Blog in Arabic?

It is a snow day for Mexico. Unfortunately, my students were going to be working in the lab, the same lab which is becoming next to impossible to get a sign-up time for. When we go back on Monday, the teacher that had their students signed up will not want to relinquish their precious time slot, either, so mine will miss out. The activity I had planned for today in the lab involved researching various web sites and writing a miniature research report on the ecological concerns scientists have concerning the Dead Sea. We began our unit on the Middle East on Monday, and my students have been captivated with the Dead Sea, how the salt content is so high that people can float in it, and nothing can live in it. I am sad today was a snow day because I am really getting into taking anecdotals now for my action research paper on Multiple Intelligences, and today's activity perfectly suited my students with a strong naturalistic intelligence. Activities of this particular intelligence are hard to come by. All of this further confirms that I have to do EMINTS next year! So I can have my own computers!

It's Been Proven: Students Perform Better when they have soft background music to listen to

My action research has instilled the importance of inquiring and testing my hypotheses. In addition to the Multiple Intelligence stuff I've been infiltrating into the daily lessons for my big research paper, I've been conducting little mini surveys and experiments with the students on the side. One has been testing the belief that students work / act / score better when they listen to classical music. So I played some. Then I played some disco. Then some 80's metal. Then I played the local country radio station. All barely audible. Given that the different genres of music were my only variable......for example, I didn't test on days when the kids were wound up, like an early out or an assembly day.....the results say.......kids don't like classical if you ask them out loud, but they work better when it's playing. Disco made them get loud, the 80's music had the same effect, and they just complained about the country. So, stick with the classical for your own and the students' sanity!

Ready to Tackle the Infamous Third - Quarter Slump!

On the last day of school before holiday break, my administrator dumps it on me that next quarter, he wants me to teach a new class in place of the core enrichment I had been teaching. No books, no prep time, no roster, not even any guidance, really, for this new class. Just a general overview of what he wanted the class to be like. So I toss all the copies I had made earlier that week for the class that I thought I was going to be teaching in the recycling bin, thinking they'd be no use to me anymore since I had to design this new class. I spent my holiday break planning for this new class. On our first day back (today) my administrator informs me he's changed his mind - he doesn't want me to teach this new class after all this quarter - and to just proceed with my former class as planned. The problem was, is that I hadn't planned for this other class that up until today, I didn't think I was going to be teaching anymore. So the first day was alot of "wingage" and a serious amount of prep time after school today! Not my ideal way to start off a new semester and the New Year! The veteran teachers echoed my frustrations and consoled me with the info that "they'll do things like this to you your whole career."

Ice-Storm Technology Mayhem

Just as I feared, the ice-storm, which resulted in 2 consecutive days off last week produced perturbed teachers greedy for the usage of the computer lab having returned with overdue lesson plans. My students are currently studying the British Isles and I found a really cool online activity where students designed culture brochures, but everyday I check the lab book, sign-ups creep further and further into January. All throughout September and October, sign up was a breeze! I could change my mind and almost get sign up even if I waited to the day before to do so. I don't understand the sudden change. My subject level partner is gearing up for his 15 new EMINTS computers set to arrive over the holiday, and is dreading having to teach basic computer skills to careless students. He keeps telling me I'm doing EMINTS next year, but I'm not convinced. I don't like the idea of all students being held equally responsible for a valuable piece of equipment - when not all students are mature enough to handle that degree of responsibility!

Tales of Technology and Troubles with the Weather

Our first "ice day" is tommorow and I can already predict the technology issues that will arise from this when teachers and students return. I had signed my classes up for the computer lab tommorow, but whenever we return I know the teacher that signed up for the lab on that day (be it Tuesday or Wednesday, we have alot of ice!) will claim the lab that day. This is fine by me, but I can see how teachers would get "up in arms" about such an issue. For one, we pick up where we left off when we return after a break. Just because I didn't get my lab time doesn't mean I still don't want to teach that lesson that involved the usage of the lab. Another thing I have noticed is how many teachers have signed up for the lab right before Christmas break. Some have even signed up for after the start of next semester! I have a scanty idea of what I'm doing week to week, let alone a month in advance! I suppose this is something that comes with experience and years of teaching the same lesson plans (blah) but in the meantime I will have to do the best I can with limited technology through the start of the new semester and hope somebody decides to give up one of their lab days!

Technology, Music and Food Research Engages Students in Unprecedented Levels!

A few days after my students returned from Thanksgiving holiday ready to jump over to the Eastern hemisphere, (figuratively) we began our quest through Europe beginning in the Mediterranean Region - Italy, Greece, Spain, and Portugal with a series of high speed, engaging technolgy driven activities to get them excited about this region. We read about the history of pittsa (pizza) and what unique, to say the least, other toppings other countries around the world put on their pizzas (Japanese like squid pizzas, and Carribean countries prefer [what else?] coconut on theirs). This activity was interesting for the students in my morning classes but did not fare (no pun intended) as well in my classes around lunchtime. We also listened to and watched some authentic Flamenco music and dancers from Spain using internet and headphones. Students could hardly keep in their seats! They are very excited so far about learning about southern Europe and technology is the key component which makes this high level of engagement possible!

Where did we leave off?

We are studying areas in Central and South America and the Caribbean that have rainforests, and my students have been using the Internet to research and create authentic projects related to this mysterious and beautiful region. First, we created postcards featuring one of five various rainforest pictures, which printed out black and white, providing an artisitic opportunity for students to research and color correctly animals and plant species native to this ecosystem. Many actually wanted to mail them home like real souveniers! Secondly, they researched characteristics of insects native to jungles, then designed their own brand new bug species. (Those 100+ jungle bugs now make up one of the most colorful and interesting bulletin walls in the entire school - mine!) Next, tommorow, the students will write an online travel journal after reading and looking at the graphics on several selected websites about the Amazon River. Lastly, on Thursday, my students are going to use my 30 day free trial of Inspiration software to design concept maps related to Units 1 and 2! We are finding more creative ways all the time to implement technology into the classroom effectively!