Warner Biscuits, Warner Paper

Things are starting to pick up more. We’ve started our projects, we’ve raised the bar on VCEEE’s and blog posts and even snack. I know it’s early, but on the support/accountability chart from our first seminar, I feel the slight shift in our increased accountability. Now that our feet are wet, the expectations can be dialed up a bit.

One of the coolest things this week was the data hub.

All hail the multitasker king

All Hail The Multitasker King

This thing not only cuts down on the number of tools you need in a science classroom, but the interface is such that it is not as intimidating as far as scientific instruments go. It embraces technology in the classroom by being able to link with tablets. Students are used to touch screens, so it makes data collection seem not as foreign. Lastly, if a class goes through many different units of science, the data hub can be included in labs across multiple units, giving a student one less trivial thing to worry about.

We also have started to touch on identity in a scientific classroom. This is one of my favorite topics of all time and the Meyer and Crawford reading was an amazing read because it not only touches on the reality of a diverse classroom with diverse cultural backgrounds, it did so explaining how scientific inquiry may push against certain cultural norms. Growing up in a Korean household with those values, I know an inquiry-based method would have certainly been at odds with what I was taught about position of authority. In Korean culture the way I was raised, positions of authority, whether they be teachers, parents, pastors, etc., were not to be questioned. Whatever the said was to be taken in as the truth. With that background, a classic, stand in front of the class and speak approach would be totally fine, but inquiry-based learning and constantly asking “why?” and “how?” would be difficult to grasp. There may be a more extensive blog post about this once I get a chance to collect my thought on my perspective on the topic.

Jo Ann pointed out something in seminar: “”Stop thinking of yourself as a student, begin to think of yourself as a teacher.” This will be one of my great challenges over the summer. I’ve been a student for 17 years. The time between my diploma ceremony and my first class at Warner was just over 50 hours. Being a student is quite frankly, all I’ve ever been and all I’ve ever seen myself as in terms of any occupation. That quote from the handout is still freaking me out! I’ve never thought to think about that until it appeared in writing! I could underline it a million times and still think, “one more underline couldn’t hurt!”

(okay… deep breath… now deep breath again… Phew, I feel a bit better.)

Okay, let’s make a plan of attack. From here on out, I cannot think about “what did I get on this assignment?” I need to think, “have I gotten everything out of the assignment? Have I learned something that I can apply in my classroom?” Granted I have always thought to apply my learning, but now there is no more grade-based incentive. My work now has an ever greater purpose and everything I do right now is a step in the right direction so that when the first first day of school rolls around, Mr. Han is as ready as he can be! This will be a recurring segment in my blog, as I feel it will be one of my greatest mental hurdles.

In response to the Christopher Emdin TEDx talk video we saw, he talked about how we overuse words until they lose meaning. In response, here is a comic with Louis C.K. outlining the same thing.

Disclaimer: The comic itself is a bit PG-13. Not the words themselves, but the imagery. But it still reinforces the concept of our need of thinking more about how we speak.

http://zenpencils.com/comic/95-louis-c-k-we-dont-think-about-how-we-talk/

Zen Pencils is amazing! He has given me permission to use his webcomics in my other classrooms and the quotes he uses really come to life in his work, I suggest you look through them, especially his one of Taylor Mali’s poem “What Teachers Make”, which is also conveniently below:

http://zenpencils.com/comic/124-taylor-mali-what-teachers-make/

And the youtube video itself:

http://www.youtube.com/watch?v=RxsOVK4syxU.

His passion is unbelievable. I watch this as a pick-me-up on those days I feel off, and it lights the fire in my belly.

Bye for now!

P.S. I propose in light of Oreo’s being called “Warner Biscuits,” hummus (specifically red pepper hummus) should appropriately be called “Warner spread.” Thoughts?

3 thoughts on “Warner Biscuits, Warner Paper

  1. As a vegan protein, I am so down with Warner Spread!

    I loved chatting with you in the car and learning a bit more about your Korean background. My parents are hippies who taught me to question authority, except for them. Ha! Its good to get another perspective.

    I also am struggling with what Jo Ann said, but I think that you are right on. We have a bigger mission than getting good grades! I am a substitute teacher, and I was a professional who was not in school for 7 years, yet I am struggling with this too. I guess we don’t forget it, which will allow us to learn how to define this role!

  2. You have managed to touch upon some very important topics in this single blog: dialing up the accountability; identity recognition work-your own historical perspective; that of your future learners; the shift in your identity from student to teacher; doing assignments for your own growth vs for a grade; the use of technology; what teachers make; and your idea for renaming roasted red pepper humus! You gave us much to think about! Also, wanted to let you know that you are “preaching to the choir” with the inclusion of the overuse of the words “amazing” (which doesn’t bother me as much as the next one) “awesome”…. if there was one word I could delete from the entire human vocabulary, it might be “awesome”….

  3. I love the Warner spread idea!!! Very appropriate. I am also struggling with losing my identity as a student which we all have held for so long. It’s seems so foreign that I could ever be something other than a student. Although, I find the more I think about it (which inevitably leads itself into the even more terrifying “growing up” discussion) the more I am able to gain from our assignments. Without the fear of grades I have been thinking more critically of the articles and arguing my opinion if I do disagree.

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