Great Article on the Impact of Sleep

http://thechart.blogs.cnn.com/category/sleep/

Are We Creating a Short Attention Span Generation?

So are we creating a short attention span generation through conditioning? Are we shortening our youngsters' attention span by exposing them to hyper entertainment and then feeding it by constant motion instruction?

http://timesofindia.indiatimes.com/home/science/9-mins-of-SpongeBob-can-cause-learning-problems-in-4-yr-olds/articleshow/9962884.cms

The Bureaucratic Gridlock

This scenario may be experienced by both parents and teachers. Have you ever noticed that when certain things are deemed "important" to an individual or group procedures are completed with the efficiency of a new and well-oiled machine? However, when certain things are deemed "not important" by the individual or group red-tape seems to abound. Suddenly, YOU need to complete procedures never before required, and YOU need to contact certain people to get the ball rolling. But then when you think about it, that ONE procedure that individual or group needs to complete that is pertinent to the entire process is somehow hampered at each attempt. In essence, nothing gets done and you're left exhausted and frustrated, but the individual or group who serves as the liasion seems to be taking all of the inconveniences and disappointments in stride. That's bureaucratic gridlock...designed to cause frustration and exhaustion.

Sometimes the purpose or intention of the individual or group is to maintain a sense of authority and control over someone who is professionally threatening to the individual or group, but sometimes the motivation for such practices is envy or resentment. The bottom line is that such imposed bureaucratic gridlock is unprofessional and is detrimental in the long-term. The perpetrator will cause the victim of such tactics to lose confidence in them professionally. The character traits that allow the perpetrator to justify that such tactics are acceptable will cause the victim to see them as not to be trusted - personally or professionally. The same traits also illuminate the fact that the perpetrator is not so concerned about doing their job well and being an asset to the department, school or institute they represent, but how they can manipulate others for their personal entertainment or as a way to be vindictive. Also individuals not directly involved may observe this behavior and take mental notes for future encounters and soon the perpetrator has established a professional reputation of bureaucratic gridlock, which most parents and teachers detest.

The bottom line is that the total elimination of such tactics and perpetrators may never occur within the school system. The culture of the school determines the frequency and level of such tactics. Therefore, once bureaucratic gridlock imposers are identified, you should educate yourself of established procedures and other resources for such circumstances who are truly professional and dedicated to doing their job well. In general, one should identify a network of true professionals within the school building from various departments and offices whom you can contact when concerns or circumstances arise.

Really, JCPenney?!? Really?!?

Mothers, I appeal to your sensibilities on this one. Sarena Chipman James was generous enough to share this article with me and it promptly generated a sinking feeling on the blatant disrespectful and ongoing perpetration and promotion of gender stereotyping. I'm outraged by such display of such horrible "fashion" taste that continue to downplay the importance of education to our young women.

http://www.goodenoughmother.com/2011/09/is-this-what-jc-penney-thinks-of-our-daughters/

Be a Lean, Mean, Teaching Machine

Most would agree that gratitude should be expressed as flowing rivers to educators, for they are the lifeline of our society. Bringing and inspiring knowledge to learners of all ages, genders, and intellectual, emotional, and physical abilities is an awesome task. The task of teaching, currently classified as a hybrid of an art and a science, is rarely perfected. However, because of the love of it, many teachers strive every semester and school year to reach the pentacle of its high standard.

            Before embarking upon the checklist of becoming a lean, mean, teaching machine, the reader must take into account his or her personal situation and adapt the following suggestions accordingly. Teachers, like individuals in any other profession, often work while juggling the curve balls that life throws their way. As federal mandates such as the No Child Left Behind Act (2001) take a firmer grip on local school districts, fewer accommodations for teachers dealing with life challenges are being made as quantified test scores are made the priority. 

Gone are the days when teaching was a comfortable, reliable profession whose tasks could be repeated annually with little improvements. The rigors of federal mandates also do little to allow for personal situations such caring for a chronically or terminally ill child, spouse, or elderly parents; dealing with mental illness; nor familial or financial crises. Therefore, it is imperative that teachers become proactive in this increasingly demanding professional environment and do their job extremely well.

The following checklist does not target the teacher who is solely concerned about his or her paycheck, but the dedicated teacher who has developed a love of the profession and would do many of these things for the benefit of their students, themselves, and their professional colleagues regardless of being offered lucrative incentives or social acclaim. May this checklist serve as inspiration and validation of your efforts in being the lean, mean, teaching machine that you aspire to be!

___ Become certified in one or more content areas. Doing so increases your staying power in a profession that now requests proof of adequate education and training before it acknowledges your years of experience.

___  Seek and obtain advanced degrees in your subject area or in education. This increases your comfort level in delivering classroom instruction and signifies to students, parents, and colleagues alike that you are an authority on the subject and more serious about your subject area than the typical college graduate who may have chosen that area after two or more years of being indecisive.

___  Continuously develop an organization system for your instruction, classroom setup, student assignments, parental contact, and professional development. The more organized you are, the less frustrated and overwhelmed you will become under stressful circumstances which are sure to occur regularly. Students, parents, administrators, and colleagues will notice this and view you as someone who is in control of their classroom and competent in relaying instruction.

___  Join one or more professional organizations. However, only join as many as you in which are able to be active.  Joining a professional organization has benefits such as giving you “heads up” on proposed legislative action, giving you the opportunity to be proactive, sharing innovative ideas with you, and providing opportunities for professional advancement.

___   Require your students and parents to take ownership of their educational experience. As a teacher, you are required to be accountable, but who requires students and parents to be accountable? YOU DO! Take care in generating your parent letters and syllabi at the beginning of the school year. Be clear and concise about your expectations and requirements and then, BE CONSISTENT. Create an interactive class website or blog which publicize homework assignments, links to instructional and research resources, test and quiz dates, project requirements, grading rubrics, deadlines, and procedures. Reiterate student responsibilities to both students and parents EVERY chance you get (orientations, parent conferences, assemblies, or during casual meetings around town).

___            Think of your teaching career in terms of a business. Create a “new edition” of your classroom design and instructional strategies by planning and implementing “layers” of improvements each year. These layers may include an interactive bulletin board, a new learning station, a new and improved class website, new classroom organizational structure or procedures, or new technology in the classroom. By consciously making an effort to create a “new edition” you will inspire your students and spark excitement within yourself in watching the positive effects the “new edition” has on your overall instructional strategy.

___  Assess your professional weaknesses and strengths at the end of each school year. Create a feasible plan to improve your professional weaknesses and create a strategy to market your professional strengths for professional advancement.

___  Invest in the development of your professional career. Identify your professional goals and plan to participate in at least one event/professional development/training to move toward your professional goal. This will boost your morale and help keep you focused on your long-term goal(s).

___  Network with local, regional, national and/or international colleagues who are sincere in their profession and keep in touch! (“Keep in touch” = your name is immediately recognized by your colleague

__  Weed out “distracters.” Avoid non-mandated meetings, excessive social events, and gossipers, etc. that whittle away your time, energy and focus from your short and long-term professional goals.

___  Take yourself on personal field trips yearly (without your students) to build your knowledge and resource base in your subject area. Summer is the best time to do this for most teachers.

___  Read non-fiction books in your subject area and be sure to share pertinent information with your network of colleagues.

___  Be proactive! Periodically evaluate your professional support system. Bring both your concerns and any possible solutions to the table in departmental and faculty meetings. You are only as effective and efficient in the classroom as the instructional support team allows you to be.

___  AND MOST IMPORTANTLY…stay happy and healthy! Be sure to enjoy a belly laugh or two as often as you can. Give and ask for hugs from family and friends during stressful times. Be sure to include plenty of fruits, vegetables, and whole grains in your diet and avoid overloading on fatty and high-calorie foods. Do not skip annual doctor appointments. Set aside time to exercise two or three times a week. (Tip: doing 50-100 sit-ups or walking around the block does not require gym membership.) A happy and healthy teacher is a much more effective teacher in the classroom!

Visited Martin L. King Jr. Memorial - August 25, 2011

Photography by Darrell S. Nabors

First Week of School

My first week of school was quite eventful!

On Monday I was met with the faces of Juniors and Seniors eagerly anticipating a year of learning...and that made my day. It was a smooth day of operation as syllabi were distributed, rules and expectations were reviewed simultaneously with firmness and humor. Student interaction proved to be golden as students related their unique life stories and personal descriptions.

On Tuesday, I encountered a student who entered my classroom purposely tardy and watched this student's disposition morph from one of being surly and opportunistic in creating humorous mischief to sitting in anticipation of new information to learn and share with others. I smiled within as I noticed the change. I wanted to be able to reach especially that student who seemed as though he secretly yearned to be successful in the classroom, but previously resorted to being the class clown. An earthquake interrupted my 4th period class, but my students listened to and follow the directions and students were dismissed from school efficiently a few minutes early.

Wednesday, an unexpected day off from work, was restful as I visited the newly opened Martin L. King, Jr. Memorial on the National Mall in Washington, DC.

Thursday, was a day of diagnostic testing as students were exposed to psychological concepts and expressed their interest through probing questions. Very impressed, I was!

And then on Friday, as teachers and students mentally prepared for Hurricane Irene over the weekend, the tasks of diagnostic testing and the issuance of textbooks were top priority.

Three meetings were attended, lesson planning was completed, and preliminary organization was further developed. All in all, this week was rewarding as the shine of anticipation in the eyes of my students sent a surge of energy through my psyche...causing me to "believe I'll run on to see what the end's going to be..."