. Spinning .

While every teaching position lost is regrettable due to the personal loss of income for the individuals as well as the impact on students and faculty, I was surprised to see such a low unemployment rate among Connecticut teachers. 1200 out of 50,000 certified teachers in the state means an unemployment rate of 2.4%.  The state average unemployment is currently at 8%.

From what I understand, stimulus funds will be flowing into education as well as construction and healthcare as the top three priorities though the money may be slower in coming than many would like. It should be an alert to those entering and already in the college systems to hone skills geared towards these less affected, more poised to rebound areas.

This page is just too funny to let pass: “80% of Grads Move  in With Parents”

And this statement, from a new graduate who sounds more like a Miss USA contestant:

“There are a lot of, like, openings, especially with group homes, nursing homes, all the stuff with, like, people that need help,” she said.

Meanwhile, it claims that CT Governor Rell sent a mass mailing out to college graduates to stay in Connecticut to pursue jobs. Yes, that’s while they’re living off their parents–who themselves may be out of work. It seems she wants to keep the best and brightest in the state.  In other words, we’re sort of catering here to an elite group who, like ‘Miss USA’ above, are so very much smarter than the regular residents.

There is greed in all sectors: Will Higher Education Be the Next Bubble to Burst?

I feel that same old song playing as the middle class gets the short end of the stick.

Stumbled across this site called “Interactives, Elements of a Story” that may be a very useful tool for teachers to reach students via the internet in helping them learn about, for one thing, the elements of a story as in this case. It is an interactive site that offers visuals, audio to tell the story of Cinderella, then includes the assistance of further explanation of the elements, i.e, setting, and a checkup quiz.

But wait, there’s more; the site also offers similar interactives on Math, History, Science and Cinema.

UPDATED: Charles has posted his thoughts on students: “The ones that get away are the ones that haunt you.”

Sometimes you get a sneak peek inside the soul of a professional and that flash reveals the reason why they do what they do, and why they’re good at it.

Charles Deemer is a writer, playwright, teacher, and blogs about his experiences and his work at The Writing Life II. In a post today he mentions his scriptwriting course and a particular student he dealt with in evaluation of his work.

Made a mistake with an advanced student whose work I admire by giving a curt, frank assessment of a script in progress, rather than being more politically correct in my communication.

(. . .) Meanwhile he’s an unhappy camper. I thought my clear admiration of his talent permitted a response without window dressing but I was wrong. Now I’ve lost him, probably for good. I blew it.

I don’t know exactly what he means by ‘politically correct’ and as most of you know, I’m against pc, though all for old-school common sense and politeness and I think this is what Charles is driving at.

One of the main elements of teaching, aside from disseminating information, is to understand the x number of different ways in which people learn and, by guess-judging each student as an individual as to their method, gearing the material to each as much as possible. After all, the material doesn’t change (except applying Barthes’ principles) so the students are the variable and there are obvious (and researched) signals that indicate how an individual is responding to the knowledge being offered. I’ve had a history teacher who every day plopped the textbook in front of him and bid us do the same, then lectured the entire class with occasional glances down and the requisite turning of a page. His delivery was almost word for word with the book. I’ve also had teachers who are so enthralled with the topic (which is why they got into teaching) that they never noticed a student completely asleep the whole time.

Good teaching is a a combination of caring about the subject, wanting to share that information, and understanding that the best way to do that is by recognizing and appealing to the various receptors in order to achieve that result. It’s a guess based on experience and it’s not going to be conclusive or successful 100% of the time but it’s the closest thing to gaining the result I can think of using.

In the next few years the education system will see a glut of teachers because of the government funds being directed into that field and the lack of job opportunities in the private sector as the economy worsens before it gets better. It’s going to mean even more to have an instructor such as Charles who truly seems to care about reaching individuals, not just “my students” or “my class.”

Congratulations to all graduates this year on achieving your goals, along with good wishes for your continued success in the pursuit of higher learning or with the beginning of exciting careers.

So as not to offend or cause damage to anyone’s self-esteem, congratulations to all those who didn’t graduate as well.

Proud to pass the word that Lonnieann received two awards the other night: Leadership & Service for the Art Club, and the Academic Discipline for Visual Fine Arts Program.

Lonnieann will be going on to SCAD in Georgia. Good work, lady!

Just happened to read a couple student essays; how do these kids get into college much less graduate?  Repeatedly ‘there’ for ‘their’ and ‘are’ for ‘our’, ‘your’ for ‘you’re’, and forget tense and punctuation.

We all make mistakes; we each have our quirks that stick with us regardless of knowing better, and we have Spellcheck, which bad as it is, appears to be far superior to many of its users. There seems to be a growing lackadaisical attitude towards grammar as being an important part of our communication. So why do we need bigger classrooms (physically) to hold fewer students per class and provide them with all the bells and whistles of technology? Somewhere around third grade they lost interest anyway.

Yeah, let’s pour more money into lowering standards and making it easier for all to have a college degree.

One of the best articles I’ve read recently on learning and literature, from The Chronicle, “Against Readings”:

Everyone who teaches literature has probably had at least one such
golden moment. I mean the moment where, reading casually or reading
intently, being lazy or being responsive, one is shocked into
recognition. “Yes,” one says, “that’s the way it really is.” Then
often, a rather antinomian utterance comes: “They say it’s not so, but
I know it is. I always have.”

To Mary Ellen for winning a prize on one of her excellent short stories. She will be receiving recognition on Honors Day at Trinity College (Hartford, CT).

For all the English Professors out there, McSweeneys “Internet Age Writing Syllabus and Course Interview” is just too funny:

Week 1:
Reading is stoopid

This fundamental truth may seem obvious to today’s youth, but this wasn’t always the case. Students will examine why former generations carried around heavy clumps of bound paper and why they chose to read instead of watching TV or playing Guitar Hero.

Lisa’s comment on Facebook this morning catches me cold:

Instantaneous access to information appears to be eroding our ability to thoughtfully reflect.

And it makes me stop and think. And try to form an opinion by experience. When I read, for example, I avoid going online (unless absolutely necessary, like with your first Faulkner) to seek help in understanding a book. Obviously I wouldn’t be running to the library to do this in pre-internet days but that’s not why I’m avoiding assistance; I want to be untainted by other interpretations and to see it based on my own experience of life, other readings, etc. But the thing is, is that I could indeed find anything I needed within minutes and get a whole slew of opinions and insight and angles that would help form my own take on things.

Steve points out another potential problem of technology referred to in an article by Kevin Kelly as they explore the nature of the beast and weigh the arguments against with some unfounded probabilities and very viable benefits. As Steve notes, there is a dearth of agreed-upon definition in trying to assess its impact. And the scale is tipped often merely by preference or what is given up in acceptance of replacement. Would you rather drive a Ferrarri or get there by horseback? On the other hand, your Ferrarri, no matter how shiny and red, doesn’t nuzzle you looking for sugar or run with mane flying across open fields.

Volleyball team going to court after filing a lawsuit against the college for cutting the sport? Equal Opportunity? Only reason they came to Quinnipiac College? For crying out loud, don’t these kids know that there’s an economic crisis going on? Why don’t they stay, maybe apply themselves to book-larnin’ instead, and then go out and compete for jobs some day. I sure hope their parents are paying for at least their side of the court costs and legal fees.

Look, I sympathize with what must be a very, very disappointing decision (almost kind of like, you know, losing your job or your house or stuff) but we all are making sacrifices–or an awful lot of us are. Meanwhile, we made it without the major baseball league playing and I think we can survive a year without QU volleyball.

I really, really need to stop reading the news. This, from the White House Blog on making college more attainable:

The fact that well over one million students who could qualify for aid went without it during the 2003-2004 school year is one indication that the application process is too complicated. Furthermore, students who do not apply for aid due to the complexity of the process may be discouraged from applying to college at all, reducing college attendance rates. As a result, the complicated process works at cross-purposes with our goal of increasing college attendance and completion. Experts widely agree that the system is in need of change. There are two broad strategies to simplify the financial aid application process that are currently under discussion.
One strategy is to make it easier to complete the current form. For example, according to The Institute for College Access and Success (TICAS), about two-thirds of the questions on income and assets that are included in the FAFSA form can be automatically answered using IRS data. This means that the U.S. Department of Education could obtain this information directly from the IRS, and the student or family would only be required to answer the remaining questions.

Uh, I know that some of these forms are a bitch, but they are do-able. Perhaps college isn’t the answer for everybody? Maybe being able to fill out the application can be used as part of the entrance exam?

Well we’ll have tons of graduates if that’s what they’re after; pay more government employees to fill the applications out ’cause they’re too hard, make sure that every student can comprehend and pass through four years to graduate (tough break for English teachers who will have to learn to adjust their expectations of reading and writing from students) and let’s pay for the whole kit and kaboodle too. Yeah, we’ll have a higher rate than those other countries once more. But what quality of graduate are we shoving out there?

Ronni Bennett has an excellent post up at Time Goes By referencing Ralph Keyes, writing in Editor & Publisher, wherein he advises writers against retrotalk, that is, phrases and idioms that many young people or immigrants may not be familiar with.

It’s just another example of lowering standards to meet the masses (and make them feel good about themselves–that “everybody is a star” philosophy that I think is so asinine) rather than raising the level of literacy and encouraging the masses to rise to meet it. I can hear the teachers screaming now, but come on, this has been a slowly degenerating process of learning for several decades now and I am in awe that no one understands the problem well enough to see the solution. As Ronni points out, if anything, these days there are faster, easier, more immediate ways of learning than ever before via the internet.

Frankly, I think that everyone would be better off–teachers, parents, and most importantly, the kids themselves–if more rather than less were expected of them. This, from a Washington Post article in which Susan Jacoby is quoted, should worry us:

“That leads us to the third and final factor behind the new American dumbness: not lack of knowledge per se but arrogance about that lack of knowledge. . .it’s the alarming number of Americans who have smugly concluded that they do not need to know such things in the first place. Call this anti-rationalism — a syndrome that is particularly dangerous to our public institutions and discourse.”

It seems to me, that older generations, with their minds stuffed to overflowing on decades of words can still quickly pick up on all the new terminology that comes from each new concept and trend, then the younger ones can bother to go look up what they don’t immediately ‘get.’ Maybe something good will come of the knowledge.