Tuesday, April 7, 2015

No one cares no one sympathizes you just stay home and play synthesizers (Points if you get the reference)


Well.... here we go with the last blog post for the class.

        To tell you the truth I've rather liked blogging. I haven't ever had the real gumption to keep it up. Honestly, I probably won't do it again after this. Even though it is really fun to do, and I really do end up really proud of it in the end, it always takes a lot of time. I don't know how successful a blog from little ol me would turn out. But I'd like to think with this blog anyway, you and I have shared a few laughs and enjoyed going over things about teaching, sharing stories from my life and general guffaws!
Waldorf: Well, this has been an evening to remember. 
Statler: Why? 
Waldorf: I forgot. 
[they both laugh
      Perhaps this would be a good method to keep my students busy. If you have to you use technology, (and you DO these days.... you'll lose them quick if you don't.) why not do something that they can put a bit of investment in and be proud of? Heck, in an earlier post, I talked about doing historical fiction. Why not film that stuff? The list could be endless. Let them have a list of projects and let them pick what they want. For instance, I once did a radio show for a Psych class that was awesome. I had to find all of the things that I wanted for the sound effects and record them myself back in those days. However, these days, they could just Google little clips. Boy would I try to get a portable lab in my room..... sheesh.
Amongst other labs....
     This leads to a good point. There are so many diverse types of learners. As I said before, you've got to be willing to go down whatever road they would be most comfortable learning on. If the time would allow, I would want to make options for all of my class assignments. For instance, you can do A or B or C or D and do a good job of it and I'll still give you points. One other thing as well though, that really lands on the teacher's head is that you need to include all types of people in the curriculum to learn about. There are so many races and people that have made up our great history, make sure that you put as many of those groups as you can. I need to just make sure that I study my class. Whatever they bring to the table, I hope I can give them a shout out and make them feel important.  Let's represent as many of the students as we can! Right... everyone wants to be the hero at least once. 
Or... sit on the hero. (sniff! Kids can be so cruel!)
        I think all in all, you just want to make sure that your kids are getting it. They will most times! They're brilliant young souls! Make sure that you give them enough faith and also, just be patient. Honestly, if you will be patient, you'll be surprised how much they can surprise you. Check for understanding with formative assessments and get a pulse every once in a while. It's fun! If you take the time to let it be. You only get one shot at it most times, so make the most of every minute. 

With that!.... I sign off and let you know this was fun for me. Goodnight.
And in the end.... the love you take is equal to the love you make.

Wednesday, April 1, 2015

Say "awwww!"

It was my great opportunity to observe Mr. Thayne Weston teach. He was masterful at his lecturing. It was an interesting choice for a sixth grade teacher. However, he only had about 50 minutes to teach everything that needed to be covered, and he normally got it all. He had many ways to keep the group's attention as well.  For instance, did you ever hear about this:
Kahoot.... this word was created in the 20s right?
One day, to make review more fun for all there, he had set up a quiz on this website. Each student was able to make a fun nickname for themselves and compete in a quiz game. There was plenty of playful banter between each other and Mr. Weston!

On days that weren't review, he would have clips from a series from the BBC called Horrible Histories, and little snippets to show them from the History Channel. I think the thing that I noticed the most with him, was his ability to ask really good questions. Before watching the clip he would tell them to look for something specific and then after he would ask them follow up questions. For the most part he was able to keep the kids' attention and enjoy good results from it.

If I had to make a list of suggestions for him it would be this (and it's short, because he was doing great): 1. Do more group activities. 2. The competitiveness was good for that age group! Do more things where they can compete and really desire to learn. 3. Smile more! Let the kids know that you're happy to be there.


Sorry... this blog's not as funny as the other ones. I'm taking a break. :P


Monday, March 23, 2015

Worst. Post. Ever. (Hey! Don't be so critical!)....*rimshot*

Well... this will be the second time I've tried to write this one out today. The last one was long and enjoyable, so if this one isn't as much, you'll know why.

How I had started out last time (earlier today) was by describing the stereotypical history teacher. You know, glasses, tweed coat, drones on and on, could be quite possibly monotone. In a nutshell... this guy.
Feeny! Fe he he eeeny! FEEENY!
It's not so much that the career has really shut itself off from anyone. Pretty much anyone could do it with the proper amount of studying and ability to teach an adolescent crowd. The real issue is that because of that stereotype many people don't WANT to teach history. I've ran into so many people that say they hated history growing up. If you want to talk about all of the different groups of people that I haven't often seen teaching history the list is vast (blacks, women, islanders, etc.) Though this could be that people that teach history secretly are in love with themselves and so you only see them teaching topics about their particular group. For instance, I've only taken courses where white males are the over all protagonists (except for a history of Mexico class, in that case they were very much NOT the protagonists.) 

Either way, I've had good history teachers, that really taught across the barriers. Jason Herrud was my favorite. He was the only teacher I knew that had a putting green in his class. He was so relaxed and intense at the same time, I can't really even describe it. But let me show you a situation that he did a good job of defusing. (Warning: it may come off as a bit insensitive, but such was the group he was dealing with.) One time we were having class and the football players came in to tell us to come to the game. I didn't know them, but being my loud mouthed self told them to "get out man! We're trying to learn!" They very humbly backed out.  
Just to give you an idea of the size difference..... no... I'm not the one in the Nikes.
Jason (he wanted us to call him that), said "what are you doing? Those guys could eat you!" I, still being fiery replied, "Nah! I'm like Muhammad Ali. I float like a butterfly and sting like a bee! I'm cool!" He replied, "Yeah... but now a days Muhammad Ali is like (shaky voice and imaginary walking cane) I'm coooool..." 

Having typed that.... maybe you just needed to have been there.

Anyway, he taught all those groups, and EVERYBODY loved him. He was good at reading his group and teaching accordingly.

On the other hand, I at one time took ballroom dance. Yes.... I know, I know... my sister made me do it. Although I passed the course, there was a small issue. Me. I was smaller than most of the girls who had signed up for the silly course. They did a good job at leading. ANYway, I'm pretty sure the instructor was sure I only signed up because my sister was in the class. He wasn't very patient with me and some of the other young men that weren't getting some of the steps (I'm pretty sure they just signed up for the credits.) All in all, he didn't really do a good job of helping me want to dance again.
Two left guilty feet. 
I think one thing that we fall into across the disciplines that is bad is just a lack of preparation. If you know your subject, you can make AWESOME plans. For instance, keep an eye out on Youtube, I'm pretty sure some Sixth Graders got a recording of me singing about feudalism to the tune of Copacabana. I guess, that's going to be what I hope to do all the time. The trouble is just planning out your time. It's hard to come up with lessons when your life has other things in it besides your students.
Or..... you could be limited to hanging out with starfish. 
I think like Jason, I'm just going to make sure to read my audience. You can't just give a blanket approach to everyone and think that it's going to appeal to them all. I'd make sure that I have energy. As I said before, it's all about planning! Make sure you get some sleep for crying out loud! We've talked about this alot in SCED 3210. It's a fine line, but you can't be colorblind (or genderblind or differencesblind, etc.) and you can't be focused solely on those differences. It's a case by case thing. Every person is brilliant if you are willing to take the time to figure out that brilliance. There are two types of people in this world: your best friends and those you don't know well enough. My goal for my classroom (and life) is to make sure that I could be friends with anyone. For that, I will be willing to go to (ugh...) choir concerts, if it will make my students feel important. 

Monday, March 2, 2015

She blinded me with SCIENCE!

Well, it's a bit of a bummer that I did the whole fan-fiction thing last week. Now I can't rehash it twice can I?

      Ah well. It did give me the opportunity to do something I've wanted to for quite a while. Video Editing! I made this little clip. I was tired.... and it was late.

http://goanimate.com/videos/0qhOKOSI3Kqc?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent

It was hard to remember to animate movement, and to be honest, I didn't do a very good job at times. I was a bit bummed that I couldn't find any patriotic music and had to go with Christmas music instead. All in all though, I had fun with the dialogue.

It wasn't very hard to do. If I would have taken more time with it, I probably could have cleaned it up a bit. With most students, I'm sure I would simply just show them an example that I made and then ask them to do one by giving them the website. It had a really handy tutorial, that basically got it all explained very well.

My article was about using podcasts and iPods for educating your students. The thing I liked most about the article was right at the end. It said something about that technology is continuing to grow and change. If we don't keep up with it we'll get ran over. Let's hear the best advice from this guy: https://www.youtube.com/watch?v=HbR7axof1wk

Thursday, February 12, 2015

You may be wrong, for all I know but you may be write.

Ok you guys... We're going for a record this time. 3 comments! Can I get a 3?.... and then and then you guys say THREE!! 

    Very good. Well then! Let's talk a bit about writing. For any of you cats that had the chance to hear my "4 Truths and a Lie", you will have heard that I watch a bit of Doctor who when I can.

Yeah, Yeah... I hear ya. I'll save you the trouble. "I am thirty-four years old, I am thrice divorced, and I live in a box down by the river.

         A fine show and all.. but not really the point. I was able to take HIST 4810 for the second time last semester (the first time was failed due to a lack of trying hard enough on my part and the teacher trying too hard), and I was super blessed to be able to take it from a professor who just liked to read. He told us that if we'd like to we could, instead of writing the normal research paper, we could write a piece of historical fiction. I jumped at the chance. Doctor Who, lends itself as the perfect back drop for a historical fiction piece. For those of you who want to read it, I'm copying and pasting it in here. For those of you who don't want to read it, I will make it clear when to stop scrolling.
Doctor Who and the Timelock[1]
By: Keith Jackman
History 4810
            The Ice World and his betrayal of the Ice Warriors became a mere memory to the Time Lord as his TARDIS traveled to its destination.  A destination that was quite unknown to its pilot, The Time Meddler. A man of simple needs and desires, all he had wanted was to change history, but it’s a bit difficult when he couldn’t decide on a destination.
            “Curse you Doctor! Had you taken any part besides my directional unit, I could have been able to replace it with spares on board. You wily little sneak!”
            Still wearing his monk habit from his previous outing, (he had decided it was actually quite comfortable) he sat down with his cup of tea.  Suddenly, the center console of his TARDIS stopped and there was a clunk as he landed, which spilled his tea slightly. Putting down his cup, he approached the controls, scanned the atmosphere and looked at the monitor to see where he had landed.
            On the screen he saw a bustling city, with trees, bicycles and pagodas.  There was no sign of Ice Warriors, The Doctor or anything else unpleasant in sight. He quickly put his sandals back on and opened the doors to explore the new place.
            Upon exiting, he noticed that there was a group of Japanese soldiers marching towards him, quickly he got out of their way and hid behind the TARDIS to avoid questioning. Seeing a map on the wall he realized he was near the beach. Given the troops, he decided it would be better if he got away from this part of the city and decided to head for the coast. Perhaps he could take a relaxing walk around the beach for now and see what type of mischief he could cause in this time period later.
            Suddenly as he approached the sand, he heard a sound which was familiar to him. (WAAHHHHOoooo WAAAhhhhhOOOO WaaaHHHOooo Ka-Chunk!) He dove into the bushes at his right as a 1960s style, blue, English style Police Box appeared no less than 20 feet away from him. As he watched, a man with a mop-top hairstyle and baggy clothes came out of it, as well as a young man wearing a kilt. He listened in on their conversation.
            “Well it does seem rather odd that the Time Lords would make you come here without telling you, what in the world you were supposed to do,” the Scottish one said.
            “Jaime! I was just grateful that they told us where we were going. That’s certainly a relief isn’t it?” The Doctor replied.
            “Well I suppose so. But to say “You’re going to Earth, August 6, 1945 to stop a disturbance that may happen”, is a fairly vague way to go about giving reassurance.”
            “The date is familiar to me; let’s have no worries about that now. Let’s just keep our eyes open and we’ll figure it out as we go. Come on now.” He pulled out a recorder and started playing “Merrily we Roll Along” as they walked down the beach.
            “At last” cried The Time Meddler, “my moment has arrived to pay a visit to my old friend’s TARDIS and take back what is rightfully mine!”
            He ran from the bushes and into the Doctor’s TARDIS. Upon entering he saw almost immediately that he wouldn’t be able to disable the TARDIS by stealing its directional unit. Unfortunately, the Doctor’s model was an outdated model and would never converge with his newer Mark IV.  But upon further inspection he found that there was an option that may be just as tasty. Sitting on the center console was a Stattenheim remote control, a device used to call the TARDIS to the user no matter what the location or time. He swiftly snatched it up, tuned it to his own TARDIS, pressed the button and escaped back to the beach. His ship appeared just in front of him, also in the shape of a Police Box. As he started to make his way back into his own ship, he heard footsteps running towards him.
            “What do you mean we need to leave?! We just got here Doctor!” It was Jamie and the Doctor.
            “I just realized why today’s date had any significance! It is 8:12 am. If we are here at 8:15 we will be one of hundreds of thousands of victims, killed by one of the most deadly weapons known to mankind!” [2]
            They stopped running momentarily as they saw that there were two TARDIS in front of them with the Time Meddler staring in the middle.
            “Hello Mortimus.”
            “Goodbye Doctor” he said and with that returned to The Doctor’s TARDIS, locked the door and started the take off procedures.
            “Doctor! He’s getting away with our TARDIS.”
            “We don’t have time to worry about that Jamie! Look!”
            Overhead and in the distance a few miles out, they saw an enormous B-29 Superfortress bomber. From the way it was flying it could be guessed that the payload was just about to fall. Without another word to each other they scrambled into the Monk’s TARDIS and raised the shields. They had no sooner done so than they were rocked to one side. The shields protected them from the blast, but the blinding light from the blast still filled the room.  Suddenly there was a flicker of light and movement from the motor within the center console. It started to move up and down and immediately they took off! Realizing it could get out of hand quick, the Doctor felt his way to the controls and closed the door, just as another jolt knocked them both off their feet.
            “Doctor! Where are we going?!” Jamie yelled as he struggled to get back up on his feet.
            “I have no idea Jamie! I haven’t touched the controls and….!” He went to his coat pockets and found that the remote control was not there. “Oh dear….. Jaime, I fear that we may be in for a bumpy ride.”
            “You don’t mean…”
            “Yes, that Meddling Monk has my remote control!”
            “Yes I do Doctor.” The image of the Monk appeared on the monitor. “And you’re going to help me accomplish a few things before I give it back. I don’t ask for much, I just want you to alter a few unpleasant events that occurred.”
            The Doctor, having recently regained his footing, sat down hard in a nearby seat. “You seem to have my back up against the wall and a leash around my neck.”
            The Monk smiled grimly, “I believe you’re right old friend, but I’ll make it easy for you. All I want you to do is simply show up.” And with that the screen went black.
            “Boy, today hasn’t been our day for receiving clear instructions at all has it?” Jamie stated exasperatedly.  “Well, what are you waiting for? Grab the controls; let’s go tell the Time Lords we never found their ‘disturbance’.” 
            “Don’t you understand Jamie, there’s no way to control this TARDIS while it is being called by the remote.” He wiggled a few handles and knobs to no effect. “Our only shot is to see where he takes us and try to hi-jack our TARDIS back from him.”
            The monitor started to flicker into life as they landed. They read a sign in the window of the building they were facing that read “Buckman’s Tavern”. In the distance, on the roadway, they saw two opposing forces standing against each other. No one was fighting, but the energy between each of them was visible. [3]
            “Where are we Doctor?”
            “As best as I can tell from the clothing and firearms, I would say that we are very near the end of the 18th century. I would further venture a guess that the forces are the American settlers and British Army.”[4]
            “Well now we’ve landed, let’s get out of here!” Jamie went to the controls and pushed a large yellow button. The TARDIS rumbled a bit and a loud “BANG!” occurred. Outside, the light on top of the TARDIS shot off and a red and white striped parachute emerged, covering the view on the monitor. The Doctor, shaking his head, pulled a lever next to the button that sucked the parachute sucked back in.
            “Please don’t touch things Jamie; you have no idea where he’s been.”
            On the screen, they were startled to see that the forces had started firing at each other. Bullets were coming in volleys upon volleys. People were scurrying around trying to find safety. And as they watched, they saw men falling on either side clutching their wounds.
            “You fools!” The Monk appeared on the screen again. “Is it really so hard to just be visible. You were supposed to land right between them! The faulty directional unit must be altering your trajectory.” With that he disappeared again, and the TARDIS once again jolted from its position and disappeared with a wisp from behind the tavern.
            The Doctor pulled himself up and turned to Jaime “I do wish he would stick around long enough to ask him about what he is expecting from us.”
            They landed again with a jolt. “That didn’t take long at all Doctor!”
            “No it didn’t Jaime; I expect our omnipotent friend is having some troubles controlling my older model while controlling his by remote. Our TARDIS together are now locked together. They are fused by their destination targeting systems. They’re equal now, aside from mechanics. My suspicion is that we simply switched places, though the blast from the atomic bomb seems to have recharged the communication circuits. I have never spoken across the years like this. However with the lack of Directional Control unit from this TARDIS, it is taking us to locations that it feels have a familiar tone or something connecting the previous place it has been sent.”
            The TARDIS had transformed into a doorway on the side of large building with a balcony out front. The Doctor and Jamie exited and walked around to the front of the building. There was some type of excitement going on in front. As Jaime turned the corner and saw the British soldiers he couldn’t help but stop in his tracks. He noticed that there were quite a few others that were throwing objects and yelling at the infantry men. [5]
            He scooped up a handful of snow himself “You stupid Redcoats! Go home already would ya!” The Doctor tried to stop him but it was too late; the Highlander had thrown a wallop of a throw and had knocked the man down. They could hear him shout, “Fire, damn you!” and his gun went off into the crowd. For a moment things all stood still.[6]
            The Doctor then turned to Jaime and whispered in his ear, “When I say run, run. ...RUN!”  Then the British started to fire in earnest at the crowd. The Doctor and Jaime bolted back into the TARDIS and the Doctor closed the door. “You stupid, stupid boy!” He yelled at Jaime. “What were you thinking?!”
            “I’m sorry Doctor. But I’ve spent so much time reacting that way to the Red Coats that it just came natural. Besides, it looked like they couldn’t even put a proper volley together.”
            “Really, Jaime? Let’s take a look, shall we?” The Doctor turned on the monitor to see at least 3 bodies lying in the street.[7] But before they could reflect on the scene the TARDIS dematerialized again and they were off.
            The TARDIS fell to one side and spit them out in the middle of a parking lot, and then landed next to them, disguised as a car. There were many people there, but they didn’t seem to be paying much attention to the two of them nor to the fact that a Volkswagon appeared out of nowhere. Instead, they were chanting and protesting by throwing rocks. About a hundred meters in front of the Doctor and Jamie was their target.[8] Troops with guns at the ready, turned as a group of students rushed them from the east and shots were fired. All around the duo people scattered. One young girl, not twenty yards from them was hit on her left side.[9] She twirled and hit the ground, her Kent State University sweater splattered with blood. Up ahead of them a young man’s head jerked back and he fell flat on his face. [10]
            Jamie could take no more of it and reached to try to open the TARDIS, but the crowd swept him up as they fled.
            “Jamie!” The Doctor reached out for him and grabbed his wrist as he held on to the door handle of the Beatle. He was able to open the door just in time. He threw Jamie in the TARDIS as there was a break in the crowd. Jaime pulled the Doctor in quickly behind him.
            “Having fun Doctor?” The Monk spoke softly from his perch on the monitor. “Evidently I ended up “before” you this time, but the gap is getting smaller. I do hope you have changed things where you are. I couldn’t do a thing here”
            “You maniac… you fiend! We won’t be your puppets you hear me?!” The Doctor yelled at him, but again, he was gone.
            Jaime was evidently getting more and more shaken up by sites that he was seeing.  The Doctor seeing this comforted him, “Don’t worry Jamie, I have a plan. I just need to stop so I can work the controls.”
            “I hope so Doctor. So much of the things we have seen have been so careless and crass. Like there was no purpose at all behind much of it.”
            The Doctor nodded as they again landed with a thud. As they stepped out of the TARDIS they saw they had landed in the middle of what they could only suppose was Hell itself. The huts surrounding them were all on fire. There were piles of burning personal belongings and dead  half-naked bodies everywhere they looked. They saw a helicopter fly off full of people who looked like they had lived here.[11] Two soldiers came running around the corner and pointed their rifles at them.  One lowered his rifle though and said to his companion, “These are definitely not Charlie. Let’s get going.” The other said “Medina said to ‘kill anything walking crawling or growing in My Lai’”[12] and cocked his firearm. His companion swiped at his barrel and put it down in the ground. “That’s enough shooting for one day.” Then to the Doctor and Jaime, “You two get the hell out of here.”
            The Doctor quickly grabbed something by his foot, a bullet shell, and turned with Jaime to rush back into the TARDIS.  The Doctor immediately started tinkering with the controls. Jamie covered his eyes and sat on the steps. “Don’t worry Jaime; it will all be all over soon. All I have to do is reverse the polarity of the neutron flow…. Add the conductor.” Sparks flew and the lights dimmed aside from an electrical beam that was flowing right in front of him. “I need something else!” He reached in his pockets. “Ah! A jelly baby! How perfect!” He threw it in the beam, closed the door and then put his arm around Jaime.
“Hold on tight! Transmat Beaming can leave you a bit squeamish.” He said as he flipped a switch on the nearby wall and walked them on to a platform in the corner. In almost an instant they had switched places with the Monk and were back in their own TARDIS.
            “Ha!” The Doctor said, “Now not only will you not know where you’re going, but the sugar content from that jelly baby will make it so you get there…. Let’s just say much later than you expected.”
            “Blast you Doctor!” The Monk cried as he was slowly sucked to his next destination. “You could have saved thousands of lives! But instead you had to stick with the insipid Time Lords and their non-intervening! Their blood is on your hands Doctor! You hear me!  You, who claim to be a pacifist and yet mediated NOTHING when given the chance. You are just as guilty as the ones who pulled the triggers!” He continued to rant, but by then the Doctor’s TARDIS had drifted far away from reception of his signals.
            “But why did you do it Doctor?” Jamie wept, “All of those people died. The Monk’s intentions were good; we could have saved thousands of lives and you refused!”
            The Doctor slowly sat down next to Jaime and took a deep breath, thinking carefully about what he would say next before he said it. After a few moments slowly he spoke.
            “It isn’t our place to meddle in history. The Monk’s motivations were not to save lives, but to see for his own selfish purposes if he might change the fixed points time is destined to go through. Pride was his motivation, not love. Even if we did wish to make it our mission to travel back in time and try to fix all the massacres and genocides, you can't rewrite history. Not one line.[13] Even if you were to try, time has a way of correcting itself. What is in the past is what has made us who we are today. We are the inescapable result of our tragedies.”[14] He stood slowly, and helped his companion up, and looked him square in the eyes. “But it is essential Jamie to remember all lives are important — including ours — and as we see, so we learn... Our destiny is in the stars, so let's go and search for it. Here… have a jelly baby.”[15] With that he went to the controls and piloted the ship away from the hostilities of man.




[1] Doctor Who is copyright © by the British Broadcasting Corporation (BBC). No copyright infringement is intended.
[2] Millett, Allan Reed, and Peter Maslowski. "The United States and World War II: The Road to Victory." In For the Common Defense: A Military History of the United States from 1607 to 2012, 439. 3rd Ed., Free Press Trade Pbk. ed. New York: Free Press, 2012.
[3] Fischer, David Hackett. "The First Shot." In Paul Revere's Ride, 194-195. New York: Oxford University Press, 1994.

[4] Ibid.
[5] "Eyewitness Accounts of the Boston Massacre (1770)." American Revolution. Accessed December 8, 2014. http://alphahistory.com/americanrevolution/eyewitness-accounts-boston-massacre-1770/.
[6] Ibid.
[7] Ibid.
[8] Kent State: The Day the War Came Home. United States: Landmark Media, 2001. Film.
[9] Ibid.
[10] Ibid.
[11] Millett, Allan Reed, and Peter Maslowski. "The United States and World War II: The Road to Victory." In For the Common Defense: A Military History of the United States from 1607 to 2012, 559-560. 3rd Ed., Free Press Trade Pbk. ed. New York: Free Press, 2012.
[12] "Calley's Trial Puts Emphasis On CO." Bangor Daily News, December 21, 1970. Accessed December 7, 2014.
[13] Doctor Who: The Aztecs. Performed by William Hartnell. UK: BBC, 1963. Film.

[14] The Time Machine. United States: DreamWorks, 2002. DVD.

[15] Doctor Who: The Reign of Terror. Performed by William Hartnell. UK: BBC, 1964. Film.
 
You get this right?Phhhtt!
    I was so happy with the job that I did on it that I didn't care what kind of score I got on it. I was up late, so it was hard to find people to edit it, but I was lucky enough to find a fellow "Whovian" or two to look into it for me. I had a few things I cleaned up on it and then I sent it in to the professor. When he posted our scores he asked us to e-mail him if we would like any feedback. So I did! This is what he had to say back:

Hi Keith,

I loved your paper. I was a little stunned to see Dr. Who appear but your paper was the most creative piece of fiction submitted. I gave you max points because you tied in the fiction with accurate, well-researched history, and because you obviously worked hard to write this paper well. Your writing is crisp and clean and I enjoyed reading it very much. Great Job!

Best,

Jeff Bateman

Needless to say I was thrilled to death to see some appreciation for something I cared so much about and had worked so hard on. I think the reason that I was able to write it as well as I could was because I was able to choose what I wanted to write about. I hate it when I get backed in a corner to analyze some document and try to interpret it's meaning (right.... well not all the time. It's just when you have to write 8-10 pages about 3 paragraphs it can be a bit difficult.) I love to tell a good story and that was just what I was able to do in this situation. I never have thought it was a sin to let the students go hog wild when they write. His only guidelines were that it had to be 8-10 pages and that it had to have 3-5 different sources. (I could be wrong about the number of sources.) That freedom really let me blossom.

       Obviously, it could have gone through more editing and more revisions. I don't know... maybe it's the fact that he (the professor) had spent all of his life in the Air Force, that he didn't knit pick over the grammar and spelling of my work.  In all actuality, having finally gotten this submitted the morning of the final exam, and working on it all night, I think it turned out pretty good. I only had peer review, but I guess I would have felt like I was ruining the story by letting the professor look it over first. Because that was the case, I made extra sure that my sources were accurate and well chosen. That seemed to work just fine for him! So, I feel like I can assuredly put Level Three writing on this paper.

          I feel bad that I want to say this, but it's my blog so I'll say what I like.
Master of what? Doesn't even get a jelly baby. (But I get a jelly baby)

        The articles I read were all about rubrics and peer reviews and editing. Obviously, we don't want our students to turn in a bunch of rubbish (tee hee... rubbish!). But at the same time, you can edit the darn thing to death. Why not instead, let them learn how to write in their English class? I say, let them write from the heart in my class. If there is a great need to clean it up then we'll help them with that, but history is a fascinating enough subject, that you could take any time period and find someway that you could write from any interest, I feel. Maybe I'll end up getting into the saddle and will feel differently, but in the meantime, I feel like study will be more thorough, writing will be more passionate, and the students will be more appreciative of the subject if I just get out of the way and keep the guidelines to a minimum. My Mission President said the same thing to us about music, "You're smart enough to know what is going to uplift you. If it starts to become a problem for you, then we'll get stricter." I'm grateful my professor trusted me, and I will gladly pay that forward.

Thursday, January 29, 2015

Do you hear what I hear? (I hear Christmas music a month late.... and really I'm fine with that.)


Firstly, let me do a shameless plug to all you Logan people (or people that want to be Logan people. This recently came across my desk, and I think it's a good thing to pay attention to. Let's face it, we all want this baby to survive the wrath of this puppet.
Click this please!


'Nuff Said.

      Let's be honest. Thankfully, vocabulary is not as hard to learn in history. Your entry level history course to your entry level biology course is a stark difference in understanding.
You know... "Stark" difference?
History's on a much bigger scale and many of the words are said often. Biology, though it happens all the time, you have to have a microscope to see its basics. One of the first History Teachers that I remembered actually liking was Mrs. Jaussi. Nope. I don't remember much of the specifics that she taught. But it was ancient world history and she taught us the differences in Greek civilizations by having us sit in different areas of the classroom according to what area we were to focus on (Sparta, Athens, etc.). We then as a class took turns teaching each other about our respective areas. If I had a better memory, I might be able to remember the specifics of Ancient Greek, but that was sadly a decade ago.
My, how times have changed.
  But when I really started to get into the subject, I realized that how Mrs. Jaussi taught me was more important than what she taught me. For instance, I had a professor down at Dixie State who was from Virginia, Dr Chip McCleod.
This guy! He shaved off his awesome goatee looks like.... what a pity.
Again, I don't remember much of what he taught aside from regular old, run-o-the-mill American History. But the way that he taught the Civil War (being from the South), was fantastic. He said phrases such as "them Southern troops were like 'Oh, he** nah, you ain't comin' in here' and 'Kennedy wasn't going to put up with that monkey business.'" Perhaps, it is what any good professor of history is good at. They are able to know the material and tell a good story.  The words that he chose as well as the way that he spoke them gave them passion and life. Otherwise, it would have been just as efficacious to stay home and read just the text.

Wood, Harmon and Hedrick were basically on the same page. They agree that there should be a strategy for learning vocabulary and that time should be set aside to learn it. I agree, but I don't know if you need to make a HUGE deal about it. Honestly, you use the same vocabulary all the time in history. If there is a word, person or location that you will need to use often, I'd say giving it five minutes would suffice. Heck, just handing out a glossary or keyword sheet would probably suffice. In addition, I'd say just make sure to let your students know that you are expecting them to ask if they don't understand the topic. I think that can be a problem sometimes. We may have taught for 10, 20 years. They just got here. A truly great teacher and prophet, John Taylor once said "It is true intelligence for a man to take a subject that is mysterious and great in itself, and to unfold and simplify it so that a child can understand it."

I think the key here is critical pedagogy. If you are able to adjust to your students method of learning, you'll know just  what to say. Bye ya'll!

Thursday, January 22, 2015

I'm number two! You're number Oooooooone!

It's GIF week here on the Blog O' Doom! Hope you enjoy the animated goodness.

Just as a thought.... I have to wonder what those people who just browse blogs are thinking. "Oh, look at that Blog of Doom. Sounds menacing!" (click, click) "Oh sheesh... it's another school project." (Closes window and computer, goes and makes a sandwich.)

Or this....

          Anyway, down to brass tacks. I have always enjoyed reading. I was the kid with the flashlight under the sheets with a library book. But I didn't necessarily like reading everything. When I was a wee little Viking at Pleasant Grove Junior High, I was blessed to be enrolled in Seminary. Not that I had ever been necessarily a sinful little guy, but let's just say I didn't try as hard as I could. That was when I met Brother Dell Young. He really helped me to want to open the scriptures. I recall him using multiple different methods to help me understand why things were important. I had a very active imagination, and not only was he willing to teach the revelation in each section, but he gave the background as to how they were received. He had 3 boys chewing Tootsie Rolls and spitting the juice into cups on the floor. It was disgusting! But it certainly drove the point home as to why Joseph Smith would pray about. Not only that, it made me want to read about it. To tell you the truth, it was Brother Young's influence that made me want to teach at all. Guess what you have to know how to do if you want to teach....
Well, casually at the very least.

For History, it should be easy to come up with ideas to show context. Luckily, the whole darn subject has a timeline. For instance, you could make all the students sit on the floor, and not allow them to talk at all unless called on (this would go against the paradigm for my classroom.) Hopefully, one of them would stand up to you. This could be effective in showing how our culture and government allow much more freedom and opportunities to students. You could compare and contrast other nations and their history of education. This could lead into all types of spots in history, such as Johnson's Great Society or Reaganomics.

On the other acne covered, pudgy, Junior High hand... I also had an art teacher that made me absolutely despise the subject for many many years. She allowed my classmates to throw me in the trash, never was willing to help me out with my individual issues with techniques, and wrote fairly critical comments on my papers. To tell you the truth, the guidelines for this blog said to not name names, but I can't even remember her name. (Ok... I Googled it because it was bugging me. Turns out she's still teaching art at Pleasant Grove Junior High.) I think the one reason why I don't want to teach Junior High is because I think after you've been there a while, you start to act like them. You know... starved for a little bit of attention for dealing with Junior High.

I think the one thing to remember is that these students aren't yet finished products, so don't throw the book at them. Life is good, and they have plenty of time to learn the lessons you're trying to teach them. If they don't get it from me, at least I can try and therefore leave a good seed to grow in the future. 

Friday, January 9, 2015

And so it begins....

Hi there class. My name is Keith Jackman. I'm a Senior and a History Major.

    Now that we've got the boring things out of the way, how about I tell you some things worth reading. I'm the fifth of six kids. I have one child of my own, he looks like this
He's a cute little guy. For some reason he can never quite get his tongue to stay in his mouth. For the most part, I stay at home and watch him while my wife teaches first grade at Bridger Elementary School.  This little guy is pretty much my world when he's awake. He was born on the 19th of June, 2014. So, that should give you all enough time to pick out his birthday presents. ;)

I have spent too much of my time (like many of my colleagues) perusing Netflix. I've seen every episode of Lost, Psych, and most recently, the original run of Doctor Who. Other than that though, I love to travel and am interested in all types of games and sports. I love my faith, and am proud to be a member of The Church of Jesus Christ of Latter-Day Saints. Not that you haven't run into any willing Mormons already, but if anyone wants to know a bit more about that, let me know!

I'm in between minors right now. I'm really wanting to be in the Speech Communication Teaching minor. Right now, I'm in the Sociology minor, but have no interest in it. I'm hoping that this time my application will stick and they will take me. I don't know what was the issue with the last application was, but my guess is that I have only taken one COMM course and it was at Dixie State. I will be certified to teach History. I am hoping to graduate Spring of 2016. 

I love History. That's probably where the initial interest in Doctor Who came from, though there was a definite drifting from strictly historical stories as the series progressed. One issue that I have professionally however, is that I tend to get caught up on the trivial matters as opposed to the meat of the subject. For instance, in my European History course last semester, I could have picked any number of noble subjects for my final paper. Instead, I focused on Rock and Roll Roots in Post WWII Europe.  I love that sort of stuff. So, perhaps I'm more suited for the History Channel then the classroom. Well, who knows!?  Maybe that's just what the educational system needs: a little spice. I feel like History can be anything that happened. Constantly, new sources are being found that uncover new facts. This can change the entire outlook on a subject. If you don't keep up with it, you end up like the person who walks into the apartment unaware that the roommates are throwing a party. You know the look: 

I would say that literacy is the ability to be proficient in anything. Most often, it is reading literacy that is being referred to when literacy in talked about on its own. It is indeed being able to understand what is front of you.
I'd say literacy has everything to do with History. When it comes to cultures and the conflicts of nations, you need to be able to dive into their primary sources to have any understanding at all. No one could call themselves an historian without the ability and desire to research. You need to be both literate in an ability to gain the knowledge (reading and researching) and the culture and ethics of the people you are studying.

I look forward to contributing to this blog. I've never done it, but I appreciate a lot of people that do. So..... wooo hooo!