What I’m learning about college

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What I’m learning about college

Some of you know I have a daughter in her first year of college. The Kid attends Santa Barbara City College. She had a 1310 on the SAT, scores of 4 on her AP Lit and APES tests, and a 3.5 (ish) GPA in high school. But, she really wanted to go to UCSB and didn’t get in, so this was her solution.

Since I’m always thinking about what my students are going to encounter in the next stage, I’ve been fascinated by what she is (and isn’t) seeing.

First of all, The Kid has teachers who absolutely forbid any electronic devices to be in class/ lecture. If they see devices, students are asked to leave class and receive no credit for any of the day’s activities, including quizzes or tests. Originally, she had thought that she would be bringing her laptop to school every day, but after the first week, she has not brought it once. So, what does this mean for my own students? Maybe nothing. Maybe she goes to the only school in America where they still take notes by hand. But, if there are a couple of other backward places like Santa Barbara City College where my students might go, I think I should be encouraging both new-fangled and old-school styles of approaching and managing note-taking (and their lives).

Secondly, she is currently taking a philosophy course that is challenging in both content and pace. They have had seven lectures so far this semester, and the following is half of the study guide for the midterm that she just took exactly one month in.

Explain Plato’s Allegory of the Cave and how it relates to epistemology. You have to understand what epistemology is as well as know the allegory of the cave. Relate the story of the cave to how we might perceive reality today. Use political, historical, or religious examples regarding the treatment of the escaped prisoner. Why did he return and why was he treated as he was?

  1. Why does Plato posit a world of Forms? In your answer, describe his Dualism and how such a theory helps explain how we can have certain knowledge. Explain how he distinguishes between appearance and reality.
  2. What was the form of skepticism employed by Descartes and what was his purpose in using such skepticism? What fundamental truth did Descartes arrive at through this reasoning and how did he defend his conclusion? Be sure to include all of the steps he made to get to his indubitable truth.
  3. Explain the analogy of the Brain in a Vat or the Matrix movies to Descartes’ method of doubting. If you knew there was a virtual and a “real” reality, how would you convince others?
  4. Explain fully Locke’s distinction between primary and secondary qualities. In your answer, include a discussion of Locke’s Representative or Indirect Realism and explain how it differs from Direct Realism. Also address the problems Locke’s indirect reasoning could lead to. Include the Magritte painting in this last part.
  5. How does Berkely critique Locke’s primary/ secondary distinction? Briefly explain his form of Idealism in response to Locke’s Indirect Realism.
  6. What is the Whorf-Sapir Hypothesis concerning language and epistemology? Use examples from Begley’s article and especially Scott’s paper on Rosario Castellanos feminist critique of the dominant language.
  7. Explain Pinker’s argument against the Whorf Hypothesis. What is Pinker’s theory? Do you believe that thought is dependent upon words? In other words, do you agree with Whorf or Pinker? Explain and defend your answer.
  8. I am thinking of my U.S. History students, who read about something in their textbook, and then I reference it in class, usually involving slides, and then they might watch a video about it or they might analyze some primary documents related to it. I try out all of these ways to make the material approachable and memorable. I think I’m teaching for content depth, but if college is looking for ability to learn and process material for breadth, I’m not sure I’m getting them ready.

Just Ok Is Not Ok

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You may have seen the television ads from AT&T that use the slogan that “just ok isn’t ok”. There is the one about the tax professional, another about a doctor. It was strange that I couldn’t figure out why these ads bothered me. Then I realized why. Simply put, I used to think that saying I just ok was a sign of being less egotistical and being modest about my profession. Now, I can’t stand to say that I am “Just ok”.

Let me say right off the bat, I do not think that all of my students love me. I’ve had complains about teaching too much, giving tests in religion, having them write essays in religion (I know, the nerve) and not just handing them an A because Jesus loves them. That being said, I believe I do a great job of helping them make connections to the faith they are being taught, and connecting that to a variety of areas in their lives and the world.

Sometimes I wish it would be as easy as teaching them how to solve an equation and always get the correct answer. Instead we have myriads of history and theology (as well as a slew of other subject areas) that brings them to more questions than when they began. Let me give you an example in the last unit that I taught.

We looked at the persecutions (sometimes the lack there of) to the early Church in the first four centuries. While looking at the impact on those persecutions, we had to give attention to Christian theological developments in the early Church and writings that preached the truth about Jesus and the Church, and ones that didn’t. The funny thing is, one of the biggest observations from the students is that they had never heard of some of the writings in the early Church. I admit that in elementary school these would have caused confusion with the students. Now with the intellectual maturity that they possess, they are faced with examining the text for themselves and understanding the writings role in history and why they were eradicated from history. The students now have a greater understanding of what happened, but also see that people have been confused about God for centuries.

Teaching hurts my heard. Being able to wrestle with challenging issues myself and then translate that into student friendly language while still holding theological integrity… ouch. But a sore head and being proud of being a good teacher, a least to me, is better than just being ok.

My Christian Living Class Couldn’t Articulate What The Ideal Christian Community Should Look Like

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So to set the scene. We just looked at the first four centuries of the early Church and have now fast forwarded a thousand years to the Protestant Reformation. The student see Martin Luther look towards Rome with a gleeful feeling of anticipation. Anticipation of seeing the holiest place on Earth. What was he thinking.

I’ll tell you. A lot more than all four of my Sophomore classes. Sorry for throwing shade at my beloved Sophomores who I adore. My students couldn’t envision what the ultimate Christian community should look like. Why in blazes not???

I have a few thoughts and hopefully none of them are correct.

Is it because what they’ve been taught for years in Catholic education (in schools at home and in the parish) has shown them that there is no such thing as the ultimate Christian community. If you’re thinking along the lines of God’s Kingdom on Earth, yes we are talking about the same thing. Have we perhaps separated the Saints from reality so that we don’t see what we can and should all become?

How about this. Are we modeling a Christian community and that’s the best they think it can be? We have a school of grades that judge, bells that demand that we sit in a certain location for a specific time, friend groups that teach exclusion far more than inclusion, and a belief that everyone’s truth is correct and so act the way you want unless you’re breaking serve rule.

Is it possible that our version of God and Jesus isn’t relatable and so they can’t fuse faith with their lives?

I Hate Reading!

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I hate reading. 


Just kidding, I love reading, but many of my students do not. Boo.

I ask my students why they dislike reading and they say: 

  • “It’s boring.”
  • “I’m not interested in the material.”
  • “It takes too long.”
  • “I don’t understand.”
  • “I don’t care.”
Many students don’t enjoy reading in English, let alone in another language. I’ll be honest, I have avoided assigning many reading activities for fear of “wasting time” and for lack of student engagement. The reading assignments I do give are usually for homework, on something that isn’t particularly exciting for adolescents (holler, Aztec Empire!). I threaten with a reading “quiz” the next day, and what do you know? Most kids don’t do well on the reading quiz! Why? 
1. They didn’t read 
2. There aren’t any Sparknotes on that particular text on the Aztec Empire. (shocking, am I right?)

Studies show that to acquire a language more effectively, students must constantly be reading at a level that is appropriate for them, and they should be reading texts that are interesting to them. What do you mean Gabriel Garcia Marquez and Magical Realism do not satisfy these criteria? I struggle internally because if I assign “Independent reading” I see many students staring blankly at a page and all of a sudden everyone has to go to the bathroom, and now I’ve wasted 10 minutes of valuable classroom time, and my students are bored and resentful. So I avoid it. But the studies! And now I have the “teacher guilties”…

Recently I attended a workshop by Mike Peto on Comprehensible Input in the language classroom. He HIGHLY emphasized independent reading for students to acquire language. He also insisted that students must be reading books that are appealing to them. This means, students can pick and choose their topic of interest and level (as long as it’s in Spanish, in this case). This also reaquires a well-developed language book library that has been cultivated over the years, and I don’t have one. Sad. 🙁

I also recently attended a webinar by Bryan Kandel titled “Succeeding with Novels in the Language Classroom”.

In his webinar, Bryan emphasized the importance of reading to gain language input. The task is to make reading ENJOYABLE for students by using compelling texts. “Compelling texts contain the following:


  • humor
  • relevance
  • unexpected, incredible details
  • debate”.
If a text contains these elements, students will enjoy reading. Yeah…Okay. 

In this webinar there were several techniques and strategies for a teacher to use to engage students in reading and coaxing them to enjoy reading. One strategy really stuck out for me: 

SCREENCAST A READING OUTLOUD. This screencast is from a mini novel titled “¿Dónde Está Eduardo? by Blaine Ray:



I am not sure if this will work for English teachers, but for language teachers, I find it to be really great. The students can listen and read along, and also use the images, or even film excerpts to associate with the text being read. This provides them with a mental image for what is being described, and they will better associate the vocabulary with the text. They can also hear how the words are supposed to be pronounced, not just how it sounds in their own heads. They can listen to intonation and emotion when the text is being read aloud, which will facilitate reading. Overall this might just be some progress for enjoying reading more in Spanish. 

Having Fun in Pre-Calculus

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Pre Calc Fun
When looking back on my educational journey the most memorable learning moments were when there were hands on activities or an activity that involved community building. When thinking about pre calculus fun may not be the first word that comes to mind. Having activities instead of lectures does not seem usual for math class. I always questioned how I would incorporate hands on, or fun activities for my students in math class that were still educational. 

Around finals time I noticed the students feeling really stressed and just wanting extra time to study and get more help in preparation for the final. One thing I enjoyed in college was getting together with classmates and bonding over food and drinks while we studied the night away together. I wanted to provide extra time for my students where they could receive extra help on the review guide with peers and the teacher. We came together after school before our final day over hot cocoa and pre-calc. The girls were working all around the room with their peers as I walked around to offer extra assistance. It was such a success because the girls enjoyed coming to review while drinking hot chocolate and building a community together getting ready for the upcoming final. Cocoa and cram is something I will continue to do for upcoming finals. 

I have found that when you give your students the opportunity to be the “teacher” they absolutely love it. Students also like to use technology and be creative with the assignment at task. I wanted to make use of flipgrid where my students can use this platform as a study tool. From the review packet I assigned each student a problem. They had to post a flipgrid of them doing the problem and explaining the steps. Now when students are doing their review packet and are stuck on a problem they could go to flipgrid and find that exact problem with a student explanation. The girls loved playing teacher and having this resource. I would look over the room and see math around the walls with smiles and laughter on the girls faces. Many girls mentioned how useful it was to have this resource when studying the night before the test. 

Having an activity where students can have hands on materials and make a fun experience out of it will create a better connection with the material. Having a good experience will allow the students to have a better memory of what they did. In class I wanted to create a fun activity that was also educational. I came up with trig wars. I had flash cards with different problems they would need to solve. The girls would pair up and challenge each other. Through the period everyone was continuously playing and even if they did not know the material well it was a great opportunity to have the girls practice and work with other students. At the beginning I presented a prize for the student who makes it all the way to the top. This got them very excited and competitive where they wanted to participate and do well. You would see the girls cheering each other on and get very into the game. It was a game disguised with learning and it was a success. 

Sometimes it takes thinking outside the box to create memorable activities for the students to enjoy. Just these few activities made the girls excited about learning math and being engaged. I felt sneaky because the girls had fun but they were really learning. I am going to continue to create and use these activities so I can make my students math education more exciting and memorable. 

A Call for More Community Reading

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One of my most important
responsibilities as an English teacher is to create conditions for books to be
read in community. Whether it’s whole class books, online book clubs, or just
the constant conversations about what my students are reading, my hope is that
these regular discussions will lead to a deeper understanding and a more
fulfilling experience. My students often report that they enjoy listening to
what their classmates have to say about books, that hearing others’ viewpoints
allows them to see things they do not notice when they read by themselves.
Sometimes I find myself wishing I had
more opportunities to read books in community like my students do. As an adult
with limited book club experience and very minimal social media presence (does Strava
count?), most of the interactions I have with others to discuss my own reading
seem brief and superficial. I sometimes worry that my own lack of reading
community might limit the potential impact of the books that I read. With
nobody to challenge my thinking or reinforce ideas, it’s hard to tell how much
of what I read just washes over me before slinking away.
I currently have 14 books sitting on
the desk in my home office. They sit in three different stacks and are loosely
organized in a sort of hierarchy, the top ones placed there to get my attention
first. About half of these are books that I have already finished, but I just
don’t feel ready to place on a bookshelf yet. I keep hoping some opportunity
comes up to share the experience with others before I get sick of the clutter
and find them a new home, somewhere out of my way.
Two of those books, Drive and Mindset, are books that I read earlier this school year, and can’t
quite let go. While reading each of these books, I found myself peppering some
of the ideas into my conversations with colleagues, but it’s hard to have a
substantive conversation about a book with someone who has either not read it,
or read it years ago. So before I cram them onto a bookshelf, I’m going to use
this blog to share a few of my key takeaways from these books, and invite
anyone who has read, or wants to read either of these books, to continue the
conversation.
When school started this past August,
I was talking to Tiz about intrinsic motivation, and she loaned me Daniel
Pink’s Drive. I found this book
fascinating and relevant, especially the overwhelming evidence that humans are
intrinsically motivated by nature, and that many of our most deeply embedded
societal institutions (work, education) have been largely designed under the
assumption that humans are motivated by extrinsic forces (money, grades). One
of the core principles that has stuck with me is the idea that all workers (and
students), desire autonomy, mastery and purpose in their work above everything
else, including money. Of course, it is necessary to make enough money to
satisfy basic needs, but research shows that the desire for more is not a
strong motivating factor, and does not produce better workers (or students).
When I finished Drive, I decided it was finally time to read Mindset by Carol Dweck. I devoured this book, half of it on a
flight back from London at the end of Thanksgiving break. Of course, all of us
are familiar with the term “growth mindset”, but I believe that this term has
been transformed and reinterpreted (sometimes falsely) over the years. My
greatest takeaway from this book was as a parent and little league coach to my
two sons. Lesley and I have recently begun talking about having my older son
Lucas try out for travel ball teams, and I have been making more time to
practice with both of my boys during the offseason. On every car ride to the
batting cages or to the field, I have been working the idea into our
conversations that we practice to get better, and that the very best baseball
players are not the most naturally talented ones, but the ones that work the
hardest. I also enjoyed the section of the book on relationships, as it
reminded me that growth is possible in so many dimensions of life. I know that
some of our students are sick of hearing the term “growth mindset”, and
interestingly see it as some sort of fixed mindset that they do not possess. So
while I show restraint in using that term, I do emphasize that you only get
better at writing by practicing writing, because it takes resilience and hard
work to get better at anything.
I am currently reading Make it Stick by Brown, Roediger and
McDaniel. The authors are cognitive psychiatrists who have done extensive
research on what methods of learning are actually most effective. Not surprisingly,
they identify that students and teachers often place too much emphasis on
memorization, which has limited benefits to deep, long-term learning. They also
make a case for frequent testing, and their research shows that being tested
after reading something is much more effective than rereading or reviewing
notes.
I would love for our faculty to figure
out ways to better coordinate our reading and build more reading communities. I’ve
heard great things about the Dare to Lead
book club, and maybe we can start other books club opportunities. I also think
it would be valuable if we had some repository (like a Goodreads-type platform)
where we could archive our individual responses to books and make
recommendations. We could also use Schoology discussion groups to hold online
book clubs, which is one of my favorite classroom tools.
I have always believed that reading
impacts us as human beings deeply, and that what we read shapes our lives in
ways that are not easily identified. While I still believe this to be true, the
reading that we do to improve our teaching practices should be shared, and it
is important that our own learning is happening in community. If anyone has any
interest or ideas about how we can continue sharing our reading experiences,
feel free to reach out to me – this is something I’d love to work on.

Carondelet: The Future Footprint

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For those who do not know, my degree is in planning, public policy and management. A few months ago when Bonnie commented that the next construction project could be to build a new gym, it got my wheels turning. In my mind this is a good idea, and desperately needed, but construction wise there may need to be a few steps before this comes to fruition.  

*As a caveat, I am using information that has been told to the staff for this vision. Obviously, there could be information that I am not privy too, and there are a few items missing from the list. This is a general overview.

This is the way I see the order of construction happening. 

  1. New Office Space: Before anything can be done the offices in the Convent need to be moved. The idea is to remove the tennis courts but keep the parking. Build a second story of offices where the tennis courts used to be. That can be the new offices for the president and other staff. One of the reasons for this is because the underground parking can be used for guests that are visiting campus and taking tours. They would get into an elevator (or stairs) to take them to the second story where they could be met with a nice little reception area. This would also add more roof space for solar panels. *Note: The new offices could be built with almost no interference to the ongoings of daily school life.

  1. Convent: The convent, as we all know, is an older building and would not meet today’s construction codes. After the new office spaces are built, the Convent would be torn down and be turned into the new gym with a new locker room for changing. It could also have designated team rooms with white boards instead of putting teams in the locker room, or a classroom. There also can be a designated entrance that can be seen by those who have not stepped foot onto campus. This would be easier for ticket sales or merchandise sales. *Note: The new gym could be built with almost no interference to the ongoings of daily school life.

2. A) Chapel: With the building of a new gym the means that the footprint would be a little bit longer than what is currently there. As we know, the chapel is not used as much as it once was. The idea would be to build a new chapel on the grass right outside of the back 40’s with a possibility of holding 60-70 people (or about two classes of kids).

  1. Basketball gym (The Old gym): The old gym and the back 40’s would be completely gutted and redone. In that building there could be a small theater (about 100 people), rooms for choir, and art. The old locker room would be completely removed and a smaller gym would take its place with either one (or two courts). This is where P.E. could be held, dance rehearsal/class, also freshman/jv volleyball and basketball could practice there. With multiple teams practicing at once that means students would be able to get home sooner and would not have to spend so much time on campus like they currently do. Also, having a dedicated walkway so students and teachers alike do not have to walk in the rain.
I understand that this is a multi-step process and would take years to get the funding for and to actually complete, but it is worth envisioning the future of the Carondelet campus.

My Generation of Polyglots Seminar

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“I Took 9 Years of Spanish, and All I Know Are The Colors and Taco”

What was your experience with learning language in high school? Was it fun? A lot of “fiestas”? Brutal grammar and conjugation drills? or my favorite: memorizing dialogues: “Me llamo Juan. ¿Dónde está el baño por favor? ¿Dónde está la biblioteca, Maria?

When asked, many people may say that they remember the random dialogues that they were forced to memorize, maybe a conjugation or two, the colors, and not much else…

(You know it’s true)
The way modern language is being taught is ever evolving. In high school, I had one of the toughest teachers around. She drilled all of the conjugations in 24 tenses for the most random verbs and we painstakingly memorized these verbs, and I LOVED IT! (I am not most people). 
Last week, I had the tremendous opportunity to see a different way to approach language instruction with my department at a seminar in Gilroy, California (yas garlic!). It was a one day event with A LOT of information jam packed into a very engaging, informative and USEFUL seminar. I have so many things to say about this seminar, that I will probably blog about more takeaways at a later time. This seminar was taught by Mike Peto, language instructor extraordinaire. He demonstrated his lessons in Portuguese because most people don’t understand Portuguese, and he was making a point that his lessons were going to teach us another language. 
Mike Peto’s lessons focus primarily on Comprehensible Input and the lessons that go with CI. A few takeaways for me were the OWI (One Word Image) stories, Movie Talk, and Student Interviews. These are practical ways to get students engaged with the language, to help them build confidence in their language skills and to speak and write the language with increasing fluency. We practiced some of the lessons in the seminar, and after the day was done, I was excited to immediately try some of these lessons with my students the very next day. (Fortunately, these lessons don’t require too much planning because they are extremely student centered). They seem quirky and random at first, and I was a little skeptical, but I decided to try these lessons out…
One Word Images goes like this: the instructor has several criteria written on the board or the projector: What is the object, the size, color, emotion, likes and dislikes, job, rich/poor, kind/mean, and what is a superpower. Students are tasked with taking an inanimate object, like a pineapple, or broccoli, or a seashell and giving it life. (This is a period 2 drawing)

Students create a story around this object. They provide adjectives, and superpowers, and likes and dislikes and a job for this inanimate object. They create a story around this one image, and they end up creating dilemmas around this new living image. While students describe, there is a designated artist, who is drawing an illustration based on what is being described by the class. The teacher facilitates the story, and by the end, there is a final product: a story and an illustration that accompanies the text. 

I had my doubts that this wouldn’t be “academic” enough to prepare students for the AP Exam, however students are providing profound connections, without even realizing it…In my 5th period class, my students picked a broccoli who was very sensitive and depressed because he was white and yellow and not green like his friends. He was a professional ballet dancer, and he didn’t fit in with his friends because they all played sports. 

After the story, we talked about identity and the roles that we all play in society, and interpersonal relationships and what is ideal in society. These are in the AP themes, and we discussed all of these bigger themes entirely in Spanish, and even the students who don’t participate much in class were compelled to speak up, and that was a truly empowering feeling. I have decided to create digital story books that are written by and illustrated by the students, per class so that each class builds their story every week.  
Students were able to retain a large amount of information without studying the vocabulary or the structures. They were able to recall the information orally and they were able to write the information presented on paper when they were finished with the lesson. Student feedback was overwhelmingly positive and students felt accomplished and engaged in the language. This sure beats memorizing dialogues or a shopping list of conjugations like we did when we learned a foreign language.

AP Statistics Conference

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            Conferences
are generally not “fun” per se; it’s not their purpose to entertain you. The
purpose of these types of conferences is to educate, and in that regard, the
Pacific AP Institute was perfect.
            I’d taught
Honors Statistics in prior years. The class was designed in such a way that
those wanting to take the AP test would be prepared, but those without interest
in taking it could choose that route. I generally taught with the style of,
“…if you plan on taking the AP test, this is something you need to know and be
able to do. If not, don’t worry too much about it…”
            Teaching an
AP class, where the vast majority of students would be taking it, was a little
intimidating. I constantly wondered if I was teaching something in a different
way than the test would expect, that I was forgetting anything minor, or if the
AP test had somehow evolved throughout the years in a way that my expectations
were now just out of date. I was trying to hold myself to a standard that I
didn’t have a full grasp of.
            Enter: the
Pacific AP Institute.
            Not that it
was my choice to attend, but I’m extremely grateful I was given the
opportunity. The Statistics section of the conference was led by Josh Tabor; a
name I somehow recognized. I soon came to find out he was one of the main
authors of the new book I had been recently told I was using. In addition, he
was both a leader of the AP Readers that graded the tests every year, as well
as on the committee of those who write new questions from year to year. How
lucky can one guy be?
            The
conference was everything I wanted; a practical look at what was on the AP test
and how it was reflected in the new book. He gave us extensive looks at what
questions looked like, how they were graded, and examples he/others wrote into
the book to give students similar practice. Josh gave us his class notes, tests,
and project ideas. What had been, in my mind, an empty field where a course
needed to be developed by me, was now a fully furnished house, ready for me to
customize it to my style and preferences.
            I left with
tools to consider like http://rossmanchance.com/applets/, https://www.statcrunch.com/, and
the Fathom program. I left with a preview of the AP Classroom site that would
soon be released (to be discussed in a later blog!). But most significantly, I
left with confidence (as well as a couple massive material-filled binders and
teachers’ editions of books I both was and wasn’t using). 
            I’m very
thankful that Lesley had me attend, and I thoroughly suggest a conference like
this to anyone who will be, or currently is, teaching an AP class.

Gaslighting: Using Charles Boyer as a teaching assistant

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The term gaslighting has gained some traction in the recent years because of the nature of the public discourse orbiting the major political parties.  It is psychological term to describe a type of manipulation that creates doubt and confusion in the receiver.  This doubt can sometimes lead to lowered self-esteem and malleability.


A recent exchange in one of my film classes required me to speak about words, responsibilities and safety. I waited a day to fully address it so I could be more level headed in my reply. 


As I was thinking, it dawned on me that this was a case of gaslighting. Then I realized I could address the recent classroom event embedded in a cinematic context.  You may not have known, but the term gaslight comes from a powerful play of the late 1930s.  Two films were adapted from the play in the 1940s.  (The second film won Ingrid Bergman her first Academy Award and Golden Globe for Best Actress; watch this one soon!!) These film noir feature a manipulative fella trying to confuse a wealthy woman into thinking she is losing her mind.  His tenacity is diabolical. These productions are so good that they lent their names to the phenomena. 
Charles Boyer and Ingrid Bergman in Gaslight

Charles Boyer and Ingrid Bergman in Gaslight, Cukor, 1944

For class, I introduced the film scene in my standard fashion and played a youtube clip.  Then I expanded and explained the cinematic moment. I quickly followed by tying it back to what was recently said in class.  The looks on some faces (especially the one who was my muse for that moment) indicated they were too surprised to fall into a typical thousand yard stare, they had to listen and consider my point! I felt satisfied that I avoided the straight-forward lecture and instead couched the topic into a standard class operation.  It was a bit of an ethical wolf in sheep’s clothing.  


I will repeat, watch this film soon!