Hello All!
This is a work in progress. I am using Dreamweaver to create the site. Right now it is just beginning to be framed out. I'm working on the other media elements to add. I just wanted to see if I could do it in Dreamweaver :)
Ellen's Media Project
Wednesday, January 20, 2010
Week 3: Comment on the Ron Clark Video
It was interesting to watch the video of the interview with Ron Clark this week. I agreed with his observations about the teacher-student digital divide. He commented on how many teachers think they have conquered technology because they made a PowerPoint and how he does not even allow his students to use PowerPoint! How cool is that. I wish teachers had access to training and the tools that they need to use technology the way he suggests. I’m not sure how many school districts have teacher sites available or access to enough computers to use the sites in class. I think access is the real problem-not teachers not willing to buy in.
Check out this LINK to TED videos for integrating free technology into education.
Check out this LINK to TED videos for integrating free technology into education.
Week 3: Related to the content in the reading
This discussion reminds me of some of the thoughts in the book. This attitude goes along with chapters 1,2,7,8,9 :) Enjoy!
Week 3: Reading
This weeks readings were very interesting. The first chapter about reality was the hardest one for me to attempt to put in practice. Here are a few things I took away from the chapter:
The way things are--Being in the present- obstacles are merely part of the present conditions they are not permanent. Understanding how things are without judgment or opinion and accepting this can bring us to a place where possibilities open up.
The second chapter was kind of obvious to me. It is not difficult for me to be passionate about something. It is difficult for me be sensible about what to do about the passions I have. Here is what I took away from this chapter:
Giving way to passion-- Two steps notice where you are holding back and release and participate wholly. I think they need to include that sometimes we are passionate about things that we shouldn't be. Personally, I don't have a passion for something bad but I can think of people who are passionate about smoking or eating. These are passions that should not be.
The last chapter in the reading really hit home. I am a true believer that enthusiasm and positive attitudes are contagious. We have all experienced how laughter is contagious. This chapter discusses these thoughts:
Enrollment is igniting the life force in yourself which in turn ignites it in others and spreads. Generating a spark of possibility for others to share.
Thursday, January 14, 2010
Week 2: Response to Heather
"How much greatness are we willing to grant?"
I had to ask myself this today regarding a student. There is a particular student, we'll call him Sam, who sometimes refuses to work. If he likes what he is doing he'll do it for a while and produce something amazing. If he doesn't like it, he just sits there. I have been highly frustrated with him. You can imagine how boring my theatre class must be to have a student who can't find anything interesting in it and decides to just sit there. Grrr.
Well after reading this chapter I realized I had already assigned him the role of "lazy, defiant, too smart for his own good." So have many of my colleagues. He is difficult, yes. But does that make him any less valuable? Does that mean that I shouldn't challenge him like I do my other students? That I shouldn't create lessons that will excite and entice him?
So, I only have 2 more weeks with Sam. I will make the best of it and hope that I will remember this lesson next year when he is in my class again. I will grant him more greatness and cater to that greatness.
Heather,
Forgive yourself and see that although you feel you did not give him enough greatness you did make a contribution by trying to work with him. You did recognize that he was worth your time and showed him you believed he had value. Teachers encounter many Sams along the way and I beleive can all learn a lot about granting and celebrating greatness in those students who do not believe they have any and compensate by hiding or misbehaving.
Ellen
I had to ask myself this today regarding a student. There is a particular student, we'll call him Sam, who sometimes refuses to work. If he likes what he is doing he'll do it for a while and produce something amazing. If he doesn't like it, he just sits there. I have been highly frustrated with him. You can imagine how boring my theatre class must be to have a student who can't find anything interesting in it and decides to just sit there. Grrr.
Well after reading this chapter I realized I had already assigned him the role of "lazy, defiant, too smart for his own good." So have many of my colleagues. He is difficult, yes. But does that make him any less valuable? Does that mean that I shouldn't challenge him like I do my other students? That I shouldn't create lessons that will excite and entice him?
So, I only have 2 more weeks with Sam. I will make the best of it and hope that I will remember this lesson next year when he is in my class again. I will grant him more greatness and cater to that greatness.
Heather,
Forgive yourself and see that although you feel you did not give him enough greatness you did make a contribution by trying to work with him. You did recognize that he was worth your time and showed him you believed he had value. Teachers encounter many Sams along the way and I beleive can all learn a lot about granting and celebrating greatness in those students who do not believe they have any and compensate by hiding or misbehaving.
Ellen
Week 2: Reading-- My favorite
Leading from any chair is an idea that I am familiar with. I believe that no matter what role I have assumed in a situation I always have the opportunity to be a leader. I believe that being a leader is a personality trait not a role. I loved the 6th rule. It is a tough one to follow. I get so worked up(internally) sometimes when someone does not see my value. I need to recall this rule and let it go. This brings me to the concept of seeing everything as a contribution.This chapter speaks to me more than the others. WOW. That is deep, but true. Every moment of every day you are making a contribution. When I really thought about it I was not sure exactly how this fit every situation.
Then good old wikipedia came to the rescue. You see, making a contribution takes on many forms and everything you do can be considered a contribution. I really like this idea and I can see how living this gives value to everything you do.
Then good old wikipedia came to the rescue. You see, making a contribution takes on many forms and everything you do can be considered a contribution. I really like this idea and I can see how living this gives value to everything you do.
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