“April is the cruellest month, breeding
lilacs out of the dead land, mixing
memory and desire, stirring
dull roots with spring rain.”
― T.S. Eliot, The Waste Land
To be perfectly frank, I’m not a big fan of T. S. Eliot or of The Waste Land, but I can’t help but agree with what is perhaps the most famous assertion in one of his most famous (but little understood) poems. This is not a post about poetry, though (as much as I would enjoy writing one). This is a post about many teachers’ least favorite month of the year. This is a post about the cruelty of April.
To be sure, there are positive things that come with April: seeing in student assessments the fruits of months of labor, drawing to the end of a year of preparing for high-stakes exams, and enjoying the increasingly mild and sunny weather (if you’re into that sort of thing). Every year, however, I find myself beaten down a bit by the month of April.
In today’s brief post, I want to share three things that get me down in April and how I do my best to counteract the stress, frustration, and melancholia that come with “the cruellest month”–as much to remind myself as to inspire you, perhaps. Continue reading
Image courtesy of Flickr
Going into late February this semester, my plans for my AP English Language and Composition class included teaching a two-week-long mini-unit on the culture of sports in America. The timing was right: the two weeks of instruction fit snuggly between the Winter Olympic Games and March Madness. Then, suddenly, Parkland happened, and the timing was all wrong for a unit on sports. What did sports matter when 14 high school students and three staff members were dead and 17 others were wounded? What did sports matter when students were leading school walk-outs and protests across the country? What did sports matter when righteously indignant teens were engaging in Twitter activism to rebut their critics and engage with members of Congress?
I had to change my plans. Continue reading
Image courtesy Flickr.com
Goodbye, Facebook character profile; hello, Snapchat story.
In my last post, I described some of the benefits I’ve reaped as mentor to my student teacher, Leo Spengler. In today’s post, I pass the mic to Leo to share about the innovative Snapchat lesson he conceived and implemented as part of our sophomore English course’s argument unit. Many teachers have relied for years on the fake Facebook page activity (“Fakebook”) as a “hip” and relevant way for their students to think about literary characters. Facebook, now, has been passé to my students for about five years, so I’ve been without a good social media-based lesson for as long as I’ve been a teacher. I highlighted this Snapchat lesson in my last post and share about here today because it captures the innovative thinking that a student teacher can bring to a mentor’s classroom and illustrates how just about any social media platform can serve an educational purpose. Please read on to see my questions about the lesson and Leo’s responses concerning the overview, background, and reflection on his lesson. Continue reading