You may notice over the next little while that the look of the blog changes bit by bit. I made a silly decision to upgrade to the new version of Blogger, and because I had some hacks before, it messed things up a little. Now I'll have to play around with it until I get it like I want again. (And relearn all the stuff I used to know about HTML in the process...) Fortunately, I'm soon going home to see my siblings who are more web-design knowledgeable.
Meanwhile, don't feel obligated to get a Google account and log in to leave a comment. Just click the "Other" option and type in your name or screen name.
Thursday, December 21, 2006
Tuesday, December 19, 2006
Progress is Sweet
I was just going through, "labeling" all my old posts, and read through all the posts that are the reason I started this thing -- student teaching at a school for the deaf in Spring 2005.
Something struck me -- how stressed I was about the language. It's been almost 2 1/2 years since I entered graduate school, feeling like my ASL skills were completely rusty. I remember that first day at orientation, hardly understanding anything and pretty much ready to panic and give up. Two quarters later, I had some confidence back, and was ready for student teaching, but I was still so nervous about understanding (the students) and being understood.
Fast-forward to now ... Sure, I still have moments of, "What on earth are my hands thinking?!" (most often when I don't get enough sleep) and while conversing with students, I have those moments of, "Say what?" But looking back, I have those moments with hearing students, too. Moments when the "math" part of my brain doesn't connect effectively to the "linguistic" part of my brain. Moments when the students make comments so out-of-nowhere that I just can't process it the first time around. Moments when students are mumbling, talking too fast, not speaking up, or otherwise being "teenagers" in their communication.
The nice thing now is that I no longer freak out about whether I can communicate with deaf students. I know I can, and I do. And every week I'm getting better at understanding when they're having animated, non-academic conversations with each other. Yes, 4th period, I do catch a lot of what you say ... I'm just not always paying attention or looking your way (especially if I'm helping one of you with your math). ;-) Between student teaching, my time at NTID, teaching part-time last year, and especially teaching full-time for the past four months, my fluency has increased more than I actively realized. It's a good feeling.
The final hurdle to overcome: the increased anxiety I feel when I'm signing with Deaf adults. It's not something I choose to feel. Every Deaf adult I've interacted with has been super-nice and supportive. There's just some kind of subconscious pressure I put on myself to "live up to" some invisible standard.
... and signing in front of the entire faculty? Forget about it. Maybe next year. :-)
Something struck me -- how stressed I was about the language. It's been almost 2 1/2 years since I entered graduate school, feeling like my ASL skills were completely rusty. I remember that first day at orientation, hardly understanding anything and pretty much ready to panic and give up. Two quarters later, I had some confidence back, and was ready for student teaching, but I was still so nervous about understanding (the students) and being understood.
Fast-forward to now ... Sure, I still have moments of, "What on earth are my hands thinking?!" (most often when I don't get enough sleep) and while conversing with students, I have those moments of, "Say what?" But looking back, I have those moments with hearing students, too. Moments when the "math" part of my brain doesn't connect effectively to the "linguistic" part of my brain. Moments when the students make comments so out-of-nowhere that I just can't process it the first time around. Moments when students are mumbling, talking too fast, not speaking up, or otherwise being "teenagers" in their communication.
The nice thing now is that I no longer freak out about whether I can communicate with deaf students. I know I can, and I do. And every week I'm getting better at understanding when they're having animated, non-academic conversations with each other. Yes, 4th period, I do catch a lot of what you say ... I'm just not always paying attention or looking your way (especially if I'm helping one of you with your math). ;-) Between student teaching, my time at NTID, teaching part-time last year, and especially teaching full-time for the past four months, my fluency has increased more than I actively realized. It's a good feeling.
The final hurdle to overcome: the increased anxiety I feel when I'm signing with Deaf adults. It's not something I choose to feel. Every Deaf adult I've interacted with has been super-nice and supportive. There's just some kind of subconscious pressure I put on myself to "live up to" some invisible standard.
... and signing in front of the entire faculty? Forget about it. Maybe next year. :-)
What Kind of Coincidence...?
How weird is this? My "traditional" zodiac sign is Aries (the Ram). My Chinese zodiac is year of the Sheep. And my first name means "a ewe" (female sheep).
Does this mean I should have more of an affinity for wool than I do? Or do I bleat in my sleep?
Does this mean I should have more of an affinity for wool than I do? Or do I bleat in my sleep?
Cross-Language Dilemma
Can someone help me with how to sign "read upside-down" in ASL? It's something I do all the time, and a very handy skill for a teacher to have. You know, most of the time I'm across the desk, facing the student, and since I can read upside-down, the student doesn't have to turn the book around for me to see what they're asking about.
But I'm not perfect at it. Sometimes, when my brain is a little more tired, or the textbook is more complex with technical vocabulary, I have to work a lot harder at understanding from my upside-down perspective. This means I make the occasional mistake, and I try to say something along the lines of, "Oops, wrong me, my fault for trying to read that upside-down."
Every time I say something like that, I feel like I stumble over the "reading upside-down" part. I just haven't figured out the appropriate way to sign that.
Where are my ASL teachers when I need them?
But I'm not perfect at it. Sometimes, when my brain is a little more tired, or the textbook is more complex with technical vocabulary, I have to work a lot harder at understanding from my upside-down perspective. This means I make the occasional mistake, and I try to say something along the lines of, "Oops, wrong me, my fault for trying to read that upside-down."
Every time I say something like that, I feel like I stumble over the "reading upside-down" part. I just haven't figured out the appropriate way to sign that.
Where are my ASL teachers when I need them?
Thursday, December 14, 2006
Too long ... much too long
I've got to get back into the habit of posting stuff...
I'm just about halfway through my first school year here. Things are still going well. My students are great, and I have a lot of fun teaching them. Having five very different classes to teach wears me out a little, but it's also really interesting and keeps me on my toes. Teaching Pre-Calculus gives my brain the kind of exercise it needs to avoid Alzheimer's later in life, I think. ;-)
Funny thing ... People are always saying to me, "It must be so different teaching deaf kids," or, "So how do you teach math to deaf kids? Isn't it hard?" It still floors me every time. It's not that different. Teenagers are teenagers, whether they can hear or not. Just like in any group, there's a lot of variety in personalities, but that just makes it interesting. Since I know the language, teaching them math isn't so different from teaching it in English. True, quite a few students struggle with English ... but I've taught ESL kids and struggling readers before. It's not like I have to re-invent math just to teach it to deaf students.
As with any school, though, things aren't perfect. We're a little off-balance with academics vs. athletics. Anyone who wants to claim I don't support athletics can stop right there! The kids know I come to every home game I can manage, and I totally support them. It's just the sheer volume of time they're taken out of my class, particularly due to sports (although there are other things as well).
Consider that most of my students are behind grade-level, to varying degrees. That means my goal is to help them close the gap. To do that, they have to make over one year's worth of progress in a school year. But how do we do that when in some cases, students will miss my class at least 30 times in the year? Get it?
Fortunately, some dialogue has begun about that, so hopefully we can make some steps to find more balance.
Something else hit me really hard today, though. I had to interpret between a student and some members of his family. That just stinks. Not that I had to interpret -- I'm happy to bridge communication barriers where appropriate -- but that I had to interpret. I can easily see reasons these particular people aren't fluent signers yet, but I hated the realization that I can have much more meaningful conversations with that student than his family can.
Someone needs to use all this high-speed internet, web-cam/video-conferencing technology to set up really high-quality ASL classes for family members of deaf children. Somehow we have to get around the "time" and "money" constraints that seem to get in so many people's way.
Well, just another week, then two blissful weeks at home (and hopefully this time I can force myself to do some lesson planning ... once I get started, I actually enjoy planning different activities and approaches ... it's just the "getting started" part that gets in my way). :-P
Meanwhile, here's another picture of Melanie, the Plucky Ducky in her Halloween costume:
Definitely a cutie! :-D I can't believe she's almost 6 months old already.
Hopefully more to come soon ... if I manage to remember that I have a blog ... and if I get some indication that anyone's actually reading it.... ;-)
I'm just about halfway through my first school year here. Things are still going well. My students are great, and I have a lot of fun teaching them. Having five very different classes to teach wears me out a little, but it's also really interesting and keeps me on my toes. Teaching Pre-Calculus gives my brain the kind of exercise it needs to avoid Alzheimer's later in life, I think. ;-)
Funny thing ... People are always saying to me, "It must be so different teaching deaf kids," or, "So how do you teach math to deaf kids? Isn't it hard?" It still floors me every time. It's not that different. Teenagers are teenagers, whether they can hear or not. Just like in any group, there's a lot of variety in personalities, but that just makes it interesting. Since I know the language, teaching them math isn't so different from teaching it in English. True, quite a few students struggle with English ... but I've taught ESL kids and struggling readers before. It's not like I have to re-invent math just to teach it to deaf students.
As with any school, though, things aren't perfect. We're a little off-balance with academics vs. athletics. Anyone who wants to claim I don't support athletics can stop right there! The kids know I come to every home game I can manage, and I totally support them. It's just the sheer volume of time they're taken out of my class, particularly due to sports (although there are other things as well).
Consider that most of my students are behind grade-level, to varying degrees. That means my goal is to help them close the gap. To do that, they have to make over one year's worth of progress in a school year. But how do we do that when in some cases, students will miss my class at least 30 times in the year? Get it?
Fortunately, some dialogue has begun about that, so hopefully we can make some steps to find more balance.
Something else hit me really hard today, though. I had to interpret between a student and some members of his family. That just stinks. Not that I had to interpret -- I'm happy to bridge communication barriers where appropriate -- but that I had to interpret. I can easily see reasons these particular people aren't fluent signers yet, but I hated the realization that I can have much more meaningful conversations with that student than his family can.
Someone needs to use all this high-speed internet, web-cam/video-conferencing technology to set up really high-quality ASL classes for family members of deaf children. Somehow we have to get around the "time" and "money" constraints that seem to get in so many people's way.
Well, just another week, then two blissful weeks at home (and hopefully this time I can force myself to do some lesson planning ... once I get started, I actually enjoy planning different activities and approaches ... it's just the "getting started" part that gets in my way). :-P
Meanwhile, here's another picture of Melanie, the Plucky Ducky in her Halloween costume:
Definitely a cutie! :-D I can't believe she's almost 6 months old already.
Hopefully more to come soon ... if I manage to remember that I have a blog ... and if I get some indication that anyone's actually reading it.... ;-)
Tuesday, September 12, 2006
Labor Day Weekend
Only time for a quick post. I promised pictures of my niece, and here's the best one ever! (Good job on the photography, K!)
Isn't it funny how it looks like she's wearing a bonnet, but really it's the burp-cloth on my shoulder? :)
Next time I see her she'll be five months old. Insane! (She's just two months here.)
And here's the classic "yawn" shot:
And just because I want to, here's me and Ms. "I Love Ithaca", aka Monica, before I left the Roch-cha-cha. :)
That's all for now, more to come in the next few days, hopefully.
Isn't it funny how it looks like she's wearing a bonnet, but really it's the burp-cloth on my shoulder? :)
Next time I see her she'll be five months old. Insane! (She's just two months here.)
And here's the classic "yawn" shot:
And just because I want to, here's me and Ms. "I Love Ithaca", aka Monica, before I left the Roch-cha-cha. :)
That's all for now, more to come in the next few days, hopefully.
Friday, August 25, 2006
The Guru is Back Online
Okay, it's been a while. With Regent's exams and getting ready to move, June got busy fast, and I just couldn't bear the thought of trying to post anything through the dial-up connection at Mom and Dad's.
But now, here I am in Santa Fe, NM ... this evening is the 3-week mark. I just got the internet up and running a week ago, but have been a little busy for funny things like blogging. ;)
Quick update of what's been going on:
But now, here I am in Santa Fe, NM ... this evening is the 3-week mark. I just got the internet up and running a week ago, but have been a little busy for funny things like blogging. ;)
Quick update of what's been going on:
- My niece, Melanie Rae, arrived on June 26th at almost 4 in the morning (I think I've got that right... if not, I'll edit). That was just after Dad and K arrived to help me with the big pack-up-and-go. Thank goodness I got to spend a month at home... I'll be seeing her when I head home next weekend (briefly), but then I won't see her again until Thanksgiving. She'll be nearly 5 months old then! Since her parents now have a decent internet connection as well, I expect regularly updated photos (ahem...)
- We made the drive from Rochester in two days flat. As Mom said, "Never again!" (And she wasn't even with us!) At least since we were driving west, the time changes were in our favor.
- I made the move to Santa Fe. Not bad, took us ten hours with a U-Haul trailer. We'll see how fast I can do it next weekend with just my little un-loaded-down Corolla. :)
- I started work right away. And I mean right away. I moved into my apartment on a Saturday, and reported to my first orientation meeting the following Monday. But there was at least enough time on Saturday to do some major shopping (I have my own washer and dryer -- heaven!) and get everything into the apartment. Mom and Dad stuck around Monday to finish setting things up while I was at work -- even painting shelves! Thanks, Mom and Dad -- MWAH! (that's a Monica-ism)
- I've been teaching for two weeks now. All my kids are awesome. All have their strengths and weaknesses, as usual, so it'll keep things interesting. I have one student that I swear looks just like my cousin Ethan will when he grows up. I'll have to bring pictures home to show the family.
- Speaking of teaching, I'm covering my biggest range of classes ever -- from basic math (real-life applications) to Pre-Calculus. And considering I've got some sophomores in Geometry who have already taken Algebra 2, there may be a possibility of Calculus two years hence ... if I can talk the principal into letting me teach it instead of sending them to the local high school.
Saturday, June 10, 2006
Graduation Photos, As Promised
Here are some select photos from graduation. The quality suffered a little when I shrank them down, but you get the idea. (Hopefully this won't take too long for my family on dial-up...)
This is the area where the graduates would be sitting. I sat in the middle section, just about straight ahead.
This is the stage before the dean and the other "special people" came in.
This is my home away from home for the past two years, LBJ, Building 60, the National Technical Institute for the Deaf.
Here I am out in front of NTID with my nice little folder which I'll eventually be able to put my degree in.
Since I graduated with a master's degree, I got to wear the fancy hood. Brown and orange are RIT's colors. The sort of aqua color (which you can see better from the front) I *think* refers to my degree being in education ... not sure, though.
My good friend and classmate, Sophie-Shifra Gold, the S-SG.
My professor, thesis mentor, and frequent project collaborator this past year, Dr. Harry Lang ("H-to-the-Lang" ... that one's for you, Monica!) :)
This is the area where the graduates would be sitting. I sat in the middle section, just about straight ahead.
This is the stage before the dean and the other "special people" came in.
This is my home away from home for the past two years, LBJ, Building 60, the National Technical Institute for the Deaf.
Here I am out in front of NTID with my nice little folder which I'll eventually be able to put my degree in.
Since I graduated with a master's degree, I got to wear the fancy hood. Brown and orange are RIT's colors. The sort of aqua color (which you can see better from the front) I *think* refers to my degree being in education ... not sure, though.
My good friend and classmate, Sophie-Shifra Gold, the S-SG.
My professor, thesis mentor, and frequent project collaborator this past year, Dr. Harry Lang ("H-to-the-Lang" ... that one's for you, Monica!) :)
Catching Up Now That I'm Caught Up
- Got A's in my last two courses at NTID.
- Graduated on May 26th with my Master's degree. Photos will be forthcoming.
- Entertained Mom and Dad here in Rochester for a week during graduation. Visited the Eastman House and some sites in Palmyra. Saw a couple movies. Exposed Mom and Dad to a Deaf environment for the first time. :)
- Survived my 10-minute presentation for my capstone project. Decided to wear earplugs, sign voice-off, and make the interpreter voice for me. Received compliments from the interpreter about my signing (!) Link to video of presentation *may* be available soon.
- Caught a cold. Got over it.
- FINISHED MY THESIS! Finally feel graduated.
- Finished all work at school that I actually have to prep for ... nothing but proctoring Regents exams and cleaning out my classroom from here.
- Spotted Allison Holker on So You Think You Can Dance -- I taught her algebra when she was in 8th grade, my very first year of teaching ... Go, Ally!
- Now: Contemplating the packing and cleaning I need to do in the next two weeks ... plus the work I need to get done in the office my last few days of work
Saturday, May 13, 2006
Taking Pride in the Small Things
I just unclogged a toilet for the very first time all by myself.
I looked on the internet for advice/techniques before tackling it. Some of the horror stories got me pretty nervous -- especially since I had nightmares when I was little about overflowing toilets flooding and destroying the house. (I don't even want to know what a dream analyst would claim that means.) But when I finally tried, it took less than two minutes, no problem.
Go, me.
I guess this means if there's any toilet cloggage when I'm home in July, I can't make Kerstin deal with it.
Now I can go to bed.
I looked on the internet for advice/techniques before tackling it. Some of the horror stories got me pretty nervous -- especially since I had nightmares when I was little about overflowing toilets flooding and destroying the house. (I don't even want to know what a dream analyst would claim that means.) But when I finally tried, it took less than two minutes, no problem.
Go, me.
I guess this means if there's any toilet cloggage when I'm home in July, I can't make Kerstin deal with it.
Now I can go to bed.
Sunday, April 30, 2006
26 Days to Graduation!
Yes, less than a month to go in the MSSE program, and still a lot to do. Most especially finishing my Master's Project (need to send an email to nag the people who are supposed to be evaluating and giving me feedback...)
Anyway, if anyone's feeling generous and wants to help me set up life in Santa Fe, you can check out my Wishlist at Target.com. :-)
Anyway, if anyone's feeling generous and wants to help me set up life in Santa Fe, you can check out my Wishlist at Target.com. :-)
Friday, April 28, 2006
Finally Legal!
No, not me -- my car. Finally got it registered. Kind of seems silly to get New York plates two months before I leave the state, but it was that or risk getting busted by another state's highway patrol on the cross-country journey. (If New York cops didn't spot it in eight months -- even when one was right behind me -- I don't think they were ever going to.)
So, I have now rechristened "Velma" (from Utah plate containing VEL) as "Death Wish" (NY plate containing DNR -- get it?)
Death Wish doesn't actually have a death wish, though. She's really feeling much better, now that she's had an oil change and her tires rotated. They even put her through the wash at no additional charge.
Meanwhile, things are moving along. Less than a month before I graduate. Really only about a month and a half of teaching left -- after June 13th, there are no high school classes, just Regents Exams. Some projects and papers to worry about, but I'm getting there.
In some ways, I'm ready to just be done and headed home, but like I keep saying, it'd be even nicer if I could take some of the people here with me.
So, I have now rechristened "Velma" (from Utah plate containing VEL) as "Death Wish" (NY plate containing DNR -- get it?)
Death Wish doesn't actually have a death wish, though. She's really feeling much better, now that she's had an oil change and her tires rotated. They even put her through the wash at no additional charge.
Meanwhile, things are moving along. Less than a month before I graduate. Really only about a month and a half of teaching left -- after June 13th, there are no high school classes, just Regents Exams. Some projects and papers to worry about, but I'm getting there.
In some ways, I'm ready to just be done and headed home, but like I keep saying, it'd be even nicer if I could take some of the people here with me.
Thursday, April 20, 2006
Just Keeps Getting Better...
New Mexico, baby!!!
That's right -- NMSD called yesterday and offered me a job. Probably high school math, but maybe middle school (the director of instruction said she was pretty sure it'd be high school, but either way's okay by me).
So ... Why This Is Looking So Good:
Now I just have to worry about things like picking an apartment... :-P
That's right -- NMSD called yesterday and offered me a job. Probably high school math, but maybe middle school (the director of instruction said she was pretty sure it'd be high school, but either way's okay by me).
So ... Why This Is Looking So Good:
- Santa Fe climate -- July: 86/54 January: 43/15 Average Days of Sunshine: 300 All-Time Highest Temp: 99 degrees
- NMSD is home to CAEBER: Center for ASL/Bilingual Education and Research -- I get paid a stipend to learn things that'll make me a better teacher for deaf kids
- NMSD has oodles of technology (SMARTboards, graphing calculators...)
- New Mexico state math standards are highly correlated to the NCTM Standards (I've already started looking them over)
- I'll get paid a few (or several) thousand dollars more than I would here or in Utah
- If I move up to Level III-A, my minimum salary moves up to $50,000 (zowie!) and I'm already part-way there by getting a Master's degree
- Rent (and general cost of living) is less than Rochester and only slightly higher than Utah
- Drive time from Santa Fe to Orem: 12 hours (that's by-the-book, mind you, assuming an average of 49 mph) -- this means Thanksgiving at home for the first time in three years!
- Having a school year more like Utah's -- no more going til the end of June
Now I just have to worry about things like picking an apartment... :-P
Wednesday, April 12, 2006
If All Else Fails ...
... there's a math opening at Canyon View.
Hmm...
Actually, there are a lot of math openings in Alpine that just came up in the last day or two. It always annoys me how many say things like, "Coaching ability preferred." What is it about math teaching and coaching that people think ought to go together? At least some of them say, "Coaching or willingness to supervise extracurricular activities." I understand them wanting someone willing to pitch in on extra things like clubs or whatever.
Well, the CVJH posting is open until the 25th of this month. Hopefully I'll know where I stand with NM and JMA before then, so I can hold that as an option.
(There's not a doubt in my mind that Amelia would hire me back in a second. But unless I get them to start up an ASL club or something, it's two years of Deaf Ed training for nothing...)
Hmm...
Actually, there are a lot of math openings in Alpine that just came up in the last day or two. It always annoys me how many say things like, "Coaching ability preferred." What is it about math teaching and coaching that people think ought to go together? At least some of them say, "Coaching or willingness to supervise extracurricular activities." I understand them wanting someone willing to pitch in on extra things like clubs or whatever.
Well, the CVJH posting is open until the 25th of this month. Hopefully I'll know where I stand with NM and JMA before then, so I can hold that as an option.
(There's not a doubt in my mind that Amelia would hire me back in a second. But unless I get them to start up an ASL club or something, it's two years of Deaf Ed training for nothing...)
Tuesday, April 11, 2006
What I Know ... So Far
- Yesterday, NM called me to get GB's contact info. They were calling him this morning, just as I came into the office. He told them if he were in their position, he'd hire me in a flash ... and he told me that his gut feeling was that it was looking good.
- NM called JAM (one of my fabulous personal references) who told them, in essence, they'd be crazy not to hire me.
- NM called Mike (another of my fabulous personal references) who reportedly gave me a glowing recommendation.
- Fremont sent me the written portion of their interview, and my first reaction was to roll my eyes.
The more I compare my gut reactions for these two schools, the better I feel about NM.
Meanwhile, I think JMA had state exams last week, so I get the feeling they're not fully into "recruitment mode" just yet. I'll have to pester the administrator again just to make sure they actually received my written interview.
Thursday, April 06, 2006
Return of the Ace Interviewee
I had my New Mexico interview this morning, and WOW, did that feel better! Somehow, the questions just felt more relevant and answerable. In short, it didn't feel like some kind of oral exam.
Also, something I realized that bothered me about the Fremont interview -- considering I had to send a big packet to them with an application, resume, letters of recommendation, and transcripts, I didn't get the feeling from the interviewers that they came into the meeting knowing anything about me.
New Mexico, on the other hand, had copies of my application and resume in their hands. So there were expected forms of questions, "We noticed such-and-such on your application..." then ask a question to follow-up or go deeper about something.
It felt good. It felt like all the other job interviews I've ever been on (besides Fremont) ... which have always resulted in job offers.
Here's hoping my SCPI earlier this morning went as well. (Also felt good, but so hard for me to tell...)
Also, something I realized that bothered me about the Fremont interview -- considering I had to send a big packet to them with an application, resume, letters of recommendation, and transcripts, I didn't get the feeling from the interviewers that they came into the meeting knowing anything about me.
New Mexico, on the other hand, had copies of my application and resume in their hands. So there were expected forms of questions, "We noticed such-and-such on your application..." then ask a question to follow-up or go deeper about something.
It felt good. It felt like all the other job interviews I've ever been on (besides Fremont) ... which have always resulted in job offers.
Here's hoping my SCPI earlier this morning went as well. (Also felt good, but so hard for me to tell...)
Friday, March 31, 2006
2 Down, 1 to Go
Well, I've gotten the Fremont interview out of the way, and I sent my interview-by-email back to JMA last night.
The Fremont intervew ... I honestly have no idea how it went. They had all these on-the-spot questions of, "Give me three ways you would teach this... give me four examples of this ..." All stuff I could have thought of great answers for, given a little time. (I came up with answers, incidentally, but it took me a little time, and they probably weren't the best examples I could have given.)
And really, is the mark of a good teacher the ability to rattle off answers off the top of your head? Yes, teacher's should be able to think on-the-spot, particularly so they can take advantage of "teachable moments," but great teachers put a lot of thought and effort into their lesson plans.
Like I said, though, I have no idea what they thought of my answers ... or my signing for that matter. Being nervous and being on-camera (videophone) probably didn't do me any favors, but they certainly seemed to understand everything I said.
The nice thing: Fremont isn't really my absolute #1 choice, so I can consider this a warm-up to next week's interview with New Mexico (which is my top choice). Besides, I've heard that Fremont is the toughest in interviews, so it can only get better from here.
The Fremont intervew ... I honestly have no idea how it went. They had all these on-the-spot questions of, "Give me three ways you would teach this... give me four examples of this ..." All stuff I could have thought of great answers for, given a little time. (I came up with answers, incidentally, but it took me a little time, and they probably weren't the best examples I could have given.)
And really, is the mark of a good teacher the ability to rattle off answers off the top of your head? Yes, teacher's should be able to think on-the-spot, particularly so they can take advantage of "teachable moments," but great teachers put a lot of thought and effort into their lesson plans.
Like I said, though, I have no idea what they thought of my answers ... or my signing for that matter. Being nervous and being on-camera (videophone) probably didn't do me any favors, but they certainly seemed to understand everything I said.
The nice thing: Fremont isn't really my absolute #1 choice, so I can consider this a warm-up to next week's interview with New Mexico (which is my top choice). Besides, I've heard that Fremont is the toughest in interviews, so it can only get better from here.
Monday, March 27, 2006
Interview #0??
Um, okay, so my numbering system is off now.
Finally got the email from the Jean Massieu Academy in Arlington, TX. They sent me a form they use for out-of-state interviewees. So I've filled out most of it and will finish it up tomorrow (grabbing a little advice and feedback from my MSSE friends, no doubt). Then I'll email it back, so I guess you could count it as my first interview.
My least favorite question: If you could use one word to describe yourself, what would it be?
Still don't have an answer down for that one. Any ideas?
Finally got the email from the Jean Massieu Academy in Arlington, TX. They sent me a form they use for out-of-state interviewees. So I've filled out most of it and will finish it up tomorrow (grabbing a little advice and feedback from my MSSE friends, no doubt). Then I'll email it back, so I guess you could count it as my first interview.
My least favorite question: If you could use one word to describe yourself, what would it be?
Still don't have an answer down for that one. Any ideas?
Math Games and Puzzles
Some cool sites I found while trying to find stuff for my Consumer Math class to do:
Learn4Good
Brain Bashers
Puzzle Monster
(Trying to see how many more things I can get Mom addicted to...)
Learn4Good
Brain Bashers
Puzzle Monster
(Trying to see how many more things I can get Mom addicted to...)
Four Days to Interview #1!
Me, nervous? Never! ;)
Naturally, I'm coping with the stress by laying in bed at night thinking of different things they might ask and how I could respond to each (with the best possible use of ASL, of course). Sounds healthy, right?
Meanwhile, my students show an amazing ability to miss class when it's least convenient. I had four out of six in Consumer Math (one of the missing students will be able to catch on to the new project just fine, but it would have been nice to have that student for the discussion portion today). In Math A, only one out of four for the chapter test. Two were planned (on vacation during school... arg), but the other is absent for an unknown reason.
On the plate for this week:
TUESDAY: Work at department office (finish organizing alumni files), go to ASL class, go to Secondary Disabilities class. Home around 7:00.
WEDNESDAY: Teaching at RSD. Getting lots of students caught up, judging by today. Giving some make-up tests during advisement?
THURSDAY: Work at department office, test videophone for interview Friday, skip ASL class to meet with accreditation visitors, go to Political/Legal Environments. Home around 7:00 or 8:00.
FRIDAY: RSD for prep time -- thank goodness, because I'll spend most of it stressing about the interview. Rush down to NTID for interview by videophone at 3:45 pm. Home afterwards (whenever that is).
Does that sound like enough? I feel like I'm forgetting something...
Naturally, I'm coping with the stress by laying in bed at night thinking of different things they might ask and how I could respond to each (with the best possible use of ASL, of course). Sounds healthy, right?
Meanwhile, my students show an amazing ability to miss class when it's least convenient. I had four out of six in Consumer Math (one of the missing students will be able to catch on to the new project just fine, but it would have been nice to have that student for the discussion portion today). In Math A, only one out of four for the chapter test. Two were planned (on vacation during school... arg), but the other is absent for an unknown reason.
On the plate for this week:
TUESDAY: Work at department office (finish organizing alumni files), go to ASL class, go to Secondary Disabilities class. Home around 7:00.
WEDNESDAY: Teaching at RSD. Getting lots of students caught up, judging by today. Giving some make-up tests during advisement?
THURSDAY: Work at department office, test videophone for interview Friday, skip ASL class to meet with accreditation visitors, go to Political/Legal Environments. Home around 7:00 or 8:00.
FRIDAY: RSD for prep time -- thank goodness, because I'll spend most of it stressing about the interview. Rush down to NTID for interview by videophone at 3:45 pm. Home afterwards (whenever that is).
Does that sound like enough? I feel like I'm forgetting something...
Tuesday, March 21, 2006
Can you see me dancing?
Guess who's got an interview with the New Mexico School for the Deaf!
Another videoconference interview, set for April 6th. (Something kinda karmic about that date, don't ya think?)
I wonder if this has anything to do with the email I sent last night, explaining how I hoped the fact that I got "Intermediate" on my first take of the SCPI (Sign Communication Proficiency Interview) wasn't making them think I couldn't cut it.
My next goal: To finally get serious about dropping this darn "mouthing English" habit I've picked up here in Rochester. (My ASL teachers at BYU would be in such pain right now...)
For my next try at the SCPI, I'm definitely ready to ramble.
Another videoconference interview, set for April 6th. (Something kinda karmic about that date, don't ya think?)
I wonder if this has anything to do with the email I sent last night, explaining how I hoped the fact that I got "Intermediate" on my first take of the SCPI (Sign Communication Proficiency Interview) wasn't making them think I couldn't cut it.
My next goal: To finally get serious about dropping this darn "mouthing English" habit I've picked up here in Rochester. (My ASL teachers at BYU would be in such pain right now...)
For my next try at the SCPI, I'm definitely ready to ramble.
Saturday, March 18, 2006
Back to Alpine?
There's a math opening (Level 4 -- does that mean I would teach above Algebra 1?) at Lakeridge. I've applied, and also emailed the contact person to see what the details of the position are -- specifically, what are the chances that I'd have at least ONE deaf kid in my classroom at some point during the day?
That's three balls in the air for now (a public junior high, a school for the deaf, and a charter school). . . waiting to see if New Mexico makes it four . . .
That's three balls in the air for now (a public junior high, a school for the deaf, and a charter school). . . waiting to see if New Mexico makes it four . . .
Yes, I work in the ghetto
Check out this faculty email from the superintendant at RSD:
(FYI, Denton Hall is the Early Childhood Center's building -- kindergarten and younger.)
I want to let you know about an accident that occurred on the RSD campus around 5:30 a.m. this morning. A car crashed into Denton Hall, leaving a big hole in the building and damaging one classroom. Fortunately no one was hurt.How drunk was that driver? I mean, sober people don't crash through metal fences into buildings, do they?
A structural engineer came in this afternoon and recommended that we close the room above the damaged classroom as well. He also determined that the rest of Denton Hall is safe. Based on that report, we will move Angela Burrows and Mary Jo Birecree's classes to other rooms in Denton Hall and have the building ready for school on Monday morning.
In addition, about 50 feet of the new fence along St. Paul Street in front of Lyon Hall parking lot was destroyed. Temporary fencing has been installed.
If you have any questions or concerns please let me know.
Thank you very much.
Harold
(FYI, Denton Hall is the Early Childhood Center's building -- kindergarten and younger.)
Sunday, March 12, 2006
Time Flies...
Okay, so a lot of time has passed with me saying nothing on the blog front. So let's see if I can quickly cover what's keeping me busy...
Like I said in my last post, I got a job teaching two high school math classes at the Rochester School for the Deaf, where I student taught last spring. That's been going really well. One class is Consumer Math -- that's been tricky, because there's no set curriculum. Basically, it's just "teach them stuff they'll use in their lives after high school." So we've learned about a lot of financial stuff -- checking and savings accounts, taxes, etc.
The other class is integrated algebra, geometry, data and statistics -- the second half of what I student taught a year ago. That's also going well, except it's also tricky, because they have to take the state exam in June, and we have way too much still to cover before then.
My 16 credits in fall quarter were handled just fine, even with the teaching gig. (Another 4.0 quarter -- woo-hoo!) Winter's been a little slower, in some ways, with no actual courses, but I've been working at the department office again on my non-teaching days. Our program has accreditation happening this year, with the site visit happening at the end of this month, so that's actually been pretty busy.
I've also been continuing to work on the workshop PowerPoints I started with my professor last summer -- we're just trying to finish up getting the video clips we need now, and hopefully they'll be online soon. My master's project is also nearly finished. Actually, the project itself is finished -- we're now waiting for the "OK" to get it out to evaluators for some feedback.
More recently, things have been getting interesting at RSD. Some parents set up a blog for people to air complaints about RSD, and drama ensued. We're even getting cross-traffic with some pushes for reform at a Michigan blog. There are a variety of issues, some exclusive to RSD (student safety, access to administration and board) while others have broader implications for deaf education as a whole (especially bilingual education).
This reminds me of the Math Wars back home ... I think there must be a little bit of activist in me, so I'm keeping my ear to the ground. But I don't feel like I ought to get too deeply involved, since the odds are high that I won't be in Rochester after this year. (Videophone interview with Fremont on the 31st, emailing with JMA, and still hoping for a chance at NMSD.)
With so much going on, I'm going to try and keep the blog updated again. Anyone posting comments will notice I've enabled the word verification option -- this is to eliminate the "comment spam" I've been getting.
That's all for now -- here's hoping I get through tomorrow. (I'm helping proctor state math exams in the middle school while a sub covers one or both of my classes ... should be fun.)
Like I said in my last post, I got a job teaching two high school math classes at the Rochester School for the Deaf, where I student taught last spring. That's been going really well. One class is Consumer Math -- that's been tricky, because there's no set curriculum. Basically, it's just "teach them stuff they'll use in their lives after high school." So we've learned about a lot of financial stuff -- checking and savings accounts, taxes, etc.
The other class is integrated algebra, geometry, data and statistics -- the second half of what I student taught a year ago. That's also going well, except it's also tricky, because they have to take the state exam in June, and we have way too much still to cover before then.
My 16 credits in fall quarter were handled just fine, even with the teaching gig. (Another 4.0 quarter -- woo-hoo!) Winter's been a little slower, in some ways, with no actual courses, but I've been working at the department office again on my non-teaching days. Our program has accreditation happening this year, with the site visit happening at the end of this month, so that's actually been pretty busy.
I've also been continuing to work on the workshop PowerPoints I started with my professor last summer -- we're just trying to finish up getting the video clips we need now, and hopefully they'll be online soon. My master's project is also nearly finished. Actually, the project itself is finished -- we're now waiting for the "OK" to get it out to evaluators for some feedback.
More recently, things have been getting interesting at RSD. Some parents set up a blog for people to air complaints about RSD, and drama ensued. We're even getting cross-traffic with some pushes for reform at a Michigan blog. There are a variety of issues, some exclusive to RSD (student safety, access to administration and board) while others have broader implications for deaf education as a whole (especially bilingual education).
This reminds me of the Math Wars back home ... I think there must be a little bit of activist in me, so I'm keeping my ear to the ground. But I don't feel like I ought to get too deeply involved, since the odds are high that I won't be in Rochester after this year. (Videophone interview with Fremont on the 31st, emailing with JMA, and still hoping for a chance at NMSD.)
With so much going on, I'm going to try and keep the blog updated again. Anyone posting comments will notice I've enabled the word verification option -- this is to eliminate the "comment spam" I've been getting.
That's all for now -- here's hoping I get through tomorrow. (I'm helping proctor state math exams in the middle school while a sub covers one or both of my classes ... should be fun.)
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