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I have been so overwhelmed this year with my preps and grading that I haven't had time to write much. And I've missed it. I like writing; I like thinking out loud.
I've done some productive things in Latin lately, with my Latin 2 & 3 split--but, we'll see if I can keep it up.
I've come to realize that I cannot, as much as I'd like to, read all the stories in Cambridge the way I'd like to. Maybe if I had the class to myself. The length of the stories in Unit 1 towards the end to me are perfect--doable in class, including reading several times in Latin before doing a more intensive meaning to construe exact meaning. And perhaps even time to read it again. But you can't do this with Unit 3. And perhaps I've been a fool for being critical that colleagues don't like unit 3. I like it a lot; but perhaps you do need really sharp kids to keep up. OR have more required readings at night. One day I'll figure it out. FOr now, I've come to realize I need to just limit myself to one or two stories per stage. Sad but true.
BUT, to help with grammar, I made up 9 grammar sheets, from info in the back of the book, to cover separate grammar/syntax topics. Each student got a pack plus a laminated a set. I can write on these, circling things to watch out for in that particular day's readings if they happen to be working independently while I work with the Latin 3's (and I'll be doing this same thing with the Latin 3's too). I hand these out, one to each student so that student is only in charge of NOUNS that day or PARTICIPLES, etc. It makes for cooperative work as well. So far it's helping. At least one or two students have liked it. Good.
And maybe, then, we can pick up the pace a bit.
I have Latin 1 stories to grade (in Latin), which I'd like to do tonight, but I still haven't written my quizzes for Animal Farm and other things. But the Latin 1 stories are great; I've really enjoyed them so far. I'll be putting them on the Latin 1 blog ASAP.
And then, after this weekend's certamen tourney and meeting with local colleagues, I got to thinking about whether I have been bitchy over the last year or so regarding being critical of colleagues. I could only find one of the two that made me pause with concern upon reflection. And I was amused to reread what I wrote and find that I didn't think it was truly all that bad. Not at all. It was a comment about whether I thought a certain quizzing style was good pedagogy in a missive about assessment. In another I found a comment regarding a bit of frustration that a student who was supposed to be from an AP program really didn't have very strong grammar skills at all. I wasn't really that critical in that one, only to point out that the kid was lacking.
And perhaps I'm coming across bitchier than I mean to be. So be it; I can't change how people take what I write. But a great part of these comments are is observing what we do and asking WHY do we do these things? I'm harshest of all with myself. I could make a long, long list of what I don't do well. (And, in fact, a dear friend that I stayed with last fall finally told me to shut up when I was moaning that I felt like a horrible teacher for how the year was going at that particular time! Mind you, I was also under stress from dealing with an ailing, elderly father at the time and not at my best.) And some of these things I see more clearly when I think I see how others view my students. For instance, I had a Latin 3 student go on to UT this year and she really, really struggled with her first class. Mind you, they were reading Sallust and Cicero! Not what I'd expect in a 311 class. But she was asked to do synopses. I hadn't taught that. I hadn't required that. Yes, I did have them conjugate and decline from time to time on quizzes, but it made me keenly aware of where my students weaknesses are. Reading based texts definitely leave students lacking in differentiating things like 3rd -io conjugation verbs and declining neuter i-stems, etc. Then again, the point is to read Latin, not to write it--a different skill, but one we can certainly cultivate too, even if we place it second to reading.
End result: I've been working a bit more on conjugating and such with my Latin 1's. And in fact I need to revise a quiz for Tuesday that includes conjugating. I need to write the Latin 2 quiz and revise the Latin 3 quiz as well. (Good God, what am I doing writing here? Too much to do altogether!!!)
No one is perfect. NO ONE. Definitely not me. I suppose one of my gripes with some teachers (in general) is when they don't love what they do enough to improve what they do. I'm constantly thinking about what I do wrong--some people see it as my being negative or hard on myself. I suppose I am--but maybe I am because I know what would improve the situation (in some cases) but am unable to do what needs to be done because of scheduling, life, time, etc. But I go to conferences, I read journals, I converse, and I stick myself out there, and I try to keep learning.
I take risks for students and for myself. Sometimes that's bad; sometimes that's good. That's how we learn.
Was taking time for composition in Latin 1 this year a mistake? We are behind in the syllabus. BUT I think they are getting more out of Latin than any of my previous students. THEY ARE WRITING IN LATIN. OHMIGOSH. They are writing something more than sentences form a book. HOW COOL IS THAT?!
So, I don't know. I suppose whoever reads what's here and makes sure my colleagues know about it will also continue to take me to task for it (and do it anonymously! how middle school!). And that's ok too in some ways. It makes me think about whether I'm being fair or cruel or stepping way out of line. And maybe...well, maybe if a colleague does read comments (such as about that vocabulary quiz style) they might think about pedagogical issues. Or not. Maybe it just pisses them off. I dunno. One did say yesterday that he heard I had written about him--we were laughing and talking about other stuff at the time--and I looked at him and I said, "you know I love you" (you know what I mean), and I do love and respect the guy, and I appreciate his incredible learning. And even though he doesn't have the strongest teaching skills, you gotta love him because he does manage to keep his program limping along with kids that love him for him. Today I went looking through the blog for what I said, and I said virtually what I said just now--I love the guy and respect his intelligence and learning. He's really neat.
But if we are to keep Latin alive, and to create more Latin teachers, we need to be serious about teaching, about doing all the things to make us truly solid, TEACHERS of Latin and TEACHERS of students. A handful of ed courses only begins to touch upon issues of second language acquisition, and why new techniques work better than old ones, but what of the old should be kept--not to mention what works for YOU and what works for this particular year of students.
But perhaps my real problem is that I want others to have the same drive as I do regarding teaching. That for me, it's not just a job or a good gig. I'm smart enough and creative ehough to get a "better job" and a "higher paying gig." But I want to teach. And every time I think of quitting teaching--and I do all the time because of issues with my son or my work load or life in general--I realize that students and parents really and truly appreciate me. I do touch lives. I don't just teach Latin. Or English. I teach students and help them to become, I think, better people.
I touch lives. I can't stop wanting to do this. Even when I was in my son's karate class, I was helping teach, because I could connect with the students.
And the thing is, not everyone will view teaching the same way I do, with the same passion I do. This is why some people will never get what I went through with the gang and safety issues at my former school. Schools are families to me; not just a place of work. I can't just quit one job and move on to another, not easily. My husband will say from time to time that I should look for a job closer to home. I like my job--even far away--if I could just have a lighter work load and less stress at home. I don't want to work in a place that isn't welcoming, that high standards aren't respected and demanded, and safety taken very seriously. I think I could really grow out there as a teacher.
Oh, but I'm rambling on now.
I need to grade; I need to prep; I need to get going. But these things regarding different aspects of Latin were on my mind, so I wanted to write about them.
Maybe tomorrow I'll write about the Medieval Latin Primer that was left in the cafeteria at school. No student of mine claims it. It has a UGA sticker on the back--someone's parent who went to UGA??? Well, I currently have the book until someone claims it. Neat, neat stuff in it. Makes me want to dump the text book in Latin 3 and read King Lear or the Three Caskets.... (Merchant of Venice??)
I've done some productive things in Latin lately, with my Latin 2 & 3 split--but, we'll see if I can keep it up.
I've come to realize that I cannot, as much as I'd like to, read all the stories in Cambridge the way I'd like to. Maybe if I had the class to myself. The length of the stories in Unit 1 towards the end to me are perfect--doable in class, including reading several times in Latin before doing a more intensive meaning to construe exact meaning. And perhaps even time to read it again. But you can't do this with Unit 3. And perhaps I've been a fool for being critical that colleagues don't like unit 3. I like it a lot; but perhaps you do need really sharp kids to keep up. OR have more required readings at night. One day I'll figure it out. FOr now, I've come to realize I need to just limit myself to one or two stories per stage. Sad but true.
BUT, to help with grammar, I made up 9 grammar sheets, from info in the back of the book, to cover separate grammar/syntax topics. Each student got a pack plus a laminated a set. I can write on these, circling things to watch out for in that particular day's readings if they happen to be working independently while I work with the Latin 3's (and I'll be doing this same thing with the Latin 3's too). I hand these out, one to each student so that student is only in charge of NOUNS that day or PARTICIPLES, etc. It makes for cooperative work as well. So far it's helping. At least one or two students have liked it. Good.
And maybe, then, we can pick up the pace a bit.
I have Latin 1 stories to grade (in Latin), which I'd like to do tonight, but I still haven't written my quizzes for Animal Farm and other things. But the Latin 1 stories are great; I've really enjoyed them so far. I'll be putting them on the Latin 1 blog ASAP.
And then, after this weekend's certamen tourney and meeting with local colleagues, I got to thinking about whether I have been bitchy over the last year or so regarding being critical of colleagues. I could only find one of the two that made me pause with concern upon reflection. And I was amused to reread what I wrote and find that I didn't think it was truly all that bad. Not at all. It was a comment about whether I thought a certain quizzing style was good pedagogy in a missive about assessment. In another I found a comment regarding a bit of frustration that a student who was supposed to be from an AP program really didn't have very strong grammar skills at all. I wasn't really that critical in that one, only to point out that the kid was lacking.
And perhaps I'm coming across bitchier than I mean to be. So be it; I can't change how people take what I write. But a great part of these comments are is observing what we do and asking WHY do we do these things? I'm harshest of all with myself. I could make a long, long list of what I don't do well. (And, in fact, a dear friend that I stayed with last fall finally told me to shut up when I was moaning that I felt like a horrible teacher for how the year was going at that particular time! Mind you, I was also under stress from dealing with an ailing, elderly father at the time and not at my best.) And some of these things I see more clearly when I think I see how others view my students. For instance, I had a Latin 3 student go on to UT this year and she really, really struggled with her first class. Mind you, they were reading Sallust and Cicero! Not what I'd expect in a 311 class. But she was asked to do synopses. I hadn't taught that. I hadn't required that. Yes, I did have them conjugate and decline from time to time on quizzes, but it made me keenly aware of where my students weaknesses are. Reading based texts definitely leave students lacking in differentiating things like 3rd -io conjugation verbs and declining neuter i-stems, etc. Then again, the point is to read Latin, not to write it--a different skill, but one we can certainly cultivate too, even if we place it second to reading.
End result: I've been working a bit more on conjugating and such with my Latin 1's. And in fact I need to revise a quiz for Tuesday that includes conjugating. I need to write the Latin 2 quiz and revise the Latin 3 quiz as well. (Good God, what am I doing writing here? Too much to do altogether!!!)
No one is perfect. NO ONE. Definitely not me. I suppose one of my gripes with some teachers (in general) is when they don't love what they do enough to improve what they do. I'm constantly thinking about what I do wrong--some people see it as my being negative or hard on myself. I suppose I am--but maybe I am because I know what would improve the situation (in some cases) but am unable to do what needs to be done because of scheduling, life, time, etc. But I go to conferences, I read journals, I converse, and I stick myself out there, and I try to keep learning.
I take risks for students and for myself. Sometimes that's bad; sometimes that's good. That's how we learn.
Was taking time for composition in Latin 1 this year a mistake? We are behind in the syllabus. BUT I think they are getting more out of Latin than any of my previous students. THEY ARE WRITING IN LATIN. OHMIGOSH. They are writing something more than sentences form a book. HOW COOL IS THAT?!
So, I don't know. I suppose whoever reads what's here and makes sure my colleagues know about it will also continue to take me to task for it (and do it anonymously! how middle school!). And that's ok too in some ways. It makes me think about whether I'm being fair or cruel or stepping way out of line. And maybe...well, maybe if a colleague does read comments (such as about that vocabulary quiz style) they might think about pedagogical issues. Or not. Maybe it just pisses them off. I dunno. One did say yesterday that he heard I had written about him--we were laughing and talking about other stuff at the time--and I looked at him and I said, "you know I love you" (you know what I mean), and I do love and respect the guy, and I appreciate his incredible learning. And even though he doesn't have the strongest teaching skills, you gotta love him because he does manage to keep his program limping along with kids that love him for him. Today I went looking through the blog for what I said, and I said virtually what I said just now--I love the guy and respect his intelligence and learning. He's really neat.
But if we are to keep Latin alive, and to create more Latin teachers, we need to be serious about teaching, about doing all the things to make us truly solid, TEACHERS of Latin and TEACHERS of students. A handful of ed courses only begins to touch upon issues of second language acquisition, and why new techniques work better than old ones, but what of the old should be kept--not to mention what works for YOU and what works for this particular year of students.
But perhaps my real problem is that I want others to have the same drive as I do regarding teaching. That for me, it's not just a job or a good gig. I'm smart enough and creative ehough to get a "better job" and a "higher paying gig." But I want to teach. And every time I think of quitting teaching--and I do all the time because of issues with my son or my work load or life in general--I realize that students and parents really and truly appreciate me. I do touch lives. I don't just teach Latin. Or English. I teach students and help them to become, I think, better people.
I touch lives. I can't stop wanting to do this. Even when I was in my son's karate class, I was helping teach, because I could connect with the students.
And the thing is, not everyone will view teaching the same way I do, with the same passion I do. This is why some people will never get what I went through with the gang and safety issues at my former school. Schools are families to me; not just a place of work. I can't just quit one job and move on to another, not easily. My husband will say from time to time that I should look for a job closer to home. I like my job--even far away--if I could just have a lighter work load and less stress at home. I don't want to work in a place that isn't welcoming, that high standards aren't respected and demanded, and safety taken very seriously. I think I could really grow out there as a teacher.
Oh, but I'm rambling on now.
I need to grade; I need to prep; I need to get going. But these things regarding different aspects of Latin were on my mind, so I wanted to write about them.
Maybe tomorrow I'll write about the Medieval Latin Primer that was left in the cafeteria at school. No student of mine claims it. It has a UGA sticker on the back--someone's parent who went to UGA??? Well, I currently have the book until someone claims it. Neat, neat stuff in it. Makes me want to dump the text book in Latin 3 and read King Lear or the Three Caskets.... (Merchant of Venice??)
