Dear Professor Sorenson,
Thank you! I've said it to you many times in person, but I thought it appropriate to address one of my last blog entries for the class to you . . .
As you know, I entered the class with so many fears about technology, and I'd spent a great part of the summer dreading this class . . . not only because I felt completely technologically incompetent, but also because I found technology entirely boring. The entire extent of my knowledge was limited to email, browsing the web, and . . . using Discovery. No joke.
Now, I am able to use Blog, set up a Blog, and attach things through HTML not only to blogs but also to power point presentations, etc. Additionally, I have learned tons of different software products, including but not limited to: Kidspiration/Inspiration, SMART Board, Google Earth, You Tube, S-Present, Flickr, Box.net, Wikis . . . and that is only just the beginning!
I can't believe how much I have learned! Even more, I can't believe how much I have enjoyed the class, and how excited I am not only to use technology I have learned, but to continue learning more myself! Now that I have a solid foundation on Web 2.0, etc., I feel like I know enough to keep teaching myself . . . I know my strengths and weaknesses, and where to go to learn more.
Thank you, Prof. Sorenson, for making technology an exciting thing to learn about! Your passion for technology . . . and your passion for your students . . . was consistently evident throughout the class; you are my Technology Inspiration! I'm so thankful for your patience, your knowledge, your excitement, and your care . . . for the extra hours you put in, the gifts you brought, the food you MADE and bought, and all of the ways you went above and beyond your duty as our teacher. I sincerely wish I could take this class again next semester . . . and every semester, so that I could continue learning more and more about technology. You are such a blessing to me; thanks again!
Hannah Bryant
Tuesday, December 4, 2007
"Tutors for Toddlers"
"Call it kindercramming," says Pamela Paul in her article "Tutors for Toddlers" in the November 21, 2007 edition of TIME Magazine. She goes on to discuss the increasing desire among parents to educate their children . . . even from ages 3 and 4 . . . to get them a head-start on their education. These parents hope to encourage their children to become "life-long learners" through this process, and believe that they are setting them up for leading jobs in their fields, whether that be business, law, medicine, technology, etc. Consequently, some are paying $125 a month for their children to have a half hour meeting with a tutor each week, memorizing flash cards, learning to read, etc.
I struggle with this idea. Though as an educator myself, I strongly believe in education, I also believe in the institution of the family. I believe that children must have a strong foundation in their home life in order to become healthy and well-functioning adults. I also believe that at a young age, a parent is the most influential adult on a child's life and development. Therefore, a parent reading to his/her child each evening before bed will probably be just as (if not more) effective than spending money on a tutor. I find that our society is often so focused on jetting children forward into adulthood for financial and career success that they lose sight of the importance of CHILDHOOD.
Another critical avenue of learning (perhaps most critical) is simply life-experience. In order to establish children as well-rounded, balanced individuals who are able to learn not only academically, but socially, relationally, and emotionally as well, it is critical to allow them their early years to develop outside of the classroom. I hope that this is only a passing trend, and that the US quickly moves back to foundational faith in the power of family to develop intelligent and amazing adults.
I struggle with this idea. Though as an educator myself, I strongly believe in education, I also believe in the institution of the family. I believe that children must have a strong foundation in their home life in order to become healthy and well-functioning adults. I also believe that at a young age, a parent is the most influential adult on a child's life and development. Therefore, a parent reading to his/her child each evening before bed will probably be just as (if not more) effective than spending money on a tutor. I find that our society is often so focused on jetting children forward into adulthood for financial and career success that they lose sight of the importance of CHILDHOOD.
Another critical avenue of learning (perhaps most critical) is simply life-experience. In order to establish children as well-rounded, balanced individuals who are able to learn not only academically, but socially, relationally, and emotionally as well, it is critical to allow them their early years to develop outside of the classroom. I hope that this is only a passing trend, and that the US quickly moves back to foundational faith in the power of family to develop intelligent and amazing adults.
Ridalin: The Drug of Choice!
One of my students got suspended a few weeks ago . . .
Why? Not for violence . . . not for being obnoxious or acting out in class . . . not for being disrespectful . . . not for sexual harassment . . . not for threats or bullying . . . not for getting caught smoking weed . . .
He's "been diagnosed." That's how my students commonly refer to themselves . . . after being told that they are ADHD. And then put on the pill . . . ah, Ridalin, what a joy and blessing to knock the life out of active little 15 year olds . . . of all races, all personalities, all languages. Like a rat tranquilizer, that allows scientists to experiment without the hazard of activity or movement. Thank you, Ridalin, for removing the student's journey towards self-control and maturity. Thank you, Ridalin, for destroying the parents' need for discipline! Thank you, Ridalin, for making possible all of the ridiculous laws about education that have so wonderfully affected my profession! Thank you, Ridalin, for subduing my students (to the point where they cannot think) so that they can more effectively listen! Thank you, Ridalin, for not only enhancing the learning process at schools all throughout America, but thank you even more for enhancing the quality of life of all overly-active students!
Unfortunately, my student was not so thankful for his pill . . . clearly, he did not see all of these wonderful benefits of Ridalin. Consequently, he took it upon himself to find another means of ridding himself of "the drug." What were those means? Well, being the entrepeneur he is, he decided to rid himself of it FOR PROFIT. Yes, that's right . . . he began selling Ridalin. To the "normal kids," the undiagnosed ones, the ones who wanted to take Ridalin for the same reason that alcoholics throughout history have fallen to their drug of choice . . . it sure does feel nice to "be subdued," you know, to block real life out. (To block the teacher out; ironically, paying attention in class is a primary reason that Ridalin is prescribed.)
All excuses and explanations aside, this "diagnosed" student . . . the problem kid with ADHD . . . was kicked out last week for "dealing." Serves him right . . . he's the screw up anyway.
Why? Not for violence . . . not for being obnoxious or acting out in class . . . not for being disrespectful . . . not for sexual harassment . . . not for threats or bullying . . . not for getting caught smoking weed . . .
He's "been diagnosed." That's how my students commonly refer to themselves . . . after being told that they are ADHD. And then put on the pill . . . ah, Ridalin, what a joy and blessing to knock the life out of active little 15 year olds . . . of all races, all personalities, all languages. Like a rat tranquilizer, that allows scientists to experiment without the hazard of activity or movement. Thank you, Ridalin, for removing the student's journey towards self-control and maturity. Thank you, Ridalin, for destroying the parents' need for discipline! Thank you, Ridalin, for making possible all of the ridiculous laws about education that have so wonderfully affected my profession! Thank you, Ridalin, for subduing my students (to the point where they cannot think) so that they can more effectively listen! Thank you, Ridalin, for not only enhancing the learning process at schools all throughout America, but thank you even more for enhancing the quality of life of all overly-active students!
Unfortunately, my student was not so thankful for his pill . . . clearly, he did not see all of these wonderful benefits of Ridalin. Consequently, he took it upon himself to find another means of ridding himself of "the drug." What were those means? Well, being the entrepeneur he is, he decided to rid himself of it FOR PROFIT. Yes, that's right . . . he began selling Ridalin. To the "normal kids," the undiagnosed ones, the ones who wanted to take Ridalin for the same reason that alcoholics throughout history have fallen to their drug of choice . . . it sure does feel nice to "be subdued," you know, to block real life out. (To block the teacher out; ironically, paying attention in class is a primary reason that Ridalin is prescribed.)
All excuses and explanations aside, this "diagnosed" student . . . the problem kid with ADHD . . . was kicked out last week for "dealing." Serves him right . . . he's the screw up anyway.
The List . . .
My last post ended with a reference: "Wherever . . . I teach . . ."
Within that single word "wherever," lay worlds within worlds of opportunities and adventures, all pulsating within me, but legless and bleeding . . . waiting to be lived out.
And some was birthed, "The List . . . "
I have always been a dreamer. It drives my parents mad . . . and my closest friends all just laugh . . . because they know that it's only to be expected that if I'm talking about starting health-care clinics inside of Section 9 housing in down-town Seattle one day, it's only expected that I would be speculating about how to lobby for more specific objectives in US foreign policy for food in the Sudan the next week, and the week after that dreaming about my life in the Sudanese refugee camps, and the following week chatting about starting schools for women in Afghanistan and then teaching them the Bible over tea in my house.
It's a wonder that I ever sleep . . . because each of my ideas is fully researched and played out in my head. As I said before, it only naturally drives my parents nuts . . . and they're always reminding me, "Hannah, God has a plan for your life . . . trust Him!" And I always following with the quip, "I do trust God . . . but He never told me not to DREAM!" And I can't help it . . . it's like telling the clouds to stop raining over Seattle. How silly! They'd never be able to get over the mountains if they didn't drop they're load right in our laps.
So over Thanksgiving break, I made a list. It's exclusive . . . only covering the things I've dreamed about since September (i.e.: the last three months). Some of them are more in depth than others, but for the sake of brevity, I will not extrapalate on any of them. It's just a reminder for the days when I feel restless and stressed out. Those are the days I feel dreamless. Dreaming is, for me, a stress-release. (Unfortunately it has the opposite effect on my poor dear mother)!!
1) Finish my masters in Ed. here at NU while teaching in the area
2) Start a masters in English or TESL at UW while teaching in the area
3) Seminary at Nairobi Evangelical School of Graduate Theology in Kenya
4) Seminary at JETS (Jordan Evangelical Theological Seminary) in Jordan
5) Move to Chicago and teach down-town while living with Ric and Jody and doing Seminary at Wheaton
6) Working at New Horizons in Seattle while finishing my master's at NU. Continue building relationships with the women there . . .
7) Moving to Turkey and teaching English
8) Moving to Japan for the JET Program
9) Moving to Afghanistan with Rosa to teach at one of her schools, or again to teach English to women and then invite them to learn Bible at my own home . . .
10) Moving to LA to live close to my little sisters, and teaching in an LA high-school
11) Moving to Portland and teaching there, to be close to my brother and sister-in-law (and soon coming niece or nephew, fingers crossed!!)
12) Moving to Bethel, Alaska and teaching in the rural school district up there to pay off loans while living close to Charly and Roger, Alessandra, and Vanessa.
13) Moving in with mom and dad and teaching English either at my old high-school or at a school in Tacoma.
14) Moving to Ecuador to teach English.
15) Moving to New York for Masters in International Peace Keeping while teaching in a school there.
16) Moving to Tennessee to intern with IHOP (International House of Prayer).
17) Moving to the Sudan to help establish schools in the refugee camps outside of Darfur in association with WOMF, who I have worked with previously.
18) Waitressing at Desert Fire for long enough to pay off debt, and then back-packing around Europe for a few months before applying for a teaching job back here.
Some sound unrealistic and a bit . . . crazy . . . but what is life without a bit of unrealistic and crazy adventure? I think as far as dreaming, realism is what you make it. In other words, unrealistic is only undoable if you don't work towards it. I'm so thankful to live at a time and in a place where the world is literally my oyster . . .
And as I submit my dreams to the Lord, I am fully confident that He will lead me in the fullness of His glory, to know precisely what it is that He is calling me to and how to get there. I'll just keep moving forward as I pray . . . and trust His shepherding rod to guide me! How exciting to be able to dream with Jesus!
Within that single word "wherever," lay worlds within worlds of opportunities and adventures, all pulsating within me, but legless and bleeding . . . waiting to be lived out.
And some was birthed, "The List . . . "
I have always been a dreamer. It drives my parents mad . . . and my closest friends all just laugh . . . because they know that it's only to be expected that if I'm talking about starting health-care clinics inside of Section 9 housing in down-town Seattle one day, it's only expected that I would be speculating about how to lobby for more specific objectives in US foreign policy for food in the Sudan the next week, and the week after that dreaming about my life in the Sudanese refugee camps, and the following week chatting about starting schools for women in Afghanistan and then teaching them the Bible over tea in my house.
It's a wonder that I ever sleep . . . because each of my ideas is fully researched and played out in my head. As I said before, it only naturally drives my parents nuts . . . and they're always reminding me, "Hannah, God has a plan for your life . . . trust Him!" And I always following with the quip, "I do trust God . . . but He never told me not to DREAM!" And I can't help it . . . it's like telling the clouds to stop raining over Seattle. How silly! They'd never be able to get over the mountains if they didn't drop they're load right in our laps.
So over Thanksgiving break, I made a list. It's exclusive . . . only covering the things I've dreamed about since September (i.e.: the last three months). Some of them are more in depth than others, but for the sake of brevity, I will not extrapalate on any of them. It's just a reminder for the days when I feel restless and stressed out. Those are the days I feel dreamless. Dreaming is, for me, a stress-release. (Unfortunately it has the opposite effect on my poor dear mother)!!
1) Finish my masters in Ed. here at NU while teaching in the area
2) Start a masters in English or TESL at UW while teaching in the area
3) Seminary at Nairobi Evangelical School of Graduate Theology in Kenya
4) Seminary at JETS (Jordan Evangelical Theological Seminary) in Jordan
5) Move to Chicago and teach down-town while living with Ric and Jody and doing Seminary at Wheaton
6) Working at New Horizons in Seattle while finishing my master's at NU. Continue building relationships with the women there . . .
7) Moving to Turkey and teaching English
8) Moving to Japan for the JET Program
9) Moving to Afghanistan with Rosa to teach at one of her schools, or again to teach English to women and then invite them to learn Bible at my own home . . .
10) Moving to LA to live close to my little sisters, and teaching in an LA high-school
11) Moving to Portland and teaching there, to be close to my brother and sister-in-law (and soon coming niece or nephew, fingers crossed!!)
12) Moving to Bethel, Alaska and teaching in the rural school district up there to pay off loans while living close to Charly and Roger, Alessandra, and Vanessa.
13) Moving in with mom and dad and teaching English either at my old high-school or at a school in Tacoma.
14) Moving to Ecuador to teach English.
15) Moving to New York for Masters in International Peace Keeping while teaching in a school there.
16) Moving to Tennessee to intern with IHOP (International House of Prayer).
17) Moving to the Sudan to help establish schools in the refugee camps outside of Darfur in association with WOMF, who I have worked with previously.
18) Waitressing at Desert Fire for long enough to pay off debt, and then back-packing around Europe for a few months before applying for a teaching job back here.
Some sound unrealistic and a bit . . . crazy . . . but what is life without a bit of unrealistic and crazy adventure? I think as far as dreaming, realism is what you make it. In other words, unrealistic is only undoable if you don't work towards it. I'm so thankful to live at a time and in a place where the world is literally my oyster . . .
And as I submit my dreams to the Lord, I am fully confident that He will lead me in the fullness of His glory, to know precisely what it is that He is calling me to and how to get there. I'll just keep moving forward as I pray . . . and trust His shepherding rod to guide me! How exciting to be able to dream with Jesus!
I'm a Teacher!!! (Almost)
I still can't BELIEVE that I'm a teacher . . . almost! I can't believe that soon, I'm going to have my own classroom . . .
That I'm going to get to empower other people to THINK, to BECOME, to DISCOVER . . .
That I get to invite them into the worlds of Dickens, Steinbeck, Orwell, Doestovsky, Faulkner, Chekhov, Shakespeare . . . and so many others! Oh, the worlds they don't even know EXIST yet!
Shakespeare . . . I can't believe that I get to teach SHAKESPEARE! It's true; my cooperating teacher Elizabeth Whitfield and I are meeting on Dec. 17th to plan out units on Steinbeck's "Of Mice and Men," and Shakespeare's "Julius Caesar!!" Yes, "Friends, Romans, Countrymen, lend me your ears . . . I come to bury Caesar, not to praise him . . ." "Brutus was an honorable man . . . " "Et tu, Brutus?" "But Caesar was ambitious . . . "
I love literature . . . where do I even begin? I look back over my life, and the friends that I have met in the novels of these great authors have shaped and molded my life more deeply than many of the people that I speak to and shake hands with. Their sacrifice, their honor, their faithfulness, their passion . . . their betrayal and hurt and confusion.
What an honor to invite others to meet these characters . . . and to ask them to analyze and create, to decide for themselves what they think about justice, about peace and war, about love and trust, about sacrifice. There is a freedom in the beauty of literature that gives me the space (and the responsibility) to invest in the minds and in the hearts of my students TRUTH. To allow them to see the world from a different perspective: to tear apart words and speech and language and structure, and find at the bottom of the barrel the naked beauty that remains.
And to reform that into words of their own. Their own story, their own beliefs. Beauty of Christ, reign supreme in my classroom . . . wherever and whatever I teach, for all time!
That I'm going to get to empower other people to THINK, to BECOME, to DISCOVER . . .
That I get to invite them into the worlds of Dickens, Steinbeck, Orwell, Doestovsky, Faulkner, Chekhov, Shakespeare . . . and so many others! Oh, the worlds they don't even know EXIST yet!
Shakespeare . . . I can't believe that I get to teach SHAKESPEARE! It's true; my cooperating teacher Elizabeth Whitfield and I are meeting on Dec. 17th to plan out units on Steinbeck's "Of Mice and Men," and Shakespeare's "Julius Caesar!!" Yes, "Friends, Romans, Countrymen, lend me your ears . . . I come to bury Caesar, not to praise him . . ." "Brutus was an honorable man . . . " "Et tu, Brutus?" "But Caesar was ambitious . . . "
I love literature . . . where do I even begin? I look back over my life, and the friends that I have met in the novels of these great authors have shaped and molded my life more deeply than many of the people that I speak to and shake hands with. Their sacrifice, their honor, their faithfulness, their passion . . . their betrayal and hurt and confusion.
What an honor to invite others to meet these characters . . . and to ask them to analyze and create, to decide for themselves what they think about justice, about peace and war, about love and trust, about sacrifice. There is a freedom in the beauty of literature that gives me the space (and the responsibility) to invest in the minds and in the hearts of my students TRUTH. To allow them to see the world from a different perspective: to tear apart words and speech and language and structure, and find at the bottom of the barrel the naked beauty that remains.
And to reform that into words of their own. Their own story, their own beliefs. Beauty of Christ, reign supreme in my classroom . . . wherever and whatever I teach, for all time!
Confessions . . .
I have a confession to make. However, I must preface it by first explaining the depth of love that I have both for my family and for Christmas, in order to more clearly reveal how out of character this sort of confession is for me.
I have an older brother and two younger sisters, as well as a mom and dad who have been married for over 25 years now (all the more incredible to me because of all of the hard times I've seen them walk through together). I am passionate about my family, and the older I get (and the less I see them), the more I long for holidays . . . and times to be close to them. As a teenager, I remember yearning for the day when I would finally be released . . . sure that I would only come home out of necessity (and for very short periods of time). Now, my senior year of college, I find myself going home more often than I have in any of the previous three years . . . and milking the hours that I get to spend in conversation with my parents or my youngest sister . . . or anyone at home. I've learned the value of intimacy, and how vulnerability only comes at such an intensely great price. That has taught me to value my family, because they know me. They REALLY know me . . . the dirt and the ugliness as well as the smiles and the joys. And still they love me. And I'm so thankful for that.
I also love Christmas . . . not only because it means time spent with my family, but because it means time spent re-orienting my life. I find holidays, specifically those that are centered on Christ, very valuable in my life. They are a time of reflection . . . to look back over the past year, to look back over past holidays, and to remember the good things that the Lord has done, the hard things that He has pulled me through, and the faithfulness by which He leads and guides me through it all. Additionally, holidays are a time of rest. Not just physical rest, but a time where I can quiet my heart . . . and in that place, find the space to really look at my value system: to see the way that I am orienting my prorities according to the things that I spend my time on. In that way, I am able to realign myself with Christ by weeding out those things that I am prioritizing that I don't truly value, and hopefully investing more in those things I do value. What do I value? Investing in His Kingdom . . . where moth and rust do not destroy, and thieves cannot break in and steal. His Kingdom of love, of righteousness, peace, and joy. Of establishing His glory in my land through loving His people with all of my gifts and talents and time. And through this, I am able to exalt Christ during the Christmas season . . . by remembering Him, by looking forward, by telling him in that place of quietness of heart, "Jesus, I love you. Even more than last year . . . forever."
All that said, my confession: I'm excited for Christmas break to be over (and it hasn't even started yet), because I'm SOO excited to start teaching!! I know . . . that's weird.
I have an older brother and two younger sisters, as well as a mom and dad who have been married for over 25 years now (all the more incredible to me because of all of the hard times I've seen them walk through together). I am passionate about my family, and the older I get (and the less I see them), the more I long for holidays . . . and times to be close to them. As a teenager, I remember yearning for the day when I would finally be released . . . sure that I would only come home out of necessity (and for very short periods of time). Now, my senior year of college, I find myself going home more often than I have in any of the previous three years . . . and milking the hours that I get to spend in conversation with my parents or my youngest sister . . . or anyone at home. I've learned the value of intimacy, and how vulnerability only comes at such an intensely great price. That has taught me to value my family, because they know me. They REALLY know me . . . the dirt and the ugliness as well as the smiles and the joys. And still they love me. And I'm so thankful for that.
I also love Christmas . . . not only because it means time spent with my family, but because it means time spent re-orienting my life. I find holidays, specifically those that are centered on Christ, very valuable in my life. They are a time of reflection . . . to look back over the past year, to look back over past holidays, and to remember the good things that the Lord has done, the hard things that He has pulled me through, and the faithfulness by which He leads and guides me through it all. Additionally, holidays are a time of rest. Not just physical rest, but a time where I can quiet my heart . . . and in that place, find the space to really look at my value system: to see the way that I am orienting my prorities according to the things that I spend my time on. In that way, I am able to realign myself with Christ by weeding out those things that I am prioritizing that I don't truly value, and hopefully investing more in those things I do value. What do I value? Investing in His Kingdom . . . where moth and rust do not destroy, and thieves cannot break in and steal. His Kingdom of love, of righteousness, peace, and joy. Of establishing His glory in my land through loving His people with all of my gifts and talents and time. And through this, I am able to exalt Christ during the Christmas season . . . by remembering Him, by looking forward, by telling him in that place of quietness of heart, "Jesus, I love you. Even more than last year . . . forever."
All that said, my confession: I'm excited for Christmas break to be over (and it hasn't even started yet), because I'm SOO excited to start teaching!! I know . . . that's weird.
Tuesday, November 27, 2007
Class in 5 Years, Take Two!!
So, I wanted to do another blog post about the classroom in five years . . . because class discussion today made me think a little bit differently about it then I did originally. We discussed the differences that technology will make in our society's need for educators. Although that definitely did make me feel afraid at first, I can't foresee technology truly making a huge dent in the teaching industry. I think that, despite the technological advances that the western world especially has made in recent years, people still value relationship and person-to-person connection. My hope and prayer is that this value will not be something that changes within my lifetime.
Like Jenny mentioned in class today, I think that the way that my classroom will appear is highly dependent on where it is that I am teaching. Naturally, the technological resources of a school rest heavily on the availability and economy of that area. If I were to stay in this area, though, i think that my classroom would look far different than I can even imagine. Definitely, I think that we will have SMART Boards in every classroom, and no doubt each of my students will own a lap-top, which will pretty much replace entirely the need for notebooks and taking notes the "old-fashioned" way. Probably, paper usage will be minimal and most student papers will be emailed to me, where I will correct them on-line and email them back.
It was interesting to hear today about the newest classroom technology . . . the blue-tooth phone chip that allows a teacher to write on the SMART Board from anywhere within the classroom. I'm sure that if this is a hit, within five years that will be one more thing that is pretty typical to see in any classroom. Overhead projectors will be as foreign to my students as record-players were to me and my friends.
Technology to me is a world that is just opening up, and it's crazy to imagine all of the new and useful things that may arise within the next couple years. How exciting to think of the resources available to my students . . . but scary at the very same time!
Like Jenny mentioned in class today, I think that the way that my classroom will appear is highly dependent on where it is that I am teaching. Naturally, the technological resources of a school rest heavily on the availability and economy of that area. If I were to stay in this area, though, i think that my classroom would look far different than I can even imagine. Definitely, I think that we will have SMART Boards in every classroom, and no doubt each of my students will own a lap-top, which will pretty much replace entirely the need for notebooks and taking notes the "old-fashioned" way. Probably, paper usage will be minimal and most student papers will be emailed to me, where I will correct them on-line and email them back.
It was interesting to hear today about the newest classroom technology . . . the blue-tooth phone chip that allows a teacher to write on the SMART Board from anywhere within the classroom. I'm sure that if this is a hit, within five years that will be one more thing that is pretty typical to see in any classroom. Overhead projectors will be as foreign to my students as record-players were to me and my friends.
Technology to me is a world that is just opening up, and it's crazy to imagine all of the new and useful things that may arise within the next couple years. How exciting to think of the resources available to my students . . . but scary at the very same time!
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