Why Am I So Gay?

In this wonderful TEDx talk titled “Why am I so gay?”, Thomas Lloyd presents three reasons (no, obligations) he has to be out:

In case you missed them, there were three:

1. Obligations to history.
2. The realities of his own identity.
3. Obligations to those yet to come.

The third one hit me hardest. This kid on the TED stage was telling me that I owe it to the next generation to be out so they might find their ways more easily.

The last few years, I found myself settling into a notion of the world as post-gay. Whatever, I thought, being queer is so mainstream now. I even suggested as much to my wife, Liz, at dinner tonight. I told her that kids these days aren’t interested in seeking out LGBT representation in popular media because they can find examples so easily. Her response? “No way. Look at how often one of your kids sends you a song or a video with a queer character. They’re excited to see themselves represented.” [Edit: I realize now that the number of fan-made videos on YouTube featuring LGBT couples is also a huge indicator of teen interest.]

Thomas went on to speak about the exhaustion we feel and loss that society suffers when we try to hide our identities. I agree that our creative energies should NOT go to hiding an affect that’s been ridiculed, to worrying over the sound of our voices, or to watching the pronouns we use to describe our crush.

Ever since seeing Thomas’ talk, I wondered what my creative energies were (because I never thought of myself as creative). Then it came to me: I’m choosing to put my creative energies to helping my students find media resources that reflect their identities. With that, I introduce Teen-Friendly Queer Media, a page of movies, TV shows, and books that are appropriate for the younger LGBTQA peeps.

My School Went Gmail and I’m So Happy

[I wrote this post for faculty in my department at school then figured my friends online could use the info. Definitely check out Boomerang — it just saved my butt by reminding me of an important followup I needed to make. –Meg HG]

Here are five different tools for Gmail that might make your email life a bit easier.

Want to yank back a message you regret sending? Enable Undo Send. I enabled it with the default delay of 10 s, which I found too short — I’d never realize my mistake that quickly. User-configurable cancellation period goes up to 30 s. There is no way to pull back an email once it’s delivered to an inbox.
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Looking for something? That search bar at the top can also search your files under Google Drive. Enable Apps Search, also under Google Labs.
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Did you like seeing unread message counts? Enable the icon, under Google Labs.
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Get an email to pop up again later with Snooze. I haven’t tried this but plan to because I used to use the “Follow Up” feature in Outlook all the time to pop up later with a “hey, doofus, don’t forget this thing you said you’d do later.”
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Delay sending an email so no one knows you’re up at 3am working. Or, so that folks think you’re at school at 3pm when you’re not. Install Boomerang. I’m not using this one yet but absolutely want to delay sending emails to parents for boundary-setting reasons.
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Not a Gmail thing but may help if you have trouble staying focused. Stayfocusd is a browser plugin that blocks websites you choose at times you choose. I have a 30 minute timer set on weekdays that blocks after I use up my Facebook time.
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What do you want to do in email?

Global Math Dept 17 March: Mathy Internet Stuff

Tonight’s Global Math topic has a totally un-catchy name but I assure you, the content promises to be excellent. We’re going to hear from Bob Lochel, Justin Aion, Mattie Baker, and Lisa Bejarano.

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Join us at Global Math Department tonight at 9pm Eastern Daylight Time to hear “Interesting Things Found by the MTBoS”. Each presenter has about 10 minutes to share a favorite resource or technique they’ve shared or found on Twitter, their blogs, or the internet-at-large.

Never heard of Global Math Department? We offer the best professional development math teachers can attend in their pajamas. Our free meetings are held every Tuesday at 9pm Eastern (2am Wednesday GMT) and are recorded for later viewing. We also have a weekly newsletter that’s absolutely worth your time.

We’re Hiring an Upper School Math Teacher!

My school is looking to hire an upper school math teacher starting next year. We’re located in Atlanta. I can say many great things about this school but will simplify it to just one personal anecdote: Liz and I were ready to move to Cincinnati when I heard they were hiring. We postponed our plans for a year. And now maybe forever. I mean, c’mon folks, I gave up ready access to Jungle Jim’s and Dewey’s Pizza for The Westminster Schools.

Message me privately if you plan to apply so I can tell the Dean of Faculty I sent you.

The Westminster Schools announces a search for an Upper School Math Teacher beginning in the 2015-16 academic year.

Applicant must have the ability to teach any course in the high school from Geometry through Multi Variable Calculus. This includes AP Statistics, AP Calculus AB, and AP Calculus BC. Experience with classroom technology and its appropriate use in teaching, enhancing, exploring, and supporting mathematics teaching is required, including:

  • TI Nspire TI- CAS graphing calculators and Computer software to enhance the teaching and learning of algebraic & graphical concepts
  • Dynamic geometry software (Cabri Geometry or The Geometer’s Sketchpad) to enhance the teaching and learning of geometric concepts
  • Use of iPads in the classroom
  • Use of laptops in a one-to-one classroom environment

In addition to experience and a strong educational background, successful candidates demonstrate a love of working with children, an engaging teaching style, the ability to interact well with parents and colleagues, and a willingness to create and promote an inclusive learning environment. Duties may include participating in professional and curricular development and serving as an advisor to students. Candidates should be able to contribute to the larger school community through coaching or sponsoring other extracurricular programs. The Westminster Schools is committed to the principle of equal opportunity in employment. It is Westminster’s policy to provide equal employment opportunities and administer terms and conditions of employment without regard to race, color, religion, sex, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty or status as a covered veteran in accordance with applicable federal, state and local laws.

Interested candidates, please Apply Online.

Hey, would you look at that, we don’t discriminate on the basis of sexual orientation (which isn’t even a protected status in this state). I didn’t realize that at the time I interviewed here.

An Easier Way to Read Papers

In my last post, I proposed that technical writing should be taught in science class. Then I received 75 separate papers from students. Papers I had to read, give feedback on, and grade. I take it back! Please! Don’t make me grade all these things!

Then I turned on dictation.

I like to have Alex read me about half a page at a time. Sometimes I read along with Alex and other times I bring my grading rubric to the foreground.

Why does this work for me? I think because it fixes my #1 problem with reading: I get a page into a paper and wonder what the heck I just read (and not just because the kid’s work is that bad). Looking back, when I was a kid, my reading comprehension scores were always relatively low, which might explain things. Anyhow, maybe dictation will help you or a student. Let me know if it does?

Technical Writing is a Skill that Must Be Taught

My proposal: carve out time in your science (or math!) class for kids to write formal papers.

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The physics of musical instruments project is a great opportunity for my students to try their first technical writing.


Why Write?

Students write, revise, and rewrite in English classes and I think they should do the same in science. I say this mostly as a former technical writer who mentored under a fabulous editor. I learned how to edit nearly anything I wrote down to half its length while retaining all its meaning, how to apply the inverted pyramid of journalism so I could be certain readers got the most important details, how to use the simplest words possible, and how to receive editing feedback in a positive — rather than critical — light.

How to Teach Tech Writing

Most importantly, I began to think of myself as a writer. That’s a big deal for a person who hated every writing assignment in high school.

How do I propose teaching technical writing in a science (or math!) class?

  • Devote in-class time because this is likely the first tech writing you’ve asked your kids to do.
  • Bring the librarian in to share resources and discuss proper citation style. For my 9th graders, this is their introduction to the Upper School library, so she’s invested in the effort as well. Pro tip: my librarian pulls books for a reserve cart that lives in my classroom during the project so kids have one less thing to worry about. 
  • Spend the time explicitly teaching the tech skills needed to produce a paper in the platform of your choice. Word, Google Docs, or WordPress all have their quirks. Pick one and teach it. This year, I showed them how to insert a page header with automatic page numbering, how to insert page breaks, write equations, and use the Insert Symbol command.

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  • Share examples of good tech writing style. For instance, kids will be surprised to learn that passive voice, so often maligned in English class, is expected in a science lab report. 
  • Read drafts of their paper in class and offer real-time feedback. I caution kids to edit out sentences that don’t add value such as “I really learned a lot from this project.” Oh, and I challenge them to write the shortest possible paper. Too often, these kids have been told to write a minimum length that they’ve become masters at faking a longer looking paper. No one has time for that (them or me!). Shorter wins.

Results

Last year, I demanded kids write their entire research paper (3-5 pages double spaced, so kind of short) on their own time. To be nice, I did remove demands for homework in addition to this paper for the week prior the due date.

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This year, I devoted more than enough class time to write the papers in class — about 3 full class periods or around 200 minutes. The time was worth it. This year’s papers are better and based on comparing to last year, we’re not falling behind.

We have one other big writing project due this semester so I look forward to seeing how their writing evolves.

Next Steps

My rubrics (at the end of the project descriptions) are acceptable but need revision. Several papers had flaws that I couldn’t figure out how to grade because the flaws weren’t directly addressed in the rubric. The easiest solution seems to be to add “and is well-written” to the highest score for every element.

Are you writing in science (or math!) class? How do you incorporate it? Have you seen writing incorporated horribly? Tell me about it in the comments.

Quickly Record a Lesson

Short YouTube videos are a great way to share a lesson with students. I like this for days I’m going to be out but still need to explicitly instruct or demonstrate a problem solution. Sample videos recorded this way at the bottom of this post.

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