Post-class Reflection: August 3, 2012

Since code-switching has recently become an area of interest in our discussions in other classes, I started thinking about it in relation to THIS class, and how it relates to technology. Although it was not brought up in class on Friday, our discussion about SmartBoards and the constant debate about technology needfully vs. needlessly replacing certain classroom "things" made me think about code-switching, in this way:

We are now aware of code-switching between cultures and languages (dialects), but what code-switching takes place when we have virtual/digital/online communication, versus in-person communication? I thought of this specifically in regards to our blogs, and the awareness that we are being watched and exposed to a public audience. What does our verbal, non-verbal, and body language look like when we are in class, all together, on Fridays? And how does this change when we take to expressing ourselves, online, on blogs? Do we change our language because our audience is widely public and this allows for some anonymity? Or are we reserved and strive for a different tone, because the audience simultaneously seems very personal because it includes our classmates and professors?

Listen...

Here is my first public podcast. Listen to my post.

This I Believe Copy

Try, try again

This week I saw just the tip of the iceberg as I reflected upon the most recent thoughts shared on The Open Classroom by edublogger Jo McLeay.

She discussed her third attempt at the 365 Countdown, a version of the 365 day challenge, during which participants take one representative/significant photo each day, for one year. This becomes the pictorial documentation of one year of the unique human experience.

Ms. McLeay mentions persistence as being part of this experience...and I find that this theme can be an important part of the classroom experience as well. I have recently become enamored of the relationship between failure and learning, and how proper acceptance of failure can contribute to the safe environment, and eager attitude, that are vital to facilitating adventurous and persistent learning.

I love the idea of the 365 day challenge. What a beautiful way to document the passing of just one year.   (Is this something I can do in the classroom, each student responsible for his and her own portfolio?)

I also love the idea that a third attempt at something not yet surpassed/succeeded does not somehow disqualify the intention, nor the product of those efforts.

I want to create a culture of acceptable failure in my classroom; failure that always begets learning.

I am paranoid...

After having checked on the folder for this week's EDUC 504 readings, I was pleasantly surprised to find that the folder was labeled (titled) accordingly to indicate that that there were NO READINGS DUE.

Joy of joys!

My natural response was (now being a veteran of our program)...

...to continue to open the folder to make sure

and make sure
and make sure

that this really was the case.

I didn't judge the folder by its label.




I hope you like my little poem about my recently discovered paranoia, developed in response to the intensity of a mostly paperless graduate program. Not only am I learning to be observant in secondary ed classrooms, but I am also becoming an interesting case study to myself...