class is generally a controlled bedlam of noise. If you had looked into my Bible class the other day you would have seen students milling around the classroom in a game of Mingle-Mosey. How on earth can anyone think clearly enough to learn in that environment?<br />
<br />
I don't know. But I do know that their retention level for the test was fantastic. I sat down with Firecracker (definitely the student who paid the least attention out of the entire class!) to study for the Bible test last week, and to my amazement all I had to do was ask the right questions and he pulled <i>everything </i>out of his brain. He remembered it all and he was barely paying attention in class!<br />
<br />
Yesterday, the freshman class delivered a heart-gripping presentation for church on the Sanctuary. I wrote none of it. They created their own model furniture and each one presented a portion of the message. I got to sit in the back and just smile with a full heart as I heard them express the meaningful connections they had made over these past few weeks that we've been learning together. <i>They got it. </i>And they're not likely to forget it any time soon either.<br />
<br />
I'm convinced. I'm sticking with my dreams to be the teacher who teaches <i>different</i>. I will never be a lecturer. I'm not going to try to cater to my 2's except that I will always strive to improve my own analytical skills. I will be confident in the methods that are comfortable for me, because I know now that those methods work.<br />
<br />
<i><br /></i>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2432218998994618285.post-47649063946351237202013-04-17T21:20:00.005-07:002013-04-17T22:18:11.283-07:00Wednesday, April 17, 2013<br />
Dear Journal,<br />
<br />
It's been a few weeks since I posted anything. That was due in part to having two weeks of Spring Break and a couple weeks where journaling was not required. Coming up on the last weeks of my placement now, I'm again directed to journal my experience.<br />
<br />
Perusing back through these journal entries, I can already see how I'm not the same as I was just a couple months ago.. I'm firmer, bolder, more confident, and more compassionate. Still a bit disorganized and struggle to articulate the picture-thoughts in my brain into words, but I can see growth and for that I thank Jesus.<br />
<br />
Today helped me see that growth a little clearer.<br />
<br />
Today I gave a Bible test to the freshmen. This was the second test I have administered for them. The first test had ended in a bedlam of noise and all my best attempts at shushing meant didley squat.*<br />
Today's test went smoothly, the students worked quietly until the end of the class period, respectfully walking up to my desk to whisper questions to me when needed.<br />
<br />
Many things played into this I'm sure, but one stands out as particularly significant..<br />
<br />
My downfall in the first test was my love of bantering with my students.. Sometimes I just can't help myself. I have a classroom of very, very funny students! And bantering back and forth with them every now and then wins such huge credit with teenagers. It makes them comfortable, communicates a heart-load of "I like you," and opens up the door for trusting confidences later on. (Granted, it can also close doors when the tongue slips and says something wrong, but that's not the point of this entry!)<br />
<br />
I have learned that much as I like bantering, I have to be very cautious when I indulge in it in the classroom.<br />
In the case of the first test, I made the mistake of bantering out-loud with a student at the beginning of the test. I lost the class...not at that express moment, but later, when some had finished with the test and just felt like talking! How could I expect them to listen to "Shhhh" when I myself was not demonstrating it?<br />
<br />
Today, I announced at the beginning of the class that there was to be no talking during the test. Then I immediately set them to work, and began speaking in a whisper myself. When persons talked out loud, (or grunted like a baby piglet like one girl did!) I first tried Shhh. If that didn't work, I caught their eye and did the eyebrow thing. If that didn't work, I sauntered over to their desk and laid a palm down on top of their test and whispered, "Hey! you need to be quiet over here, young _____!" with a smile. It worked.<br />
<br />
But the neatest thing to me was that I didn't even realize I was doing it until I got to the end of the class. It was just the natural, comfortable thing to do. I didn't even have to think about what to do before I did it.<br />
<br />
I think I'm becoming a teacher...<br />
<br />
__________________<br />
<span style="font-size: xx-small;">*Didley squat = corny way of saying "nothing"</span>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2432218998994618285.post-38079363433621419472013-03-07T07:58:00.000-08:002013-03-07T08:20:35.887-08:00Wednesday, March 6, 2013Dear Journal,<br />
<br />
What a joy it is to teach youthful minds about the Sanctuary!<br />
<br />
Today we approached the brazen altar. For days I have agonized over this class. How do you bring the invincible and infallible teenager to recognize his need of a Higher Power? How do you awaken a sense of the awfulness of sin in minds that are enamored with its pleasures?<br />
<br />
I don't know.<br />
<br />
But I love how God did it with the children of Israel. He brought that careless, complaining, faithless multitude out into the wilderness (away from internet, movies, and music!) and led them to a smoking, thundering mountain, and there with the earth rolling beneath their feet showed them how serious sin is. Yet, even as they drew back in terror as guilt smote them to the depths of their souls, He revealed to His servant the Way to remove sin from the sinner so that he might stand clean in the presence of His loving Lord.<br />
<i>(A student noted today, "So it's like if your clothes are covered in gasoline and you stand too close to the fire-- you burn up. But if you clean your clothes you can stand by the fire all you want, and you get warm." Wow. Thanks for sharing, kid! I never even thought of that illustration!)</i><br />
<br />
So I merely lead my dear, overconfident young people along the same process the Lord led His people through.<br />
<br />
We squeezed our eyes tight shut today and imagined what it would be like to have been born blind. We lived the life-changing moment of seeing for the first time-- of finally knowing what we have been missing out on all our lives.<br />
<br />
We saw that the children of Israel were blinded by sin, they couldn't see what was wrong with what they were doing. They didn't know it was keeping them from knowing <i>love</i>. They didn't know what being able to see was like, so they thought they didn't need it.<br />
<br />
We talked about a Saviour who loved them enough to "scare them" and tell them the truth about how wretched they were so that they could repent and get the sin out of their lives. We thought about how He is nauseated by the stench of the sin in our hearts, and yet suppresses His wretching and vomiting so that He can come in close, put His arm around us and pull us in close to hear the beat of His heart. (Let them make me a sanctuary <i>that I may dwell among them</i>)<br />
<br />
We went to the altar with the sinner, we put our hands on the head of the lamb and then imagined what it would have been like to kill our own pet..<br />
<br />
We searched out the verses, wrestling through why the shedding of blood is necessary for the remission of sin. We discovered that all we must do to be cleansed of our sin is believe in the sacrifice that has already been made. The sin transfers to Jesus' record and we go free. Heaven sees only Jesus' spotless record.<br />
<br />
Near the end of the class, each of them pulled out a sheet of paper, solemnly wrote down the sins they wanted to confess and then, one by one, they lit them on fire over an old #10 can outside in the snow.<br />
<br />
Jesus was there. We could feel it.<br />
<br />
Were there one or two who didn't catch the significance and asked, "Do we <i>have</i> to?"<br />
<br />
Yes.<br />
<br />
But when they were told that, no, they didn't have to, it was to be a personal decision, I was thrilled to note that every single one of them chose to.<br />
<br />
Overall, the eager receptiveness with which most of these little hearts embrace Jesus is precious to see.<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2432218998994618285.post-54724054727760279862013-03-04T21:13:00.002-08:002013-03-04T21:15:15.643-08:00Monday, 3/4/13Dear Journal,<br />
<br />
Scripture Typer has not been wildly popular among the students. I think this is largely attributable to the fact that half the class has an average typing speed between 11-22 wpm. It's tough to enjoy scripture typer when you just can't type. So I've split the class so that persons who type over 35 wpm continued with Scripture Typer as normal, and those who do not, are working through a typing course to learn something other than hunt-and-peck.<br />
<br />
I was somewhat saddened that the students didn't enjoy Scripture Typer. I had it integrated with their Bible class so that they are learning their memory verses and keeping them current, and I felt like it would really benefit them.<br />
<br />
Sunday night in the dorm, I found myself snuggled between two little freshmen working through the review sheet for the Bible midterm.<br />
<br />
Somewhere between discussing what the Bible means when it says God "hardened Pharaoh's heart" and finding parallels between manna and daily devotions, sweet Miss Study-bug said, "I feel like I know my memory verses so well! You know what really helps? Scripture Typer. Before, I always learned my verses right before the quiz and I would forget all of them by the time we had the quarter test, but now I review them all the time and I actually <i>know</i> them."<br />
<br />
I'm tickled.<br />
<br />
Thanks, Jesus.Unknownnoreply@blogger.com4tag:blogger.com,1999:blog-2432218998994618285.post-27175765971142819592013-02-28T20:06:00.001-08:002013-02-28T20:06:43.280-08:00Heart ThrillI'm only supposed to write 2 journals a week now, but I have to share this joy...<br />
<br />
Mr. Moody who has been pulling grades in the F and D range in every class, has put his mind into getting his interactive notebook caught up for Bible class. He filled in the blank pages, got class notes from classmates, asked for help on the assignments he didn't understand, and got it all done!<br />
<br />
Late last night, I finished grading it and entered the grades in our online grading system. It pulled him up to a B! A <i style="font-weight: bold;">B!!! </i>I was so excited, I yelled the news down to the bedroom at the end of the hall, which answered <i>WoooHOOO!!!</i> out of the darkness. (I live with my cooperating teacher.)<br />
<br />
Today I slipped the graded notebook in front of him and whispered, "You have a B now."<br />
<br />
He grunted non-commitally, and I wondered as I walked away if it meant anything to him.<br />
<br />
I didn't have to wait long to know.<br />
<br />
In moments, he was excitedly tapping the arms of the students next to him. "Hey, hey did you hear that?? I have a B in Bible!"<br />
<br />
And my heart smiles to see one who has known so very little of the fulfilling satisfaction of accomplishment taste the sweetness of it.<br />
<br />
This must be what God feels like when His messed up little ones come pleading for His strength and they find that overcoming sin <i>really is possible!!</i><br />
<br />
Seeing "I can't, why should I try?" turn into "Hey, I did this!"....<br />
<br />
It's just another one of the things I love about my job.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2432218998994618285.post-18437265570754778502013-02-26T19:45:00.002-08:002013-02-26T19:54:47.654-08:00Tuesday, 2/26/13Dear Journal,<br />
<br />
I have discovered the secret to keeping the kids from browsing the internet while they're supposed to be doing their typing!<br />
<br />
I restructured my grading system for typing such that I give them 10 points each day for typing. I have the online gradebook pulled up on my computer and casually stroll the room, and each time I see someone pull up another website I drop their grade a point. I discussed this with them and they are all very aware that I do it.<br />
<br />
The first few days that I implemented it I got a lot of flack.<br />
<br />
Firecracker darling pulled out every cute charm he has, imploring me with both hands clutching his little heart to please, please give him his points back.<br />
<br />
I told him I hated doing it as much as he did, and that I really wished he wasn't forcing me to.. and then marked him down another point for his little demonstration!<br />
<br />
But today I was rewarded, as nearly every student in the class stayed on task, kept on the right website, and just generally got a whole lot done!<br />
<br />
Good kids.<br />
<br />
I am so privileged to know them!<br />
<br />
<br />Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-2432218998994618285.post-61767682351384413072013-02-25T18:37:00.000-08:002013-02-25T18:37:28.910-08:00Monday, 2/25/13Dear Journal,<br />
<br />
<br />
Sugar dump over the weekend=grumpy funk in class on Monday<br />
<br />
The dear children were all out of sorts today.<br />
<br />
The ones that weren't out cold and crashed on the tops of their desks met me with a whiny clamor for more time to do the project they were assigned over the weekend because they "didn't have time."<br />
<br />
I put on my stern face and told them I couldn't give them class time unless they were really going to use it. "I can't give you my valuable time for you to just use laughing and talking."<br />
<br />
Naturally, they protested loudly that they would NEVER do such a thing. (Yes, dears...I'm sure you wouldn't!)<br />
<br />
And I gave them five minutes...<br />
<br />
Turning to set up my computer with the WiFI projector, I met Ms. Wanda's twinkling eyes:<br />
<br />
"Girl, you're soft as jello."<br />
<br />
Ok, so I need to grow a backbone...<br />
<br />
Still loving my job!<br />
<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2432218998994618285.post-75208079709435797102013-02-20T00:00:00.000-08:002013-02-20T05:07:34.694-08:00Tuesday, 2/19/13Dear Journal,<br />
<br />
I discovered a beautiful thing today.<br />
<br />
This little phrase "Thank you" has so much power in it.<br />
<br />
I have been struggling to find the best way to bring everyone's attention back to the front after they have been working on their Scripture Typer at the beginning of class. They don't all finish at first, and it's hard to get them all focused so we can pray and start our lecture.<br />
<br />
Silent waiting doesn't work too well partly because it gives them no impetus to finish, and because it makes them awkwardly uncomfortable because, for those moments, it doesn't feel like the teacher is in control.<br />
Yet at the same time I don't want to be harsh with them and call them by name until they quit what they're doing and start paying attention. That doesn't work.<br />
<br />
So today, it happened quite by accident that I was standing there in the front of the room, having asked them to wrap up what they were doing and turn their attention to the front. Most gave me a nod and continued typing. This is typical. (The nature of Scripture Typer is that you have to finish the verse you are working on, you can't just quit what you are doing and come back to it.) But today, I noticed my big, quiet boy immediately close out the window and lean back in his chair to give me his full attention.<br />
<br />
"Thank you, J-man!" I told him with a warm smile. Immediately, his desk partner looked up, hurriedly brought her work to a close and gave me her full attention too. "And thank you, Cheerful." I smiled at her too.<br />
<br />
Quickly scanning the rest of the room, I called out each person who was giving me their attention with a personal "Thank you." The effect was incredible! One girl, sitting between two that I had thanked, looked up in dismay as she realized that she had not been. "Wait, Miss Beth! I was looking! I was looking! I was almost done! I was just finishing up!"<br />
<br />
"Thank you, Industrious!" She smiled a shy little smile.<br />
<br />
As I looked across the room, I was amazed.<br />
I had everyone's attention, and every face was lighted with a warm, happy smile.<br />
<br />
All because of a couple simple "Thank you's."<br />
<br />
How easy is that?Unknownnoreply@blogger.com4tag:blogger.com,1999:blog-2432218998994618285.post-23924217196294041742013-02-19T06:28:00.001-08:002013-02-19T06:36:57.932-08:00PowerPoint Presentation- Why Rules?<h3 style="margin: 3px; padding: 0px;">
<a href="http://www.authorstream.com/Presentation/BethJohns-1695274-why-rules/" style="font: normal 18px,arial;" target="_blank">Why Rules?</a></h3>
<object height="354" id="player" width="425"><param name="movie" value="http://www.authorstream.com/player.swf?fb=0&nb=1&ap=0&c=#dfdfdf&pl=as&p=1695274_634968568638113750" /><param name="allowfullscreen" value="true" /><param name="allowScriptAccess" value="always"/><embed src="http://www.authorstream.com/player.swf?fb=0&nb=1&ap=0&c=#dfdfdf&pl=as&p=1695274_634968568638113750" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="354"></embed></object><br />
<div style="font-family: arial; font-size-adjust: none; font-size: 11px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
More <a href="http://www.authorstream.com/" target="_blank">PowerPoint presentations</a> from <a href="http://www.authorstream.com/BethJohns/" target="_blank">Beth Johns </a><br />
<br />
<span style="font-family: Trebuchet MS, sans-serif;">Notes: (I project the powerpoint onto the whiteboard, so that I (or the students) can write or draw on the slide during the presentation. Hence some slides are only a basic framework with no content.)</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br />
Slide 2- <span style="font-size: 12pt;">How
many of</span><span style="font-size: 12pt; vertical-align: baseline;"> you have gardened?</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;"><br /></span>
<span style="font-size: 12pt; vertical-align: baseline;">3-</span><span style="font-size: 12pt;">These</span><span style="font-size: 12pt; vertical-align: baseline;"> plants have been deprived of sunlight.</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;"><br /></span>
<span style="font-size: 12pt; vertical-align: baseline;">4-Eyewitness experience of Ohio drought</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;"><br /></span>
6-Th<span style="font-size: 12pt;">ese
plants have been deprived of water.</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt;"><br /></span>
<span style="font-size: 12pt;">7-</span><span style="font-size: 12pt;">This
plant has been deprived</span><span style="font-size: 12pt; vertical-align: baseline;"> of nitrogen, a necessary nutrient.</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;"><br /></span>
<span style="font-size: 12pt; vertical-align: baseline;">8-</span><span style="font-size: 12pt;">Ask
for other examples of natural laws that are</span><span style="font-size: 12pt; vertical-align: baseline;">
basic and intuitive to us</span><span style="font-size: 12pt;">.
I.e. Gravity.</span><span style="font-size: 12pt; vertical-align: baseline;"> (Hold out an object and ask, “If I
drop this will it go up or down?” I dropped my iPhone for the shock effect!)</span></span><br />
<!--StartFragment-->
<br />
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
</div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt;">These</span><span style="font-size: 12pt; vertical-align: baseline;"> laws tell us the principles that the
natural world operates on.</span></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;"><br /></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;">9-</span><span style="font-size: 12pt;">Farmers
study to know the right temperatures, nutrient</span><span style="font-size: 12pt; vertical-align: baseline;">
balance, watering conditions, light, </span><span style="font-size: 12pt; vertical-align: baseline;">etc</span><span style="font-size: 12pt; vertical-align: baseline;">, so they can grow the best plants
possible.</span></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;"><br /></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;">10-</span><span style="font-size: 12pt;">Another</span><span style="font-size: 12pt; vertical-align: baseline;"> example of laws.</span></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;"><br /></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;">11-</span><span style="font-size: 12pt;">In
the same way, God’s laws</span><span style="font-size: 12pt; vertical-align: baseline;"> are not random and arbitrary. They
are just as natural as the laws of nature. They tell us what principles work
and which don’t.</span></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;"><br /></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;">12-</span><span style="font-size: 12pt;">Random</span><span style="font-size: 12pt; vertical-align: baseline;"> call discussion of a thought question
from the homework assignment. Students share their thoughts. (Note: I opted not
to use random call at the last moment because several students had not
completed the homework assignment and I wanted to avoid putting a bunch of them
on the spot, so just called on the ones who had. Those who hadn’t chimed in
with thoughts once the others had started sharing.)</span></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;"><br /></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;">13-Read quote.</span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;"><br /></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;">14-</span><span style="font-size: 12pt;">In
groups, what does</span><span style="font-size: 12pt; vertical-align: baseline;"> it mean that God’s law is the
transcript of His character?</span></span></div>
<!--StartFragment-->
<br />
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
</div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;">(God’s character put into words,
written out, etc.)</span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;"><br /></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;">15-</span><span style="font-size: 12pt;">The
wheel-in-a-wheel.</span><span style="font-size: 12pt; vertical-align: baseline;"> (The illustration on this slide got messed up in uploading. There should be an arrow pointing from each member of the Godhead to the other two. This forms a double circle with the inner arrows pointing clockwise and the outer arrows pointing counter-clockwise.)</span></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;">Review from the beginning of the
year.</span></div>
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<br />
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;">God, Jesus and the Holy Spirit from
endless ages have demonstrated other-centered love in loving each other. They
have each given love to the other two, resulting in love coming back to
themselves in a continuously flowing circle.</span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;"><br /></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;">16-</span><span style="font-size: 12pt;">Draw
another circle of giving:</span></span></div>
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<br />
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt;">Water</span><span style="font-size: 12pt; vertical-align: baseline;"> Cycle</span></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;">Plant Growth Cycle</span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
</div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;">The foundational principle of
nature and heaven is this other-centered principle: “receive to give.”</span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;"><br /></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;">17-</span><span style="font-size: 12pt;">When
God made</span><span style="font-size: 12pt; vertical-align: baseline;"> man, the circle expanded.</span></span></div>
<!--StartFragment-->
<br />
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;">[Draw: “God” in the upper left corner with arrows pointing
across the top to “other parts of God”(in the upper right) and down to “man”(in the lower left)]</span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
</div>
<div style="direction: ltr; margin: 0pt 0in; text-indent: 0in; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt;">Fundamental
principle that God</span><span style="font-size: 12pt; vertical-align: baseline;"> created inside of us, is to love
God and others.</span></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;">God created us to love as He loves
and when we do the circle is completed.</span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;">[Draw: Arrow pointing from “Man” up
to “God” and across the bottom to “other men” (in the lower right) Complete the circle by filling in
arrows from “other men” up to “other parts of God” and all other places needed
until each part of the circle has arrows pointing to and from it just like the
Wheel-in-a-wheel]</span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;"><br /></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;">18-</span><span style="font-size: 12pt;">Walk
through the commandments.</span></span></div>
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<br />
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt;">Who
does this help us love? Who gets hurt</span><span style="font-size: 12pt; vertical-align: baseline;"> if
this is broken?</span></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
</div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;">(We took our time here, and went
off an a tangent where I asked them to discuss in their Think-pair-share groups the difference
between the first and second commandments. They wrestled through it for a
while, and then I worked them through it to bring out for them that the first tells us to worship the
right God, and the second to worship the right God in the right way. This
sparked some incredible discussion, and laid the groundwork for the next class
on the Golden Calf.)</span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;"><br /></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;">19-</span><span style="font-size: 12pt;">Show
this slide, and then advance to the next and re-draw</span><span style="font-size: 12pt; vertical-align: baseline;"> the circle drawing. Emphasize that the
ten commandments tell us how to do the two things that God created us to do:
love God, and love other men.</span></span></div>
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<br />
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt;">(Jesus
reinforces</span><span style="font-size: 12pt; vertical-align: baseline;"> this in </span><span style="font-size: 12pt;">Matthew 22:37-40)</span></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt;"><br /></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt;">20-</span><span style="font-size: 12pt;">Erase
“man” and all the arrows going</span><span style="font-size: 12pt; vertical-align: baseline;"> from
it. Replace it with the word “Me” and draw several arrows from all directions
pointing into it. Satan broke the circle by getting man to serve himself. All sin is a form of selfishness. (See 4T 484.3)</span></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;"><br /></span></div>
<div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;">21-</span><span style="font-size: 12pt;">Re-emphasize:</span></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt;">In</span><span style="font-size: 12pt; vertical-align: baseline;"> heaven everything operates in the
unbroken circle. There is no selfishness in the love. Everybody loves everybody
else before themselves.</span></span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;">Satan broke the circle by bringing
in selfishness which separates us from God.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;">God sent Jesus so we could have a
way out of our selfishness. On our own, we can’t break out of the selfishness
we are born in, but God will give us a blood transfusion of Jesus love to make
it possible to love unselfishly.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: 12pt; vertical-align: baseline;">The law shows us how heaven
operates and how to live in an unbroken circle. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;">(May bring out that obeying the law
with selfish motives, or not out of love (like the </span><span style="font-size: 12pt; vertical-align: baseline;">pharisees</span><span style="font-size: 12pt; vertical-align: baseline;">)
does nothing to reconnect the circle because it does not cure selfishness.)</span></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: 12pt; vertical-align: baseline;">22-</span><span style="font-size: 12pt;">(R12</span><span style="font-size: 12pt; vertical-align: baseline;"> signifies the right side of the
interactive notebook. This is a processing activity for what we have covered.
It gives them a chance to express their understanding of it.)</span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2432218998994618285.post-21759800264740811612013-02-19T05:54:00.000-08:002013-02-19T06:11:44.301-08:00PowerPoint- Why the Sanctuary?Powerpoint Presentation from Bible class last Thursday.
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<div>
<h3 style="margin: 3px; padding: 0px;">
<a href="http://www.authorstream.com/Presentation/BethJohns-1695269-why-sanctuary/" style="font: normal 18px,arial;" target="_blank">Why the Sanctuary</a></h3>
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<div style="font-family: arial; font-size-adjust: none; font-size: 11px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
More <a href="http://www.authorstream.com/" target="_blank">PowerPoint presentations</a> from <a href="http://www.authorstream.com/BethJohns/" target="_blank">Beth Johns </a></div>
</div>
Notes:
(I project the powerpoint onto the whiteboard, so that I (or the students) can write or draw on the slide during the presentation. Hence some slides are only a basic framework with no content.)<br />
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Slide 2- Review of the character of God. Discussion: what is God like?<br />
<br />
3-Students write an attribute of God on the left side of the T-chart. (Note: I started off asking “Complete the sentence: God is _______. I found I got better responses when I asked them “what is your favorite thing about Jesus?”)<br />
<br />
4-The wheel-in-a-wheel concept they have covered earlier in class. For ceaseless ages God the Father, Jesus and the Holy Spirit have existed in a circle of other-centered love. Each of them selflessly loves the other two. God created man to be in a circle of self-denying love with Him too. Man was to find his satisfaction in loving God and in loving His fellow man. Sin breaks this circle. Isaiah 59:2. Selfishness makes us self-centered instead of other centered. God is the epitome of unselfishness. There is no self-serving in His love. It is entirely other-centered.<br />
<br />
5-In contrast, what does Satan say about what God is like?<br />
<br />
6-Now, on the right side of the T-chart, students write what Satan says about the character of God.
Discuss the differences.
(The things Satan says about God are really true of himself)<br />
<br />
7-Discuss<br />
<br />
8-Write in the definitions as students call them out.
Sin had to be allowed to play out.
The reason God was able to bear to allow sin to run it’s course is because He provided a way out, so that anyone who would enter the "way out" wouldn’t have to die.<br />
<br />
9-Discuss in Think-pair-share.<br />
Ways: Nature, direct revelation, the lives and words of men of God.<br />
Nature reveals God: “Among the heathen are those who, though ignorant of the written law of God, have heard His voice speaking to them in nature, and have done the things that the law required, and they are recognized as the children of God.” DA 638<br />
Yet, what had happened by the time of the children of Israel?
What kind of understanding of God did the children of Israel have? Were they others-centered or self-centered?
They complained and clamored for food, water– they said "God has brought us out to destroy us." They didn’t understand God.
Nature was no longer a sufficient "book."
God needed a way to show them more directly what He is like and how the plan of salvation works. He needed to come get close to them. "Let them make me a Sanctuary that I may dwell among them."<br />
<br />
10-The way is in the Sanctuary, Jesus said “I am the way.”<br />
(From Pastor Baute sermon regarding Luke 24:27: Jesus spoke these words shortly after the crucifixion as He was walking behind a couple of His dejected disciples on the road to Emmaus. And if you remember they were very upset because here they were so convinced that Jesus was the Messiah and yet here, He was crucified – the most humiliating death. And so they were walking away, their faith was shaken, and they were wondering, “You know, maybe He wasn’t the Messiah after all.” And all of a sudden a Stranger comes alongside and begins talking to them and asks, “What’s happening? What are you gentlemen talking about?” And they began to tell Jesus what had happened that day in Jerusalem and then Jesus begins to talk to them about the law of Moses. Dear friends, what Jesus began to do was to expound upon the disciples the sanctuary. The plan of salvation. And as the disciples began to listen, they began to realize that the very act which to them had disproved Jesus being the Messiah now they realized was the ultimate evidence that Jesus was the Messiah. And they learned that through the sanctuary.)<br />
<br />
13- The Sanctuary provides the answers to these questions and more.
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2432218998994618285.post-5892361418843507372013-02-18T19:21:00.002-08:002013-02-18T19:21:33.503-08:00Monday, 2/18/13Dear Journal,<br />
<br />
Bible class is officially my favorite class. Teaching young people who do not have much prior knowledge of Biblical truths or Bible stories has been challenging me to get down to the very basic foundation of the gospel, and in the process I am discovering truth in a whole new way myself. I truly feel like in these last two weeks or so I am falling in love with Jesus all over again. I pray for the same experience for my students.<br />
<br />
God has been merciful to me and is helping me pull my thoughts together into cohesive points. Today we discussed the law of God, (a.k.a. "Why Rules?") I woke up in the morning feeling very fuzzy on it myself and unsure of what I would say, but spending time in prayer brought me to humble trust, and within a couple hours, the whole thing came together.<br />
<br />
My speech class has responded remarkably to having me take my own class along with them. They have dug in the last couple days and are preparing their speeches like there's no tomorrow. Thank you, Lord! This first speech that I assigned is to be about "A challenge you have faced and how you overcame it." This is particularly challenging for one young lady in my class. She comes from a horrendous background and is completely sealed up when it comes to talking about her past, her family, or herself in general. She stays on the surface and will not venture into much of anything deeper than movies and clothes. I have been "accidentally" choosing speeches to show them in class which present messages of courage, resilience, overcoming baggage and the like. I know these have been hitting key triggers for her. She has struggled more than anyone else in the class to think of a topic for her speech. Today I overheard one of the boys in the class encouraging her to be open and honest. He said he had really struggled about sharing too, but after he shared his testimony about overcoming drinking at Spiritual Retreat he was a lot more comfortable. At the end of the period, I was delightedly shocked to hear her say, "I can't believe I'm going to do this. I NEVER share about stuff like this."<br />
<br />
Can't wait to hear this!Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2432218998994618285.post-56177365905416287882013-02-12T22:17:00.001-08:002013-02-12T22:21:41.689-08:00Tuesday, 2/12/13Dear Journal,<br />
<br />
Today I had someone videotape my computer literacy class. (Which incorporated a technique that I'm DEFINITELY keeping in my bag of tricks which I'll blog about later, along with maybe a portion of the video..)<br />
<br />
I found watching it to be very revealing. I was surprised that I actually looked more confident than I felt. I was less happily surprised to realize that I had completely missed, passed over, and bulldozed a thoughtful comment from one of my students. Perhaps I've discovered the reason that he's beginning to shut down to me. I need to give him time to get his thoughts out, and I need to affirm what he has said and probe him deeper. He is a deep thinker and has a wealth of things to share even if he struggles with social grace to say them. I hope I haven't lost him! Praying for wisdom to get him back..<br />
<br />
The most beneficial thing I learned from watching myself is my need to think deeper. I hesitated a lot. I paused longer than was necessary or comfortable. I gave unclear directions. Many responses I gave were vague and indirect. This is because I am not confident in the subject matter myself. This can be remedied. I gave unclear directions and training in canvassing before I became confident enough in the subject matter to be able to give real advice and concise, understandable directions. If I could learn how to do that, I can learn the material I am teaching my students well enough to be able to teach them effectively. In canvassing training, I can meet nearly any question with a story because I have years worth of stories that illustrate just about every aspect of canvassing. I know it backwards and forwards because I have been immersed in it.<br />
<br />
This is the secret. I must immerse myself in the subject matter of my classes. This is easy in Bible. It is not difficult for this unit of Computer Literacy either, as I'm teaching PowerPoint and-- well-- I come from a family that eats, drinks, and breathes presentation graphics. That's just what we do. Because I know it well, I can fall back on my knowledge base.<br />
<br />
I don't feel this way with my Senior Speech class. I actually somewhat enjoy public speaking myself, though I'm far from confident with it. But I don't know the ins and outs of it. I don't understand it from the ground up so that I know what works and what doesn't, not to mention <i>why</i>. So I wrestled tonight, in sleepless hours, <i>what am I trying to teach them? Why is this really important for them to know? What are the life-altering concepts I want them to take away from this? What do I want them to be when they are finished with this short time I have with them?</i><br />
<i><br /></i>
I can't expect them to catch a vision as long as I myself don't know what that vision is. I found myself wishing I could go back to take Mrs. Clark's speech class and truly immerse myself in the experience (take more notes and sleep less, maybe?)<br />
<br />
Then-- in an electrifying moment of epiphany-- it hit me. I can't go back and retake the speech class I already took, but <i>I can take the one I'm teaching</i>. I can immerse myself in the experience of public speaking, and in the experience I will discover the reasons.<br />
<br />
So, when they give a speech in class, I'm going to be preparing and presenting too right along beside them. I'm going to beg them to be tough on me. To get on me for playing with my hair and shifting on my hips like a crazy woman (like I did on the video today.) I'm going to have them point out my failures and make me rework it until the final product is <i>stellar</i>. I'm going to get into this thing, feel it all over like a blind person discovering the world, taste it, smell it, wrestle with it until I understand it.<br />
<br />
The next speech class I have opportunity to teach will get it from the ground up, because I know there's ground down there somewhere and I'm going to find it.<br />
<br />
And this class? They will be cheated in one sense, because they have a teacher who doesn't really have a clue what she's doing. But perhaps it will benefit them in another sense. Maybe the old adage to "lead by example" is really the effective way after all. Maybe what I model for them in my own fervency and zeal for excellence will motivate them more than anything else I can do at this point. I hope so. Cause if they hit this economy with the amount of push and drive that they have (or don't have!) they are going to ruin themselves in short order.<br />
<br />
And that's not going to happen on my watch if I can help it!Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2432218998994618285.post-21139189563827692032013-02-11T17:24:00.000-08:002013-02-11T20:27:52.036-08:00Monday, 2/11/13Dear Journal,<br />
<br />
I saw this coming and hoped it wouldn't, but alas--<br />
<br />
The child, Mr. Moody, has somehow become possessed with the idea that he is going to marry me.<br />
<br />
He deeply dislikes it when Firecracker talks to me, and in fact, stormed out of class in a hot, jealous rage today over an altercation that happened between them.<br />
<br />
Oh. Dear.<br />
<br />
My book doesn't have a chapter about how to handle this one!<br />
<br />
It isn't terribly often that I wish to be married-- but at times like this it would be a blessing.<br />
<br />
The solution will come in answer to prayer, and I am confident that my Lord has one. (Extra prayers are welcomed!)<br />
<br />
My seniors are getting quite talkative! They are beginning to recognize their need for better speaking skills as well, (slowly but surely!) Today we watched several graduation speeches and they REALLY resonated with that, since their culminating speech for the class will be given at their graduation. You could see little light-bulbs going on in their heads. Love those moments!Unknownnoreply@blogger.com4tag:blogger.com,1999:blog-2432218998994618285.post-27526428493824679592013-02-07T09:01:00.002-08:002013-02-07T09:01:21.279-08:00How??I've been getting emails and questions from several people who have been reading these little journals and curious to know more about the techniques and how-to's. I wish I could add more into the actual journal entries but my supervisor has been dropping little hints that I should be practicing my skills in being <i>succinct, </i> finally she came right out and told me, "NO more than three paragraphs!"<div>
<br /></div>
<div>
Ok.</div>
<div>
<br /></div>
<div>
So since I can't put all the interesting background info into the journals anymore, I'll post some of it as supplements to the entries.</div>
<div>
Teaching is the one profession where stealing is not only <i>allowed,</i> but <i>celebrated</i> and encouraged. Teaching methods are meant to be shared, swapped, stolen and adapted. If something works, grab it and use it yourself. So while I'm learning, I want to start sharing so any of you all can be stealing what I'm learning. </div>
<div>
<br /></div>
<div>
Here's a section about body language to explain exactly what a "kind but firm smile" is.</div>
<div>
Perhaps I shouldn't have referred to it as a smile, because in truth it is not. It is a smile in the sense that it communicates "I love you a lot" but it is not a smile where the corners of the mouth are turned up..</div>
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<br /></div>
<div>
In the words of Fred Jones:</div>
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<br /></div>
<div>
(After explaining the importance of being relaxed while correcting students)</div>
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<br /></div>
<div>
While some teachers will set their jaws while setting limits, others will <i>smile. </i>Sometimes this is a sign of ambivalence as the teacher is torn between "good guy" and "bad guy" roles that have never been sorted out. This body language says, <i>Please forgive me for meaning business.</i> </div>
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<br /></div>
<div>
But there are other reasons for many of us smiling when our jaws should be relaxed. We often smile without knowing it because the disruptive students <i>cause us to smile</i>.</div>
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<br /></div>
<div>
Smiling is what biologists call a <i>trigger mechanism</i>. When a person smiles at us it triggers our smiling back. It is a mild version of submission behavior known as "greeting behavior."</div>
<div>
<br /></div>
<div>
When we catch students goofing off, they typically look up and give us <i>smiley face</i>-- that ingratiating mixture of mild surprise and feigned innocence that all children use to "get off the hook." "Smiley face" tends to trigger a mild smile from us in response. You may not feel this smile. It is often just a softening of the face around the mouth and eyes that says, <i>everything is okay.</i></div>
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<i><br /></i></div>
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The last thing you want to do while attempting to mean business is to signal students that everything is okay. Rather than shaping up, they <i>relax</i>.</div>
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<br /></div>
<div>
This brings us to a well known story about Queen Victoria, our model for <i>regal</i> behavior. As the story goes, someone at the dinner table told a slightly off-color joke. Since Queen Victoria had little patience for such humour, she looked impassively at the would-be-comedian as the table fell silent. Then she coldly stated to the offending guest the immortal words, "<i>We</i> are not amused." That was the "Royal We," of course.</div>
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<br /></div>
<div>
You would do well to think of yourself as Queen Victoria when attempting to mean business. <i>Relax</i> your jaw. This is no time to give tacit approval to misbehavior by a softening of the face. Nor, does upset serve any constructive purpose. As students go through their little antics to get off the hook; relax, wait, and give them your best Queen Victoria look that says, <i>We are not amused.</i></div>
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<i><br /></i></div>
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Only when the students realize that their antics are getting them nowhere will they consider an alternative strategy. The alternative that you are waiting to see is well understood by students: <i>Get back to work</i>.</div>
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<br /></div>
<div>
I have a clear picture in my mind of my fifth grade teacher, Mrs. Haines, describing something to the class in an animated fashion. Larry...did something disruptive on the far side of the room. In mid-sentence, Mrs. Haines stopped and turned her upper body slowly toward Larry as though to say <i>I beg your pardon</i>.</div>
<div>
<br /></div>
<div>
All eyes turned to Larry whose face seemed to say <i>Whoops</i>. As Mrs. Haines waited, Larry came around in his chair and faced forward. After a pause, Mrs. Haines continued as though nothing had happened. Queen Victoria would have been proud.</div>
<div>
<br /></div>
<div>
Mrs. Haines had finesse. She was able to say "no" to Larry's behavior in no uncertain terms with very little effort. She was one of the only teachers I had in elementary school who did not want to kill Larry by the end of the year.</div>
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<br /></div>
<div>
<i>Fred Jones, Tools for Teaching, chapter sixteen, pg 189-191</i></div>
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<i>(Note: HIGHLY recommend this book)</i></div>
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<i><br /></i></div>
<div>
So how can you add "I love you" to the Queen Victoria look? (The "smile" to the "kind and firm")</div>
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<br /></div>
<div>
In canvassing, we learn that if you are thinking "I love you" in your mind, it will show through your eyes. We have micro-expressions in our face that communicate our thoughts to the people who see us.</div>
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I've found that thinking "I like you" has a slightly different effect (less sappy perhaps??) and can be even more effective with teenagers than "I love you." Thinking of something that you genuinely like about the kid helps this be more real.</div>
<div>
(Note on that: Talking about how much you like the kids you're working with will make it much easier for you to work with them. Our mindsets are shaped by the words that we speak and the attitudes we express. Talking about how much you love your students and what you love about them will put you in the mindset where you can discipline in love. Sometimes your words wiggle their way back to the students' ears too and that makes them feel warm and fuzzy. Students are much more cooperative when they're feeling warm and fuzzy!)</div>
<div>
<br /></div>
<div>
And always, always follow up Queen Victoria with affirmation. Smile warmly once the student "gets back to work" to signify your approval. Give the shoulder a pat/squeeze, or tousle/smooth the hair with your hand if you're close enough.</div>
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<br /></div>
<div>
The big picture of this one I've learned mostly from my teacher Jorge Baute. He is a master at the art of communicating genuine interest and love.</div>
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<br /></div>
<div>
He says teenagers are like a bank account. (I think we all are!) You have to make deposits before you take withdrawals. If you take every opportunity you can to love them, you will be able to be straight with them when you need to because they know you love them.</div>
<div>
<br /></div>
<div>
You can make deposits lots of ways:</div>
<div>
<ul>
<li>Sticky notes. Just a "hey I'm thinking about you/praying for you/noticed you're not yourself today"note stuck on a desk in passing, in a notebook, or stealthily slipped in the hall with a quick hug. These mean volumes. Pr. Baute used to do this at his job, and when he left, people would take him to their cubicles and show him where they had saved every single sticky note he'd ever given them!</li>
<li>Notice everything. If a smile isn't quite right for some reason, find a chance to say, "Hey, you doing ok? Just worried about you." If someone does something well, be sure and tell them you liked it.</li>
<li>Smile at them.</li>
<li>Call them by name.</li>
</ul>
</div>
<div>
Any of the rest of you have tips that work for you when you're working with students/young people? I'm still figuring all this stuff out and the more advice the better!</div>
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<br /></div>
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<br /></div>
Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-2432218998994618285.post-10408278525603655632013-02-05T17:24:00.000-08:002013-02-06T17:24:52.268-08:00Tuesday, 2/5/13Dear Journal,<br />
<br />
So today I put my shoulders back erect, picked my chin up a little higher, and put a no-nonsense sparkle into my smile. I put interrupters in their place and kept the class moving straight ahead through the review we did today.<br />
<br />
They noticed. And they behaved like such beautiful well-trained little children! They took me seriously, they kept on task, they made effort and were just all-out adorable.<br />
<br />
Aha! Got it. I remember this now!<br />
<br />
Solved the problems I'd been having with some of them using Facebook, G+, games etc. during class.<br />
I do a lot of walking around during the class, and when I noticed a student playing solitaire I made my way slowly over to him, leaned in close and waited with a kind but firm smile until I had both of his eyes locked into mine, then all I had to do was point at the screen and say, "That. Never happens in class." Then, widen the smile a little bit, think "I love you", give the shoulder a quick squeeze, and turn away.<br />
<br />
Thank you, Fred Jones. It works!Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-2432218998994618285.post-86254405477849493472013-02-04T18:46:00.000-08:002013-02-05T18:47:05.023-08:00Monday, 2/4/13Dear Journal,<br />
<br />
This past week was the school's Spiritual Retreat. It is tradition here for the Seniors to take charge of the retreat-- they plan the program and activities, they coordinate much of the logistics for taking the whole school off-campus to a retreat center, and they <i>take charge</i>. They are the hosts, the set-up staff, the deans, and just about everything. The staff are there for backup only.<br />
<br />
This experience seems to have grown my seniors before my eyes. They came back with a new appreciation for leadership!<br />
<br />
The student body also responded very positively to the spiritual experience of the retreat. The speaker, Justin Howard, connected with them from the first moment and was able to distill the simple gospel into words that they could relate to. Praise God.<br />
<br />
Today I observed Nikisha Lee's class. It made me excited to watch her. This girl is fluid efficiency. If I were to describe her classroom presentation in one phrase it would be "In control." And with motherly grace she pulls it off in such a nice pleasant way that the students come, go and quiet down at her beck and call. She doesn't put up with nonsense. She puts interrupters in their place. And they love and respect her. I was inspired.<br />
<br />
She also managed to get them running two laps around the interior of the auditorium to "warm up" before they practiced their speeches on each other, which I thought was just the coolest thing I've ever seen a teacher do! She said, "OK, since you all are so cold in here, we're going to run two laps around the room." She said it with a smile and a charming little shrug of the shoulders, and then, "Are you ready? Ok, let's go!" and she took off running herself. They loved it. Followed her like a pack of 5th graders.<br />
<br />
I'm going to practice more in-charge body language from now on. I think that's been one of my problems. In the insecurity of figuring out a new place, my shoulders haven't been as erect as they should be.. and I've been reacting to things in the more submissive/permissive mode because I'm not sure where my boundaries are yet. But it's working against me in the classroom. Change begins tomorrow.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2432218998994618285.post-32394390899618888012013-01-23T19:15:00.002-08:002013-01-23T20:17:15.205-08:00Wednesday, 1/23/13Dear Journal,<br />
<br />
<br />
Sweetest thing happened today.<br />
<br />
My little curly-headed rebel (I use the term affectionately) found out one of the many stupid choices I made during my academy years.<br />
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His eyes widened and his jaw dropped into the cutest look of incredulity I've seen to date.<br />
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"You're a <i>bad girl,</i> Miss Beth??"<br />
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"Well..I've never been one to follow rules because I was told to, if that's what you mean."<br />
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"I-I-I thought you were a goody-two-shoes cause you're so quiet and you always wear a long skirt and like read your Bible and stuff."<br />
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(Have I mentioned how much I love the candid open-ness of teenagers?)<br />
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Before the conversation was over, he knew me a lot better. I told him that, yes, I'd spent much of my life hating the rules, misunderstanding the reasons, believing everything was stupid, and making a lot of bad choices; but I also told him there was nothing down that road. I had tried to "be my own person" but ended up just making choices that hurt other people. I told him about how true freedom (the real way to "be your own person") is found in choosing the right and fences are for protection. I told him there is nothing in the pleasures and fun of the world that holds a candle to Jesus.<br />
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He listened. He didn't blow it off like I've seen him do so many times. He apologized twenty times for misunderstanding me.<br />
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Before my next class began, as I put my things in order on the podium, I looked up to see his black curls bobbing through the door. Sidling up to me, he put his arm around me in a quick squeeze. "Miss Beth? <i>I just want you to know I love you</i>."<br />
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And I realize once again what a gift it is to know pain.<br />
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I've regretted the rebellion and rued the pain that caused it. But God has worked them both alike for the good.<br />
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The one is best equipped to help his brother through the rough place in the way who has first been there himself.<br />
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It is sweet to know, yet again, that my loving Jesus brings beauty out of the ashes of our lives.<br />
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<i>"Sorrows come to stretch out spaces in the heart for joy." <span style="font-size: xx-small;">(Streams in the Desert, 1/18)</span></i><br />
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<i><span style="font-size: xx-small;">* * *</span></i></div>
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Everybody talked in speech class today! I don't know if it was because we were going over the section they had read in Counsels to Speech and Song or if they're just warming up to me. I did Eugene Prewitt-style, "So what do you remember from your reading?" and they just yakked away.<br />
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I was warmed to see their responses to their reading. Some of the toughest hearts in the class were sharing how the words had hit them just where they needed it.<br />
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It is getting easier to prepare classes. I feel like I'm slipping into the groove a little better.<br />
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Showing speech videos is making its mark. They're getting natural at picking out the good and bad things the speaker is doing, and the framework of a good speech.<br />
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Our business office manager has been begging to come and teach the seniors how to do a resume. I think that's a great idea, and I'm going to work it in by having him do it as a demonstration speech. I'll have the kids analyze his presentation just like they do the videos. He has the perfect personality to handle it. I asked him also to tell them about ways that good speaking skills are needed in the business world. He has worked for years in one of the top auditing firms in the nation and has lots of experience. I'm hoping that will inspire them to put something into improving their speaking skills.<br />
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They have been honest with me that the only reason they're even taking the class is because its a requirement to graduate and they just don't care about it.<br />
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Well. I aim to give them something to care about!<br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2432218998994618285.post-58654197146874337172013-01-21T20:11:00.000-08:002013-01-21T20:11:55.096-08:00Monday, 1/21/13Dear Journal,<br />
<br />
Wow. What a difference one weekend can make!<br />
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I was dean on duty in the girls dorm this weekend and spent hours chatting, snuggling, taking temperatures, and supervising surprise birthday parties. And the inevitable happened...I'm falling in love with my kids.<br />
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And all of a sudden teaching has gone from grayscale to full color. I have a reason, a purpose, <i>I'm needed</i>. God put me here to minister to people. I knew that, and was operating in faith, but now my people have faces and their needs are beginning to be confided in shy little hints. I'm not just checking assignments off a list and filling the class time with material anymore. I'm carefully crafting lessons to meet real needs for real people who I love.<br />
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And Mr. Moody, after I so hard-heartedly made him take his special make-up quiz in Computers, has decided he really likes me for some reason. After church he came over to me, and, looking down ten inches at my five-foot-two self, shyly wrapped his arm around me and tried to lay his head on my shoulder like a little boy who needs a Momma. Too bad my shoulder wasn't tall enough to do the job... Hopefully he felt some Momma anyway.<br />
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Today I taught speech class. It's getting easier.<br />
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I'm trying to work them into thinking more analytically, and also trying to model for them what a good speech is actually like, so I'm going to show them a video speech at the beginning of each class period and have them analyze it. I created a paper of questions for them to fill out, which makes them think about everything from the speaker's eye contact to the thesis statement. Then we share and discuss. My hope is that this will get them familiar with the elements of good speaking and prepare them to be evaluated in the same way that they are evaluating these speeches.<br />
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Ms. Wanda suggests I create random call cards. (A method for calling on students. Just simple index cards, one for each student in the class and labeled with their name. A student picks one card, and whoever was chosen speaks. They then choose the next card.) This ensures that everybody is talking and that they are ready to talk because they are anticipating being called on at any time. That will be very beneficial in this class.<br />
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<br />Unknownnoreply@blogger.com0