Class on 1/26/09

I wonder if there is a job out there that doesn't require ongoing development. Probibly not one I'd want to do for the rest of my life.

I must stress what I believe to be the most important part of career development: networking. I have seen time and time again people who are able to better their position by getting to know the people who make important decisions--like who to hire/promote. If a prospective employer remembers you from when you introduced yourself at an important conference then he/she is going to know that you are someone committed to your work and improving your knowledge about your career.

My husband actually got a job offer with a pretty good company when he was working as a delivery driver because the guy he delivered to thought he always did a great job and wanted him on his staff. I hate to say it's not about what you know, but who you know...but it's a little of both.

That's one reason I'm hoping to take part in the graduate research conference. I'm nervous as *%^& about presenting, but mainly because it's something I've never done before. I used to be nervous when I first started teaching, too. Now I'm only nervous on the first day. But I do think it will be a good opportunity to interact with people I would not likely otherwise meet.

MCM 499-514

LESSON PARTICIPANT INTERACTIONS
This would be an extremely interesting topic to research. I'd actually like some ideas right now on how to increase participation in my classroom. After the second week I can point out the 5 students who will be doing all of the talking this semester unless I do something quick.



5 MINUTE PAPERS
I think I will try some 5 minute papers. My only reluctance is that it will go similar to the journaling I have students do at the beginning of class. Some of my ELL students will write 2-3 sentences in the 10 minutes I give them to write and some of the native speakers will write 2-3 solid paragraphs, if not more. It worked great last semester, but then I only had one ELL student, and he had been speaking English since he was 5. So I'll try having them reflect at the end of class. But that still doesn't solve what I should do at the beginning of class. The purpose behind having them write at the beginning of class is mainly to generate ideas for paper topics. Sometimes it is just to have them practice their writing. And sometimes we use it as part of a class activity in which they will respond to one another. I don't want those first 15 minutes to be a waste of time for 1/4 of my class. Ideas? Questions I should be asking? Research I should be conducting? :)
I just don't want my students hiding in the corner like this guy, afraid of what I'm making them do in class.

FORMATIVE FEEDBACK FROM PEERS

Although I have always appreciated the feedback I have received as a teacher after being observed, I would have to agree with the author that I almost always knew in advance what they were going to address. I think observing other classrooms is even more valuable. It is one of the best ways to understand new techniques and how to implement them properly. Also, it gives new teachers an idea of what expectations to hold students to, at least a gauge to go by. When I first started teaching full-time, I thought my class was always out of control--until I did a couple of peer observations. The classes I observed were way louder and more off task than my classroom. I hadn't realized how strict I really was. I had always thought I was kind of a pushover. Interesting.

MCM 489-498

TEACHER COGNITION
I think it is intresting how the next step from researching how a language is learned is to research how teachers teach language learners. I enjoyed the comparison because I agree that learning to teach is a lot like learning a language. You try a new activity (or word) and you adjust based on the reaction you receive--did the class participate (did you get directions to the bathroom)? Although, I am unclear as to what will be done with this research.

WASHBACK
The concept of washback is still a little puzzeling to me. If a test is good, then washback should be good; if teachers begin teaching to a good test then their students are learning the appropriate things. (Was that vague enough)? I guess if washback is also considered a deminished amount of laughter in a class (p. 495) then it is not a good thing.

TEACHER RESEARCH
The end of this chapter was a real pep talk in conducting research. I am almost tempted to conduct some. I think I'll wait until I'm a little more settled in the field. I will continue to plot my way toward it though. I definitely have some questions I'd like answered.