As I write this reflection, I am immediately put in the same mind state as my own students, which then brings up the same trepidation they also feel when they put pen to page or fingers to keys. Who is my audience that reads this? What should I understand about […]
Skyline High School, Oakland, CA Introduction Two people taught me to write in my life, and neither of them did so from the front of a classroom. Growing up, my mom read every writing assignment I completed for any of my classes – from preschool (I imagine) through high school, […]
A little background: As a teacher I am constantly reflecting and remembering what it was like for me to be a learner and to be in the shoes my students are currently in. When I look back on my life as a student there are many points that stand out […]
The Problem It is Spring 2013. In my 11th grade English classes at Castlemont High School, students are proposing their topics for their Junior Research Project. The 11th grade team is proud of this new initiative–designed to help students prepare and practice for their ever-looming Senior Project the following year. […]
Can discussing our own questions inspire higher investment in our writing and ultimately inspire higher investment in particular issues? Context Towards the end of last school year in 2013, one of my English 3 students wrote, “my favorite lesson was when we read about Janie & Tea Cake’s love” referring […]
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As a writing teacher, I found that many students were adept at speaking, but struggled with writing. Class discussions unearthed interesting ideas, but many of the papers I graded the previous year either parroted my own analysis or came dangerously close to plagiarism. My initial inquiry was: Does having a […]
When I’m asked what I teach, and I respond, “California History,” the responses from fellow teachers and parents are often excitement and curiosity. However, the responses from 9th grade students in my California Studies classes at Oakland Technical High are much different. They range from groans accompanied by “We’ve done […]
I have noticed that my students are often significantly more engaged in class when the topic at hand is connected to a contemporary issue that they understand to be important. This year, in my ninth grade California Studies class at Oakland Tech High School, I wanted to turn that engagement […]
Context As a 9th grade Ethnic Studies teacher, I spend an entire year offering students a counter perspective to what I assume is their primarily mainstream experience with learning history in grades K-8. Over the years I have witnessed students light up with interest as they learn about the struggles […]
