Awakened by fear, she fled from the battered cabin
To search the darkened heavens for answers,
Yet the stars signaled no recent recollection.
While nearby dogs barked away fright,
Blood pulsed harshly in her neck,
And the black hills showed no remorse.
What realization drove her from his cold bed
To shake wildly where nature raged?
The trembling swelled from below
Where lie remnants of bygone lusts.
And he – he blithely drew her to him
To stand near the massive greystone chimney,
The one thing that if it fell would crush
Any semblance of love she had left for him.
Inside, the shelves had been violently emptied,
And the fire had been snuffed out.
Wednesday, December 17, 2008
Saturday, November 22, 2008
A Burgeoning
Mother, cell of my cells – heart, core, nerve.
My exceptional son; my male nucleus.
Does immortality exist?
Yes, beyond your life span.
I have a secret that might cause me to fall.
What is this remarkable development?
As one matures, the complexities of love unfold
As rain on blossoms reveal their nature.
Yes, but perennials are predictable.
Except those deprived of nutrients.
My climate has been optimal, but my growth stunted.
Like an egg sloughed from the womb?
Though I look like an oak, inside I am a sycamore.
Shhh, sweet boy, your branches are gnarled. Rest.
Your cuttings can no longer shape me.
Plant yourself in my bosom, and I will keep you safe.
I love another now. His soil feeds me. He is like no other.
Your confessions are tortuous. Stop. I can make you grow.
Spring has come to my soul, mother.
Immortality will have to wait.
Mother, cell of my cells – heart, core, nerve.
My exceptional son; my male nucleus.
Does immortality exist?
Yes, beyond your life span.
I have a secret that might cause me to fall.
What is this remarkable development?
As one matures, the complexities of love unfold
As rain on blossoms reveal their nature.
Yes, but perennials are predictable.
Except those deprived of nutrients.
My climate has been optimal, but my growth stunted.
Like an egg sloughed from the womb?
Though I look like an oak, inside I am a sycamore.
Shhh, sweet boy, your branches are gnarled. Rest.
Your cuttings can no longer shape me.
Plant yourself in my bosom, and I will keep you safe.
I love another now. His soil feeds me. He is like no other.
Your confessions are tortuous. Stop. I can make you grow.
Spring has come to my soul, mother.
Immortality will have to wait.
Tuesday, November 18, 2008
View from Above
Pure? What does it mean?
The tongues of hell
Are dull, dull as tolerance
Ablaze in purifying glory.
Your tolerance laps at the legs
Of those poised to march.
Who are they?
The underpinning of consciousness.
The pillar of the repressed.
The girder weathered by piousness.
You burn their loves and lives
And walk away satisfied.
The world is pure again.
Pure? What does it mean?
The tongues of hell
Are dull, dull as tolerance
Ablaze in purifying glory.
Your tolerance laps at the legs
Of those poised to march.
Who are they?
The underpinning of consciousness.
The pillar of the repressed.
The girder weathered by piousness.
You burn their loves and lives
And walk away satisfied.
The world is pure again.
Thursday, November 6, 2008
Santa Didn’t Come
One postage stamp Christmas,
Moiled flocking on the mountainside,
An Alligator crept among mortgaged houses,
And Old reliable wandered off to commit suicide.
Meanwhile the mermaid swimming
In the Pearl River of a comet,
Served soured milk and Spumoni
To two jealous sisters.
White manhood crapped on her coat
Which she wore like sharp hieroglyphics
scrawled on a sunflower.
The breast of man pressing against her own,
Her commodities violently stolen.
One postage stamp Christmas,
Moiled flocking on the mountainside,
An Alligator crept among mortgaged houses,
And Old reliable wandered off to commit suicide.
Meanwhile the mermaid swimming
In the Pearl River of a comet,
Served soured milk and Spumoni
To two jealous sisters.
White manhood crapped on her coat
Which she wore like sharp hieroglyphics
scrawled on a sunflower.
The breast of man pressing against her own,
Her commodities violently stolen.
Monday, May 26, 2008
Lowering Standards Hurts
After completing 86 credits toward my Bachelor's degree, I earned my first non-A grade. The B+ in British Literature hurts, but I will survive. What did I learn from the disappointing grade? I learned that even though a student attends every class, having read the assigned materials, and participating fully, that student may suck at taking tests! So, when I am a teacher, I will never base any student's final grade on just two tests for the semester.
Saturday, May 3, 2008
PC to the max
So, I unveiled my web site in my compostion class with a brief, I mean very brief explanation, and somehow offended one person in my class. Here is part of the conversation that ensued.
Holly said, "I want to make clear what sounded negative to me before I comment further, Connie mentioned a reporter that was asked not to mention dropping out when interviewing kids and she said something along the lines of "If only kids didn't drop out until we mention it, if only kids didn't have sex until we mentioned it, if only kids weren't gay until we mentioned it" in that specific context you Connie aligned, however unintentionally, homosexuality with these other issues and problems. There were a few to her instances that I felt contributed to this view, that was the main one. I hope I didn't step on anyones toes, I just feel that it is important to think about what we mean and what we say. I also think it is important to recognize our prejudices, biases et, and work to change them.
I wish we could feel lucky to meet new and different people in our worlds and think of difference as an opportunity for learning and growth, then maybe the language change will be easier to accomplish, if our mindsets are changed. I think that should be the goal of all teachers. After all we learn most when we are uncomfortable."
Lindsay responded, "I think that we are kind of in a wierd transitional period with te GLB subject in general just because for so long it has been such a "hushed" and overlooked topic. Everyone has tried to sweep it under the rug for so long that finally when it comes out into the open, people aren't sure how to discuss it in a way that isn't offensive to anybody. Its interesting because I kind of feel like no matter what people say, someone else can find offense in it somewhere. But it is absolutely necessary to use language that creates a comfort level instead of excluding those who it may offend. I wish people could just look at it as something that just is. It really saddens me that our world is so unaccepting of others who may have lifestyles that differ from their own. I'm really not sure how to address the question of what language to actually USE, but its pretty important that we figure it out because everyone deserves respect and acceptance. And I honestly didn't realize that any "controversial" language was being used during the presentation at all, but I think its just an interesting discussion all together. Like Connie said, people don't choose to be any specific sexual orientation, and the fact that we are all trying to hard to estabish equality for those who have been looked down upon all these years is still fairly new. I think it's all part of the struggle to establish a sense of "okay. it is what it is". With every struggle for equality and understanding there's a fair amount of resistance that comes with it.
It's a great thing to think about.We should all be using language that is appropriate for ALL students."
Connie replied, "Holly, I am glad you gave a specific example to which I can respond. I can see how the quote you cite can be offensive if taken out of context with what our theme was… “children deprived of words.” One of the biggest problems with getting educators to integrate GLBTQ literature, music, language, etc. into curriculum is many people (parents and educators) believe that we may give kids “ideas.” Ideas to become GLBTQ. My whole point is that some children are GLBTQ, and depriving them of words can lead them to self-destructive behaviors. We should not fear having open, accepting communications because we cannot recruit someone to be gay. They are, or are not, already gay.
So, my ending quote was meant to tie back in our topics (Drop out rates and Acknowledging GLBTQ in middle school), and how they relate to the need to communicate effectively with students. Just by giving “words,” or factual information to students does not make them get the idea to drop out of school or become GLBTQ.
Our kids are dropping out of school…what can we do to communicate the implications of doing so?
Our kids are GLBTQ…what can we do to communicate we accept them as they are, and are willing to help them through the sometimes difficult coming out process?
If I would have had more time in the presentation, I could have more effectively separated those two topics, and expanded on the final thought.
Holly, I hope you looked at my web site. I am trying to do the right thing here for our children. For my child. I fear that by arguing over what language we should use, we won’t ever communicate effectively. I hope you give me the benefit-of-the-doubt, and know I truly want inclusive, accepting communication in our schools for students of all sexual orientations."
Marian interjected, "I would just like to throw in my two cents. I do think that there are some generational differences that make different views inevitable. What I thought about that seems to touch on something Holly mentioned is all of the reality shows that adolescents and young adults are exposed to these days. Here is a list of a just few shows on air that include gay, lesbian and bisexual individuals who are looked up to on television today: A Shot at Love; Work Out; Next; The Real World; Project Runway; Top Chef; Survivor...
I mention media becuase there is no negetive conotation attached to these individuals, but rather a positive representation becuase they worked to get where they are in many of the shows. I know that today in high schools gay and lesbain fiction is offered in the cannon without having to sign a waiver, which is a huge step.
Instead of looking at all of the negetive aspects of what needs to be done, we can look at what steps have been taken and learn from those. As I said about the Dodgeball and Special Ed. presentation, it is essential that we are given the past, present and future of the issues becuase it allows us to learn from our progression rather then look at negetive statistics and emphasize that something needs to be done. Steps are being taken and progress is being made and we as students have been educated about issues that other generations have not.
I thought it was a good presentation, but I see exactly where Holly is comming from!"
Connie's final words were, "Yay! Marian, I love this discussion because it helps to define context!! You are absolutely right in that there is probably a generational difference, but even in your generation all is not rosy! I am going through the process of acceptance because I have a gay son, but even he is not totally accepted by his peers.
As for the context of my paper...if I were writing to media execs or high school students, I would be seen as spreading intolerance; however, my audience is parents of middle school students, and more particularly right-winged, Christian parents. That is a tough audience, and my writing, in order to gain their trust and confidence, must be written in their language, so I can bring them to my point-of-view.
Also, The media and high schools are accepting of GLBTQ, but our middle schools are not. I interviewed 6 educators from Poudre and found that at a time when our students are questioning, or identifying, we don’t have clubs, support groups, literature or music, language, or discussions that are so important to their healthy and happy development. Because kids are identifying as early as 8 years old, they can question and struggle for 7 years before they get to high school. That is too long! My assertion is that we need to have greater resources for these kids at a time when they need it!
Just yesterday I asked a question of a junior high counselor who was speaking at my EDUC 350 class. “What is being done at this level to support our kids who are identifying?” Her answer….”Legislation.” Legislation? Okay, that is a start in protecting our kids from abuse, but do the kids feel legislation?
As future teachers, we can create a more accepting atmosphere only as long as we have the parents on board, and they are the ones keeping GLBTQ quiet in middle schools.
Thank you all for the great discussion. This project is a passion of mine, and I would love any feedback on my website. Again remember who the audience is." - Connie
Holly said, "I want to make clear what sounded negative to me before I comment further, Connie mentioned a reporter that was asked not to mention dropping out when interviewing kids and she said something along the lines of "If only kids didn't drop out until we mention it, if only kids didn't have sex until we mentioned it, if only kids weren't gay until we mentioned it" in that specific context you Connie aligned, however unintentionally, homosexuality with these other issues and problems. There were a few to her instances that I felt contributed to this view, that was the main one. I hope I didn't step on anyones toes, I just feel that it is important to think about what we mean and what we say. I also think it is important to recognize our prejudices, biases et, and work to change them.
I wish we could feel lucky to meet new and different people in our worlds and think of difference as an opportunity for learning and growth, then maybe the language change will be easier to accomplish, if our mindsets are changed. I think that should be the goal of all teachers. After all we learn most when we are uncomfortable."
Lindsay responded, "I think that we are kind of in a wierd transitional period with te GLB subject in general just because for so long it has been such a "hushed" and overlooked topic. Everyone has tried to sweep it under the rug for so long that finally when it comes out into the open, people aren't sure how to discuss it in a way that isn't offensive to anybody. Its interesting because I kind of feel like no matter what people say, someone else can find offense in it somewhere. But it is absolutely necessary to use language that creates a comfort level instead of excluding those who it may offend. I wish people could just look at it as something that just is. It really saddens me that our world is so unaccepting of others who may have lifestyles that differ from their own. I'm really not sure how to address the question of what language to actually USE, but its pretty important that we figure it out because everyone deserves respect and acceptance. And I honestly didn't realize that any "controversial" language was being used during the presentation at all, but I think its just an interesting discussion all together. Like Connie said, people don't choose to be any specific sexual orientation, and the fact that we are all trying to hard to estabish equality for those who have been looked down upon all these years is still fairly new. I think it's all part of the struggle to establish a sense of "okay. it is what it is". With every struggle for equality and understanding there's a fair amount of resistance that comes with it.
It's a great thing to think about.We should all be using language that is appropriate for ALL students."
Connie replied, "Holly, I am glad you gave a specific example to which I can respond. I can see how the quote you cite can be offensive if taken out of context with what our theme was… “children deprived of words.” One of the biggest problems with getting educators to integrate GLBTQ literature, music, language, etc. into curriculum is many people (parents and educators) believe that we may give kids “ideas.” Ideas to become GLBTQ. My whole point is that some children are GLBTQ, and depriving them of words can lead them to self-destructive behaviors. We should not fear having open, accepting communications because we cannot recruit someone to be gay. They are, or are not, already gay.
So, my ending quote was meant to tie back in our topics (Drop out rates and Acknowledging GLBTQ in middle school), and how they relate to the need to communicate effectively with students. Just by giving “words,” or factual information to students does not make them get the idea to drop out of school or become GLBTQ.
Our kids are dropping out of school…what can we do to communicate the implications of doing so?
Our kids are GLBTQ…what can we do to communicate we accept them as they are, and are willing to help them through the sometimes difficult coming out process?
If I would have had more time in the presentation, I could have more effectively separated those two topics, and expanded on the final thought.
Holly, I hope you looked at my web site. I am trying to do the right thing here for our children. For my child. I fear that by arguing over what language we should use, we won’t ever communicate effectively. I hope you give me the benefit-of-the-doubt, and know I truly want inclusive, accepting communication in our schools for students of all sexual orientations."
Marian interjected, "I would just like to throw in my two cents. I do think that there are some generational differences that make different views inevitable. What I thought about that seems to touch on something Holly mentioned is all of the reality shows that adolescents and young adults are exposed to these days. Here is a list of a just few shows on air that include gay, lesbian and bisexual individuals who are looked up to on television today: A Shot at Love; Work Out; Next; The Real World; Project Runway; Top Chef; Survivor...
I mention media becuase there is no negetive conotation attached to these individuals, but rather a positive representation becuase they worked to get where they are in many of the shows. I know that today in high schools gay and lesbain fiction is offered in the cannon without having to sign a waiver, which is a huge step.
Instead of looking at all of the negetive aspects of what needs to be done, we can look at what steps have been taken and learn from those. As I said about the Dodgeball and Special Ed. presentation, it is essential that we are given the past, present and future of the issues becuase it allows us to learn from our progression rather then look at negetive statistics and emphasize that something needs to be done. Steps are being taken and progress is being made and we as students have been educated about issues that other generations have not.
I thought it was a good presentation, but I see exactly where Holly is comming from!"
Connie's final words were, "Yay! Marian, I love this discussion because it helps to define context!! You are absolutely right in that there is probably a generational difference, but even in your generation all is not rosy! I am going through the process of acceptance because I have a gay son, but even he is not totally accepted by his peers.
As for the context of my paper...if I were writing to media execs or high school students, I would be seen as spreading intolerance; however, my audience is parents of middle school students, and more particularly right-winged, Christian parents. That is a tough audience, and my writing, in order to gain their trust and confidence, must be written in their language, so I can bring them to my point-of-view.
Also, The media and high schools are accepting of GLBTQ, but our middle schools are not. I interviewed 6 educators from Poudre and found that at a time when our students are questioning, or identifying, we don’t have clubs, support groups, literature or music, language, or discussions that are so important to their healthy and happy development. Because kids are identifying as early as 8 years old, they can question and struggle for 7 years before they get to high school. That is too long! My assertion is that we need to have greater resources for these kids at a time when they need it!
Just yesterday I asked a question of a junior high counselor who was speaking at my EDUC 350 class. “What is being done at this level to support our kids who are identifying?” Her answer….”Legislation.” Legislation? Okay, that is a start in protecting our kids from abuse, but do the kids feel legislation?
As future teachers, we can create a more accepting atmosphere only as long as we have the parents on board, and they are the ones keeping GLBTQ quiet in middle schools.
Thank you all for the great discussion. This project is a passion of mine, and I would love any feedback on my website. Again remember who the audience is." - Connie
Techno kids
My daughter, Maggie, finishing up her kindergarten year, is the model for technology of the future. She is proficient at word, ipods, computer games, cellphones, digital cameras, etc. When I think about using technology in the classroom, I think about Maggie and how far ahead of me she is already!
Thursday, May 1, 2008
Vocabulary
Ok future English teachers...here is a fun website for you. Go to freerice.com and play the vocabulary game. For every word you get right rice is donated to end world hunger!
Monday, April 21, 2008
A Christian Mother's Conversion
The bikes were the last items shoved into the twenty-four foot U-Haul before we shut the door and hooked-up the trailer carrying our red Volkswagen bug. With a hint of irony, the day was April Fool’s Day, 1999, and I was fleeing my bankrupt life in Fairfield, California. Emotionally and physically spent, I was leaving behind a failed marriage, a foreclosed house, and a gay son, to start over in Colorado.
Before taking the driver’s seat, I accepted Robbie’s request we take one last walk around the block. Neither of us could find the words we wanted so desperately to convey to each other. “Robbie, I know you’ve been struggling with some issues for a few years now, and I want you to know that no matter what, I love you. Please be good and choose things in your life that will make you and God happy.” What I wanted to say was, “Robbie, don’t be gay! Please don’t go against everything we have taught you about God,” but I had never directly acknowledged Robbie’s homosexuality up to this point, and did not want to start talking about his sexual identity when I was ready to drive away.
Robbie’s words were tentative, “Mom, I love you, and I would never choose to do anything to purposefully hurt you. I’m going to miss you.” What Robbie wanted to say was, “Mom, I am gay, and it wasn’t my choice. I am scared and need your support.” I jumped into the big truck holding my life’s accumulations and drove away from my eldest born not wanting to look back.
Homosexuality is AIDS
The anxiety I felt about Robbie’s homosexuality continued to build since he was away at Scout Camp five years earlier. While all the boys were away, I took the opportunity to clean their bedrooms like only a mother can. Between braving the testosterone stench of newly developing adolescence, finding the mother lode of missing socks under the bed, separating dishes deemed renewable from those I didn’t want to ever eat out of again, I found a stack of novels about gay teens. How could Robbie even want to read about homosexuality? Gasping for breath, the weight of the world pressing down on me, my mind went immediately to my 5-year class reunion in 1984.
With the beat of disco music pulsing in my head, between the flashes of the strobe light, the names of fellow classmates who had already died came into focus. Disbelief struck my core as I read, “Jerry Norris – AIDS.” Popular Jerry Norris was the first of our class to fall from the newly discovered homosexual killer we came to know as AIDS. AIDS and homosexuality were synonymous. Homosexuality, aside from being morally wrong, was a quick pathway to death.
A voracious reader, Robbie often had stacks of books in his bedroom, yet somewhere in my soul I knew he wasn’t reading these particular novels just for entertainment. As I dropped those library books one-by-one into the library book return, I decided since Robbie would know I found the books, and he would surely be embarrassed, I would not have to say anything to him. Yes, if I just ignored the whole incident, and pretended I didn’t have a questioning son, the whole issue would pass over, and we would be happy again.
He is Still Gay
Happiness came incrementally, though homosexuality did not leave our family. Robbie would struggle with his sexual identity without the help and support of his family, but with his faith in God intact. While jumping from a boulder at Lake Berryessa the summer after high school graduation, he said the impact of hitting the water felt like he landed on cement. As he lay in bed with a fractured spine, his belly distended from his inability to pass urine or stool, Robbie’s mind was not on his injured body as he bargained with God, “Please God, let me be normal. Let me be straight and I will do anything you ask.” After months of recovery, he was still gay.
While serving a mission in Osorno, Chile, Robbie’s testimony led many people to Christ, but when he got home he was till gay. Context Specific Therapy with Dr. Jeffrey Robinson was helpful, but after working the workbooks, countless hours in prayer, and trying to concentrate on anything but being homosexual, he was still gay.
Crying does not take away the pain I feel for this son who wants so much to be “good.” How could I reconcile my belief homosexuality is morally wrong with the fact that no matter what Robbie tried he was still gay? The Bible says, “By their fruits, ye shall know them” (Matthew 7:16-20). Robbie is gay, but his fruits are kindness, love, charity, peace, forgiveness, tolerance, and acceptance. Signs of an evil soul such as malice, envy, and anger do not exist in this good son.
I then had to look at my own soul. Passing by the vanity mirror one day I had to do a double take to see who was staring back at me. Mousy hair, depressed eyes, a sullen frown, and overall worn countenance revealed the fear, anger, and phobias building inside me. As I stared at the image in the mirror I reflected upon a saying I heard once, “Neglect is the most destructive form of abuse.” By ignoring him, I had neglected my son, and the face of an abuser was staring back at me.
Sexual Orientation is not a Choice
Robbie’s search for answers was relatively safe in the mid-1990’s as he confined his quest to the one companion which had been constant: the library. Any questioning adolescent today has only to go as far as the home computer, Google “homosexuality” or “gay,” before being led to many sites full of vulgarity, porn, and twisted ideas. Today’s parents cannot afford to ignore their child’s developing sexual identity. Factual, open communication at home and at school can help struggling students find their identity before they turn to self-destructive behaviors due to self-loathing.
I, too, went to the library. Pouring over several decades of research on the subject of homosexuality allowed me to open my mind to the possibility homosexuality, as a sexual orientation, is not a choice, not a disease, not a mental illness, and not curable. No matter how hard Robbie wanted to be straight, God’s will was otherwise. “Consider the handiwork of God. Who can make straight that which he hath made crooked" (Ecclesiastes 7:13)? If God made my son homosexual, I accept Robbie’s homosexuality as a gift from God.
If I had it to Do Over Again
So I ponder on the ifs. If I had understood sexual orientation is not a choice, I would not have feared talking to my son when I found he was questioning his own. If I had been more open with my son, he could have communicated his fears. If I had known homosexuality is not curable, I would have encouraged Robbie to accept himself and stop trying to be what he wasn’t. If I would have known ignoring his homosexuality would not make it go away, I would have embraced that son on April Fool’s Day and cried because life was tearing us apart at such a critical time in his development.
Many items packed tightly into the U-Haul that spring day have since been forgotten, but my relationship with my loving, intelligent, homosexual son endures. I will stand next to him, and stand up for him everyday of my life as we try in every way we can to make life easier for other questioning adolescents. I accept God’s love and wisdom in making my son homosexual.
Before taking the driver’s seat, I accepted Robbie’s request we take one last walk around the block. Neither of us could find the words we wanted so desperately to convey to each other. “Robbie, I know you’ve been struggling with some issues for a few years now, and I want you to know that no matter what, I love you. Please be good and choose things in your life that will make you and God happy.” What I wanted to say was, “Robbie, don’t be gay! Please don’t go against everything we have taught you about God,” but I had never directly acknowledged Robbie’s homosexuality up to this point, and did not want to start talking about his sexual identity when I was ready to drive away.
Robbie’s words were tentative, “Mom, I love you, and I would never choose to do anything to purposefully hurt you. I’m going to miss you.” What Robbie wanted to say was, “Mom, I am gay, and it wasn’t my choice. I am scared and need your support.” I jumped into the big truck holding my life’s accumulations and drove away from my eldest born not wanting to look back.
Homosexuality is AIDS
The anxiety I felt about Robbie’s homosexuality continued to build since he was away at Scout Camp five years earlier. While all the boys were away, I took the opportunity to clean their bedrooms like only a mother can. Between braving the testosterone stench of newly developing adolescence, finding the mother lode of missing socks under the bed, separating dishes deemed renewable from those I didn’t want to ever eat out of again, I found a stack of novels about gay teens. How could Robbie even want to read about homosexuality? Gasping for breath, the weight of the world pressing down on me, my mind went immediately to my 5-year class reunion in 1984.
With the beat of disco music pulsing in my head, between the flashes of the strobe light, the names of fellow classmates who had already died came into focus. Disbelief struck my core as I read, “Jerry Norris – AIDS.” Popular Jerry Norris was the first of our class to fall from the newly discovered homosexual killer we came to know as AIDS. AIDS and homosexuality were synonymous. Homosexuality, aside from being morally wrong, was a quick pathway to death.
A voracious reader, Robbie often had stacks of books in his bedroom, yet somewhere in my soul I knew he wasn’t reading these particular novels just for entertainment. As I dropped those library books one-by-one into the library book return, I decided since Robbie would know I found the books, and he would surely be embarrassed, I would not have to say anything to him. Yes, if I just ignored the whole incident, and pretended I didn’t have a questioning son, the whole issue would pass over, and we would be happy again.
He is Still Gay
Happiness came incrementally, though homosexuality did not leave our family. Robbie would struggle with his sexual identity without the help and support of his family, but with his faith in God intact. While jumping from a boulder at Lake Berryessa the summer after high school graduation, he said the impact of hitting the water felt like he landed on cement. As he lay in bed with a fractured spine, his belly distended from his inability to pass urine or stool, Robbie’s mind was not on his injured body as he bargained with God, “Please God, let me be normal. Let me be straight and I will do anything you ask.” After months of recovery, he was still gay.
While serving a mission in Osorno, Chile, Robbie’s testimony led many people to Christ, but when he got home he was till gay. Context Specific Therapy with Dr. Jeffrey Robinson was helpful, but after working the workbooks, countless hours in prayer, and trying to concentrate on anything but being homosexual, he was still gay.
Crying does not take away the pain I feel for this son who wants so much to be “good.” How could I reconcile my belief homosexuality is morally wrong with the fact that no matter what Robbie tried he was still gay? The Bible says, “By their fruits, ye shall know them” (Matthew 7:16-20). Robbie is gay, but his fruits are kindness, love, charity, peace, forgiveness, tolerance, and acceptance. Signs of an evil soul such as malice, envy, and anger do not exist in this good son.
I then had to look at my own soul. Passing by the vanity mirror one day I had to do a double take to see who was staring back at me. Mousy hair, depressed eyes, a sullen frown, and overall worn countenance revealed the fear, anger, and phobias building inside me. As I stared at the image in the mirror I reflected upon a saying I heard once, “Neglect is the most destructive form of abuse.” By ignoring him, I had neglected my son, and the face of an abuser was staring back at me.
Sexual Orientation is not a Choice
Robbie’s search for answers was relatively safe in the mid-1990’s as he confined his quest to the one companion which had been constant: the library. Any questioning adolescent today has only to go as far as the home computer, Google “homosexuality” or “gay,” before being led to many sites full of vulgarity, porn, and twisted ideas. Today’s parents cannot afford to ignore their child’s developing sexual identity. Factual, open communication at home and at school can help struggling students find their identity before they turn to self-destructive behaviors due to self-loathing.
I, too, went to the library. Pouring over several decades of research on the subject of homosexuality allowed me to open my mind to the possibility homosexuality, as a sexual orientation, is not a choice, not a disease, not a mental illness, and not curable. No matter how hard Robbie wanted to be straight, God’s will was otherwise. “Consider the handiwork of God. Who can make straight that which he hath made crooked" (Ecclesiastes 7:13)? If God made my son homosexual, I accept Robbie’s homosexuality as a gift from God.
If I had it to Do Over Again
So I ponder on the ifs. If I had understood sexual orientation is not a choice, I would not have feared talking to my son when I found he was questioning his own. If I had been more open with my son, he could have communicated his fears. If I had known homosexuality is not curable, I would have encouraged Robbie to accept himself and stop trying to be what he wasn’t. If I would have known ignoring his homosexuality would not make it go away, I would have embraced that son on April Fool’s Day and cried because life was tearing us apart at such a critical time in his development.
Many items packed tightly into the U-Haul that spring day have since been forgotten, but my relationship with my loving, intelligent, homosexual son endures. I will stand next to him, and stand up for him everyday of my life as we try in every way we can to make life easier for other questioning adolescents. I accept God’s love and wisdom in making my son homosexual.
Saturday, April 12, 2008
The Differentiated Classroom
As I observe my practicum teacher's classroom and her teaching methods, I see little in the way of a differentiated classroom. If that were my class, the first thing I would do is group the desks (no more tightly grouped rows!) I would take out any unused desks to make movement around the room easier. Then I would make seating assignments according to different levels of need and learning styles. I understand this would take some time in the beginning, but I also think the effort would be well worth it.
Next I would consider having alternate activities for each lesson, if possible, so the students could show they learned the material in a manner that matched their learning style. For example, I am terrible at taking tests even though I am at every lecture, read all the material, and can hold an intelligent conversation. For me an essay or an oral report are better methods for me to show what I have learned.
I had a teacher at Front Range who ran a differentiated classroom and I felt so comfortable in her room. The first few meetings we spent time bonding as a class. We played getting to know you games. When we received the syllabus for the class I noted the semester was divided into 4 sections. Within each section we had 2 medium sized assignments due. (That makes 8 assignments for the semester.) Then she gave us four categories of assignments: Quizzes, Essays, Oral Reports, and Art Works such as collages or scrapbooks, etc. She told us we had to do one assignment from each category, but the other four assignments we could do whatever we wanted. I LOVED the options! I could decide when I felt comfortable enough to take a quiz. I could also decided which assignment lent itself to an art project.
We worked together in groups for many of the units though we all had different projects in the end. As we worked on our projects we shared them with each other and explained what we were doing and why . This really increased our understanding.
The last thing I want to do different in my English class is to have whole group discussions. I think when some of the students who struggle with comprehension and literacy hear how the other students came to certain conclusions they begin to realize how they should be looking at the text. Also when we verbalize our thoughts they become more concrete.
I know it is not possible to teach to every student for every lesson, but I hope with practice I can learn those methods that allow me to stimulate as many students as possible.
Next I would consider having alternate activities for each lesson, if possible, so the students could show they learned the material in a manner that matched their learning style. For example, I am terrible at taking tests even though I am at every lecture, read all the material, and can hold an intelligent conversation. For me an essay or an oral report are better methods for me to show what I have learned.
I had a teacher at Front Range who ran a differentiated classroom and I felt so comfortable in her room. The first few meetings we spent time bonding as a class. We played getting to know you games. When we received the syllabus for the class I noted the semester was divided into 4 sections. Within each section we had 2 medium sized assignments due. (That makes 8 assignments for the semester.) Then she gave us four categories of assignments: Quizzes, Essays, Oral Reports, and Art Works such as collages or scrapbooks, etc. She told us we had to do one assignment from each category, but the other four assignments we could do whatever we wanted. I LOVED the options! I could decide when I felt comfortable enough to take a quiz. I could also decided which assignment lent itself to an art project.
We worked together in groups for many of the units though we all had different projects in the end. As we worked on our projects we shared them with each other and explained what we were doing and why . This really increased our understanding.
The last thing I want to do different in my English class is to have whole group discussions. I think when some of the students who struggle with comprehension and literacy hear how the other students came to certain conclusions they begin to realize how they should be looking at the text. Also when we verbalize our thoughts they become more concrete.
I know it is not possible to teach to every student for every lesson, but I hope with practice I can learn those methods that allow me to stimulate as many students as possible.
"To Kill a Mockingbird" Web Quest
Here is a Web Quest to use as an introduction to "To Kill a Mockingbird." This Web Quest focuses on the themes and setting of Harper Lee's novel. http://tinyurl.com/6h8y8o
Wednesday, April 2, 2008
Researching Gender Identity
I don't mean to make my blog about Gender Identity, but the subject is on my mind right now. I went to talk to a middle-school counselor at Boltz Jr. High yesterday and was told I would have to talk to the principal about such a subject. My appointment is Friday. So, here is what I still want to know:
1. What resources to local schools use to communicate to students, parents, and teachers about gender-identity issues?
2. How are anti-bullying programs designed to include information on gender-identity issues?
3. What responsibilities does a school have to transgender children? How far do they have to go in making accommodations? Gym class?
4. From where does a Student’s Bill of Rights come? Federal, State, District,or Individual Schools? Does the Student Bill of Rights cover gender-identity?
5. How does having a transgender kid in a classroom affect the learning environment?
6. At what age is talking to children about gender-identity appropriate?
7. How can we approach our children about subjects in which we feel uncomfortable, or which go against our religious beliefs?
8. Why are children “coming out” at younger ages?
9. What anti-bullying programs are already out there which deal with gender identity?
10. What are the different phases of gender-identity and exploration, and how can we help students (our children) through the different phases?
11. What are the different stages of “coming out,” and what does each stage mean?
12. What is the drop-out rate of GLBT students?
13. What is the suicide/murder rate of GLBT students?
14. What is the Kinsey Scale?
15. How do children with non-gender normative behaviors suffer from bullying?
16. Are children on same-sex parents more prone to bullying?
17. Do children of same-sex parents have a greater chance of turning out gay?
18. Why do we have to talk about someone’s sexual orientation? Isn’t that a private matter?
What are your thought and/or experiences?
1. What resources to local schools use to communicate to students, parents, and teachers about gender-identity issues?
2. How are anti-bullying programs designed to include information on gender-identity issues?
3. What responsibilities does a school have to transgender children? How far do they have to go in making accommodations? Gym class?
4. From where does a Student’s Bill of Rights come? Federal, State, District,or Individual Schools? Does the Student Bill of Rights cover gender-identity?
5. How does having a transgender kid in a classroom affect the learning environment?
6. At what age is talking to children about gender-identity appropriate?
7. How can we approach our children about subjects in which we feel uncomfortable, or which go against our religious beliefs?
8. Why are children “coming out” at younger ages?
9. What anti-bullying programs are already out there which deal with gender identity?
10. What are the different phases of gender-identity and exploration, and how can we help students (our children) through the different phases?
11. What are the different stages of “coming out,” and what does each stage mean?
12. What is the drop-out rate of GLBT students?
13. What is the suicide/murder rate of GLBT students?
14. What is the Kinsey Scale?
15. How do children with non-gender normative behaviors suffer from bullying?
16. Are children on same-sex parents more prone to bullying?
17. Do children of same-sex parents have a greater chance of turning out gay?
18. Why do we have to talk about someone’s sexual orientation? Isn’t that a private matter?
What are your thought and/or experiences?
Friday, March 28, 2008
Giving parents a lesson on gender identity
Do I set up a blog just for talking gender identity to antagonistic parents and feel somehow connected to them, or do I try to develop a website where parents of straight kids can go if they are “freaked out” to learn their little one has to go to school with a trans-gender kid, or has a friend raised by two mommies? The Website would be a bit more distant, but I know nothing about developing a website. Blah!
If I could develop a website here are some of the pages I would want:
• Basic definitions of gay, lesbian, homosexual, homophobic, transgender,
transsexual, etc.
• Statistical information regarding % of population who identify themselves
as GLTB, their high school drop out rate and suicide rate, etc.
• General information on the stages of coming out
• Information on bullying and how to stop it
The trick to talking to parents of the straight kids is to use resources not associated with “homo-friendly” publications. (PFLAG, etc.) In order for the audience to trust me I have to use information from sources like the American Pediatric Association, the American Psychology Association, etc. No easy task, but I am sure the research is out there and sufficient.
If I could develop a website here are some of the pages I would want:
• Basic definitions of gay, lesbian, homosexual, homophobic, transgender,
transsexual, etc.
• Statistical information regarding % of population who identify themselves
as GLTB, their high school drop out rate and suicide rate, etc.
• General information on the stages of coming out
• Information on bullying and how to stop it
The trick to talking to parents of the straight kids is to use resources not associated with “homo-friendly” publications. (PFLAG, etc.) In order for the audience to trust me I have to use information from sources like the American Pediatric Association, the American Psychology Association, etc. No easy task, but I am sure the research is out there and sufficient.
Gender issues at school
How to address gender issues at school has been on my mind a great deal the last few weeks. When I read or hear about kids being bullied or teased because of their gender identity, I feel great pain. Maybe because I have a gay son does the subject weigh on me so heavily. So I have decided to do something about it…What? I don’t quite know. I met with Emily in the CSU GLTB office today and discussed what I, as an educator, can do to help students feel safe. I thought it was interesting when I asked Emily, “If you could write a blog and talk directly to the parents of the “straight kids,” what would you want them to know,” and she replied, “that this education is not just for their kids.” All kids have a right to an education. Gay, Lesbian, Transgender, and Bisexual kids are more likely to drop out of school due to bullying. They have a higher suicide rate. Yet Emily thought the most important thing she could say was not about straight kids needing to accept her sexual identity, but how straight kids interrupt her education. So what can I do? I have a desire to address the parents of the “straight kids.” I want to give them information on gender issues. I don’t want to try and convert them, or convince these parents that GLTB is, or is not, moral. I would rather concentrate on the educational systems responsibilities to 1. make accommodations for students when necessary, 2. keep students safe from bullying, and 3. keep church and state separate (meaning…religious reasoning cannot be the only factor in making judgments.)
More on what I want to say next blog.
More on what I want to say next blog.
Wednesday, March 26, 2008
Guiding Miss Guided
ABC has a new sitcom entitled Miss Guided that demeans the teaching profession in the worst way. Educators are portrayed as “one semester ahead of the students,” socially awkward, and sexual predators. The school is portrayed as halls filled with sex and violence where students even “flunk remedial P.E.” The basis of the story is a terribly flawed guidance counselor returns to her high school to begin her career. She is overwhelmed by the immature feelings of her school days and is so introspective she cannot adequately guide the students. If you want to see the pilot episode and judge for yourself (hey, maybe I’m a tad too sensitive), log on to http://abc.go.com/, go to full episodes, find Miss Guided, and view “Homecoming.” Let me know what you think.
Sunday, March 16, 2008
We are the Champions
In an ideal world, a child’s champion is its own parents but that is not a reality for some. I have grown to understand that it only takes one person in a child’s life who shows love and encouragement to make a difference. I had one such person who changed my life forever. Grandma Baker was my seventh foster mother. I lived in her home for two years beginning when I was fourteen. By then I was already a pretty beaten down individual. I had been abused in every imaginable way, taken away from my mother when I was seven years old, and shuffled from one foster home to another. My self-esteem was nil, and school meant nothing to me except a place to be away from home. No one in my family had ever made it through high school; many were illiterate.
Grandma Baker accepted me for who I was, good and bad, and encouraged me at every step to better my life. With her trust and love I quit smoking, doing drugs, and drinking alcohol. She taught me to dress modestly, eat well, exercise and take care of my body. I began to choose better friends and spend my time in useful service. My mind opened up and school started making sense to me.
When I was sixteen I was forced to leave the Baker’s home because of the definition of a “temporary foster home.” The transition was extremely difficult, and though I retained the lessons I learned from Grandma Baker, the move was agonizing. It would have been so easy to slip back into some of my former habits, but I knew that I did not want my life to end up like my mother’s, so I plunged through the darkness and determined to make a better life. Grandma Baker, to my relief, kept in contact with me for the rest of her life.
At the age of eighteen, when the welfare money was no longer available to my new foster parents, I was escorted to the front door of my eighth foster home and was told I now had to make it on my own. College had never been discussed and was not an option. So much of my life to that point was spent on survival that I did not even know how to go about going to college. So, I did what many girls in that situation do; I got married eight months later and within five years I had four children.
However, my determination to make a loving home for my four boys led me to a life of total involvement in everything they pursued. I was the room mother at school, T-ball and basketball coach, den leader, merit badge counselor, BSA committee member, Day Camp Program Director, and eventually I earned my Boy Scout Woodbadge. In my efforts to be involved with my children’s lives I have run across children and adults who needed a champion in their lives, and I have been blessed to be in the right place at the right time to touch the lives of many.
While improving myself and growing in many ways I never deemed possible, I had a yearning to go to college. I attempted to go to college when my boys got a little older, but then my husband left me after fifteen years of marriage, and I was forced to go to work full time and shelve my dreams. Being a single mom of teenaged sons for six years was the most difficult thing I have ever endured in my life. And then in the middle of my single-mom years Grandma Baker passed away, but I was blessed with the sweet opportunity to dress her body for burial. It was one final gesture of love to a woman who meant so much to me. With courage and determination I held my little family together and we persevered. College began to feel like something I wanted, but could never have.
Later, as my boys began leaving the nest and were pursuing paths other than college, I would hear myself telling them that nothing should get in their way of a college education. Nothing! Even if it meant taking out student loans, and living penuriously for four years, a college degree was worth it in the end. Then I had one of those aha! moments. Why did this counsel apply only to them? Maybe it was time that I practiced what I preached. So, with the love and support of my current husband, I quit work and plunged in. Quite a brave feat considering that it meant cutting our income in half! Now two years later I have completed my A.A. degree at Front Range Community College, and am off to run with the big dogs at CSU!
My motivation for attending college has shifted significantly in the past two years. Being an example to my children was primary in the beginning, but now I have fallen in love with learning. I have earned A’s in every class I’ve taken because I absolutely love every subject I have been exposed to, and I can’t get enough. I feel that my brain has had a great awakening. The best part is that now three of my boys are in college, and the other earned his EMT. We truly have broken a long family line of illiteracy and abuse. I hope with an English Education degree I can help battle illiteracy in a broader arena.
How wonderful and amazing to me that this little foster girl, from Brighton, Colorado, could accomplish so much, with so few resources, just because one person had the caring and compassion to encourage her. The desire that drives me to succeed is to be a champion in someone else’s life and give back what Grandma Baker gave to me so many years ago.
Grandma Baker accepted me for who I was, good and bad, and encouraged me at every step to better my life. With her trust and love I quit smoking, doing drugs, and drinking alcohol. She taught me to dress modestly, eat well, exercise and take care of my body. I began to choose better friends and spend my time in useful service. My mind opened up and school started making sense to me.
When I was sixteen I was forced to leave the Baker’s home because of the definition of a “temporary foster home.” The transition was extremely difficult, and though I retained the lessons I learned from Grandma Baker, the move was agonizing. It would have been so easy to slip back into some of my former habits, but I knew that I did not want my life to end up like my mother’s, so I plunged through the darkness and determined to make a better life. Grandma Baker, to my relief, kept in contact with me for the rest of her life.
At the age of eighteen, when the welfare money was no longer available to my new foster parents, I was escorted to the front door of my eighth foster home and was told I now had to make it on my own. College had never been discussed and was not an option. So much of my life to that point was spent on survival that I did not even know how to go about going to college. So, I did what many girls in that situation do; I got married eight months later and within five years I had four children.
However, my determination to make a loving home for my four boys led me to a life of total involvement in everything they pursued. I was the room mother at school, T-ball and basketball coach, den leader, merit badge counselor, BSA committee member, Day Camp Program Director, and eventually I earned my Boy Scout Woodbadge. In my efforts to be involved with my children’s lives I have run across children and adults who needed a champion in their lives, and I have been blessed to be in the right place at the right time to touch the lives of many.
While improving myself and growing in many ways I never deemed possible, I had a yearning to go to college. I attempted to go to college when my boys got a little older, but then my husband left me after fifteen years of marriage, and I was forced to go to work full time and shelve my dreams. Being a single mom of teenaged sons for six years was the most difficult thing I have ever endured in my life. And then in the middle of my single-mom years Grandma Baker passed away, but I was blessed with the sweet opportunity to dress her body for burial. It was one final gesture of love to a woman who meant so much to me. With courage and determination I held my little family together and we persevered. College began to feel like something I wanted, but could never have.
Later, as my boys began leaving the nest and were pursuing paths other than college, I would hear myself telling them that nothing should get in their way of a college education. Nothing! Even if it meant taking out student loans, and living penuriously for four years, a college degree was worth it in the end. Then I had one of those aha! moments. Why did this counsel apply only to them? Maybe it was time that I practiced what I preached. So, with the love and support of my current husband, I quit work and plunged in. Quite a brave feat considering that it meant cutting our income in half! Now two years later I have completed my A.A. degree at Front Range Community College, and am off to run with the big dogs at CSU!
My motivation for attending college has shifted significantly in the past two years. Being an example to my children was primary in the beginning, but now I have fallen in love with learning. I have earned A’s in every class I’ve taken because I absolutely love every subject I have been exposed to, and I can’t get enough. I feel that my brain has had a great awakening. The best part is that now three of my boys are in college, and the other earned his EMT. We truly have broken a long family line of illiteracy and abuse. I hope with an English Education degree I can help battle illiteracy in a broader arena.
How wonderful and amazing to me that this little foster girl, from Brighton, Colorado, could accomplish so much, with so few resources, just because one person had the caring and compassion to encourage her. The desire that drives me to succeed is to be a champion in someone else’s life and give back what Grandma Baker gave to me so many years ago.
Monday, March 10, 2008
Digging Deeper
Twice this past week I was asked if teaching English is what I REALLY want to do. Marcia Linley, my practicum teacher, said I should reconsider my plans of teaching middle school. “Elementary school is so much easier,” she explained. Then she went on to say she is moving up to the high school level next year. She is worn out from all the demands put on her, and wants to teach students who care. After that first questioning of my sanity and motives, I began worrying about both! What is my real motivation for teaching middle school English? Then last Friday my Upper Level Comp teacher asked me if I really understood what I was getting into by teaching English? “Can’t you be interested in teaching Social Studies or P.E?” Her question was sincere. She explained that she is tired…worn out, and English is the toughest subject to teach, especially in light of all the emphasis for improvement on CSAP scores. “Are you ready and willing to have a career that totally consumes your life?” Ahhhhhhhh! I don’t know!!!
Here are the straight and truthful facts as I know them:
1. I am attending college because I know with a degree in SOMETHING, I will get a better job at doing ANYTHING!
2. I chose teaching as a career because it best matches my daughter’s schedule, and I am always a mother first!
3. I was working toward a degree in Elementary education, but the closer I got to transferring to UNC the sicker I felt. I changed my plans to teach secondary, and as a result feel better about the direction I am heading.
4. I choose English as an Emphasis because I enjoyed the Literature and Writing classes in college more than the other disciplines. I have received straight A’s throughout my college career, so I can perform well no matter what the subject. If I have to concentrate my education in one area, then I want it to be in an area I enjoy.
5. I am NOT passionate about English! I do not read and write in my spare time. I don’t compose original prose or poetry. I read when a good book comes highly recommended, but I am not always in the middle of a book.
6. I am concerned that I have not had enough background knowledge, content, and practice to be a good English teacher. Although with every passing semester, I feel more and more prepared.
7. I AM passionate about literacy. I believe all children should have the opportunity to become literate….not just sound out words, but to question, categorize, relate, analyze, and connect information.
8. I am interested in helping middle school students learn that they can be learners. I want each student to feel the need to continually feed their brains.
So, is teaching English what I really want to do? I still don’t know, and frankly, the question is freaking me out! Right now I want to pursue my degree in a field I really enjoy, and maybe the answer will become clearer as I progress and get more experience.
Here are the straight and truthful facts as I know them:
1. I am attending college because I know with a degree in SOMETHING, I will get a better job at doing ANYTHING!
2. I chose teaching as a career because it best matches my daughter’s schedule, and I am always a mother first!
3. I was working toward a degree in Elementary education, but the closer I got to transferring to UNC the sicker I felt. I changed my plans to teach secondary, and as a result feel better about the direction I am heading.
4. I choose English as an Emphasis because I enjoyed the Literature and Writing classes in college more than the other disciplines. I have received straight A’s throughout my college career, so I can perform well no matter what the subject. If I have to concentrate my education in one area, then I want it to be in an area I enjoy.
5. I am NOT passionate about English! I do not read and write in my spare time. I don’t compose original prose or poetry. I read when a good book comes highly recommended, but I am not always in the middle of a book.
6. I am concerned that I have not had enough background knowledge, content, and practice to be a good English teacher. Although with every passing semester, I feel more and more prepared.
7. I AM passionate about literacy. I believe all children should have the opportunity to become literate….not just sound out words, but to question, categorize, relate, analyze, and connect information.
8. I am interested in helping middle school students learn that they can be learners. I want each student to feel the need to continually feed their brains.
So, is teaching English what I really want to do? I still don’t know, and frankly, the question is freaking me out! Right now I want to pursue my degree in a field I really enjoy, and maybe the answer will become clearer as I progress and get more experience.
Sunday, March 2, 2008
Free Stuff for Teachers
In practicum this week, I learned of a "free" video put out by Miramax that is supposed to spark middle school kids' interest in Shakespeare. Entitled "Shakespeare in the Classroon," this 45 minute video was filmed at the same time as "Shakespeare in Love," and stars all the same actors: Gwyneth Paltrow, Ben Affleck, Judi Dench, etc. The 9th graders in the English class I was observing responded well to the video, so it got me to thinking...what other free resources are there out there for English teachers? I would love to start building up my "trunk of tricks" for my future classroom. Please share!
Friday, February 29, 2008
Help is on the way.
Here is a website I discovered for grammar idiots like myself:
http://grammar.quickanddirtytips.com/GrammarGirl/grammar-verbification.aspx
http://grammar.quickanddirtytips.com/GrammarGirl/grammar-verbification.aspx
Saturday, February 23, 2008
Confessions of a wanna be English teacher
I am not alone! That is my discovery for the day, and is also the beginning of confessing a long held burden on my soul. See, I don't like grammar. I don't even have the slightest idea about grammar, nor how to teach it. ("Real" writers don't use contractions or words like "it" in their writing! That much I know!) As an aspiring English teacher I am suffering the effects of my upbringing. I am a product of the "free" 60's and 70's where children were encouraged to call their teachers by their first names, and it was assumed that if given an encouraging environment students would naturally learn...without direct instruction. Thus I don't ever remember learning anything about grammar and punctuation. Sure, I picked up on some rules through writing, but not enough to actually get up in front of a pack of 9th graders and teach it!!
But I am not alone! I read today in an English Journal that this is a rather common phenomenon in the English Arts classroom. Most English teachers approach their assignments feeling ill prepared for teaching grammar, especially in the light of NCLB's tough standardized testing. The good news is that teacher's learn the rules of grammar through teaching. Yay! There is hope. You have no idea how stressed out I have been over this educational flaw. Maybe, just maybe, with a few years of teaching grammar under my belt, I will ready to be an English teacher after all.
But I am not alone! I read today in an English Journal that this is a rather common phenomenon in the English Arts classroom. Most English teachers approach their assignments feeling ill prepared for teaching grammar, especially in the light of NCLB's tough standardized testing. The good news is that teacher's learn the rules of grammar through teaching. Yay! There is hope. You have no idea how stressed out I have been over this educational flaw. Maybe, just maybe, with a few years of teaching grammar under my belt, I will ready to be an English teacher after all.
Friday, February 15, 2008
English Nerd's Canterbury Tales
Do you think I should try this stunt in front of my 9th graders? You know I will!
Tuesday, February 12, 2008
Raising little Democrats
My husband, Mack, and I are very conservative in our political points-of-view, and yet we have managed to raise a slew of little Democrats. Thank goodness God gave us a "late-in-lifer" in whom we can concentrate our efforts to "raise her right!" Having said that, we were a little unnerved the other night when Maggie, now six years old, blessed Barack Obama in the middle of her bedtime prayer as if he were just another member of the family. "Please bless my mommy and daddy, all my brothers and sisters, Barack Obama, and my nephews." That elicited an interruption in the prayer by her father. "What do you mean bless Barack Obama?" Maggie simply stated that she wanted to bless the President of the United States of America.....10 months before the November election! When an argument ensued, Mack gave up in exasperation and replied, "You just like saying 'Barack Obama.'" Returning to her prayers, Maggie turned to God for allied support. "Please bless Barack Obama, the next President of the United States of America. Barack Obama will win. I love Barack Obama. Barack Obama is wonderful." Then interrupting her own prayers, she turned to me and said, "I DO love saying Barack Obama!" Where did we go wrong again?
Friday, February 8, 2008
Is it me, or do you think the pilots wanted to kamikaze?
Art? Stress test? What is the purpose here? You tell me!
Educational Technology
My blogging days, long forgotten, are back! I am taking an educational technology class at CSU, and am required to post 20 blogs during the semester. I am excited to do this assignment and get more familiar with the technologies that young people are using these days.
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