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.
[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.
Looking for something? That search bar at the top can also search your files under Google Drive. Enable Apps Search, also under Google Labs.
Did you like seeing unread message counts? Enable the icon, under Google Labs.
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.”
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.
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.
What do you want to do in email?
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.
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.
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.
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.
I asked for a scaled blueprint with dimensions and got this. It’s a pinhole camera made from a oats container, in case that wasn’t obvious.
While getting ready to report for planning days (we call it Faculty Forum at my school), I ran across this Evernote note: Tech Skills to Explicitly Teach in 2014-15.
Every one of these items bugged the hell out of me last year. Then I realized no one’s ever taught them these skills and it’s appropriate to learn them in freshman year. As you read my list, what would you add? Remove? Remember, these kids are freshmen in a school with 1-to-1 laptops.
- Taking good photos and drawing good diagrams for technical papers. Cause this Quaker Oats crap above isn’t cutting it for me.
- Dem backgrounds distract me in photos.
They couldn’t be bothered to clear the counter off before taking the photo?
- Technical drawing 101: Dimensions on diagrams, front/side/top views as necessary.
- Correct & quick MLA formatting.
- double spacing
- paper title
- the header section (with names and class)
- page numbers
- Ways to share numbers.
- bulleted lists
- but almost never listed out in a paragraph
- Contextual hyperlinking.
- Using headings.
- Math Stuff because I’ve seen enough “sqrt” as below.
- Inserting symbols (º, Ω).
- Writing equations in a word processor.
- Performing calculations in Excel.
What freshmen will type to avoid learning the equation editor or where the insert > symbol menu item is.
The list is ambitious but I believe this set of skills to be infinitely useful. We write our first research paper on the physics of musical instruments in September.
Homework: What would you add to my tech skills teaching list? Remove? Remember, these kids are freshmen in a school with 1-to-1 laptops.
I browsed this article too-quickly last night, so I place it here to help start my thinking for the summer. The problem? My students see lecture as “teaching” and the progressive style I’ve cultivated and try to practice as “not teaching”.
“Lectures Aren’t Just Boring, They’re Ineffective, Too” in the Journal Science.