I like reading autobiographies better than biographies. I’m not so interested in an objective discussion of someone or an analysis of a person. If I find a person interesting I’m interested in her (or his) personal point of view.
Somehow, all the memoirs that have left their mark in my memory, except for one, were writtten by women. (Prof. David Crystal’s “Just a Phrase I’m going through” is the exception. I read it after I had heard him speak in Jerusalem over two years ago and enjoyed it very much). Two examples that come to my mind first are Katherine Graham’s riveting “Personal History” and Madeleine Albright’s “Prague Winter: A Personal Story of Remembrance and War” .
Julie Andrew’s childhood is also one intertwined with war. She was actually sent to live in London (from the countryside) in 1939. When she was finally evacuated it was to the countryside directly in the path of the bombing… She tells of a childhood in which she had to grow up quickly – appearing on stage at an early age and having to be the responsible adult when her mother (and step father) were certainly not keeping up with their responsibilities. Always amazing how someone can appear on stage fearlessly yet have so many fears in “real life”.
I grew up with the soundtrack of “Mary Poppins”. In those days there was no VCR or DVD so I hadn’t seent the movie often but I had the record! I loved Dick Van Dyke too, by the way. And then of course came “Sound of Music”.
She writes without self pity and without being “shmaltzy” of her memories. The book has a subtitle “A memoir of my early years ” so I don’t know if she gets to the part describing what must have been a traumatic experience for her – not being able to sing anymore. Haven’t finished the book yet so don’t know where exactly she leaves off.
I first learned about Edmodo from Sandy Millin’s detailed post back in June, 2011. Yes, that was quite a while ago but till recently I hadn’t had any real incentive to experiment with it on my own. Tools I had already mastered were enough for me.
All that changed after I had taught my first course to 38 adult students in a private language school and had agreed to teach another such course. I was determined to ERADICATE some of the problems I had encountered the first time around and I can’t thank Sandy Millin enough for discussing Edmodo with me. The course ended last night and here are a few problems I DIDN’T HAVE:
“Let there be light!” Photo by Omri Epstein
1) No student claimed that he didn’t know which assignment he was supposed to have done (or that I never said it needed to be done). Edmodo shows the students very clearly, both in a written list and in a graphic representation which assignments are waiting to done, which have been completed and how they were graded. Complete with comments!
2) No student claimed that he HAD handed in assignments and its just me that was claiming that he didn’t. True, in the first course there were only two such students and they said to me later (after I refused to back down) that since the final exam is such a “high-stakes exam” they were just trying their luck, but it stung. Such an argument can only be used when tasks are done on paper, graded and returned. On Edmodo all tasks are handed in online and remain there.
3) I didn’t receive multiple copies of the exact same answers to a homework assignment, sometimes even photocopied copies of the same task! I won’t say it isn’t possible to do so on Edmodo but the fact is that it only happened once during the entire course. It could be argued that I didn’t notice but I teach low level students and copying is so much easier to spot at that level…
4) I didn’t come home with piles of papers every lesson and carry them back the next lesson. The number of papers multiplied since some students are absent each lesson and their papers go back home again too. This time I only carried home certain vocabulary quizzes which I wanted the students to do in class – everything else was handed in and checked online.
5) Students can upload a profile picture. Remembering 38 students’ names was more successful this time around (though not perfect -only half of the students bothered to upload a picture.). I had a terrible time with names last course!
During the last lesson we discussed Edmodo and almost all students said that it helped them be more organized (me too!). They also said they liked the fact that they could easily write me with questions. If it was really needed, I sometimes answered in Hebrew – Edmodo supports that too!
After working so intensively with Edmodo for the last two and a half months I have been emboldened to explore other ways it can be used. These are in the beginning stages so I will mention them briefly here – more in the future!
* As a safe platform to collaborate with other high-schools of the Deaf around the world. This project is led by the amazing Arlene Blum. We have been using a blog till now and I suggested we move it to Edmodo.
* As a platform for an a-synchronous 3 week online course for deaf and hard of hearing high-school students mainstreamed into regular classes. This hasn’t opened yet (Feb. 8) – I’m working on it!
Someone asked me how Edmodo makes money and I haven’t a clue. It is completely free and there are no advertisements at all. All I know is that I’m glad it exists!
Yes, it’s me again – never had two Saturday posts before!
But it’s pouring rain outside and I also read a book this week (a short one, for a change!).
This is actually Kraus’s first book, but the third one I’ve read. My favorite is her second one “The history of love” which I read before I began blogging and REALLY REALLY liked. Then I read Great House which was not an easy read and not as good. I hesitated a bit but decided to try the author’s first book.
Its fascninating, unusual and deals with that ever troubling issue called memory, and loss of it. I still love the second book better but this is certainly worth reading. I had trouble putting it down as everything is so vivid.
Off to the library tomorrow – that was my last book!
When I recently read “An Equal Music” by Vikram Seth, there were some passages that described music in such a detailed and moving way that I had to hear the piece. Most notably was the part where the main character describes playing the first part (o.k. its called “contrapunctus”) of Bach’s Art of Fugue in a concert, where each member of the quartet joins in separately.
It suddenly occurred to me that I have YouTube at my disposal and that could be a great reading companion. I listened to several pieces as I read the book, though mostly to Art of Fugue as we have it on CD and I could listen to it without the computer (looking forward to getting an ipod for my birthday!!!).
Last Sunday I got home from school late, and read a New Yorker Magazine piece by Zadie Smith (author of “White Teeth” which I enjoyed) about Joni Mitchell. How for year she never liked her singing (” a white woman wailing, picking out notes in a non-sequence”) and then how she discovered her. I identified with the first part – she’s from the period I like a lot (I’m a huge Simon and Garfunkle fan, by the way) but have never taken to her music.
Looking for a way to encourage my tired self to get going with the kitchen I remembered Vikram Seth and took out the computer. YouTube to the rescue!
Zadie Smith recommended the album BLUE and I’ve listened to it 4 times this week. I discovered the bit she she described as sounding like “Jingle Bells” and other details she mentioned.
It was just right for me. A different rhythm from what I was used to. I can’t say I am now a HUGE fan but there are at least 4 songs from the cd I really like. Its funny to think that words on paper introduced me to music!
” Hi Naomi Good morning, I’m glad I got better, and really fun to learn with you, the very caring and important to you I do ”
That was what a student wrote to me as a reply to my comments on a returned assingment (the tasks are handed in, commented on and graded using edmodo).
She got a 76 , its the highest grade she’s ever got in this course. She’s had to hand in revisions for every single task till now. For some tasks it was several revisions.
I was so touched.
And am so concerned.
I certainly have cause to worry that that grade of 76 may have been a lucky fluke. The course is practically over. Will she be back where she started, with a failing grade?
Yes, yes, I DO know that Nora Ephron is the one who recently passed away. I was just reading about her again in TIME magazine, and have read about her several times in other places.
However, despite having reallly enjoyed the movie “When Harry Met Sally”, I have never actually read any of her books. Till today I thought I had read one. Turns out though, (thank you, Google!) that ” If Life is a Bowl of Cherries What am I Doing in the Pits” was written by Erma Bombeck…
OOPS!
On the other hand, I have a very clear memory of getting Delia Ephron’s book “Teenage Romance” as a gift for my 19th birthday. I remember finding it both amusing and relevant and being really frustrated that I couldn’t share it with my friends as it didn’t have a Hebrew translation back then. As far as I can tell, it still hasn’t been translated into Hebrew.
What I don’t remember is to whom I gave the book to. I hope it was my niece when she was a younger teen than I was when I got it. All I know is I haven’t had it on my shelf for many years now. In any case, I hope it is making the rounds among people who enjoy it!
Running a bit late, but it’s never too late to discuss a book!
Season’s Greetings! (I took this one!)
I can’t help thinking that this would be the right book to read on the plane to the conference in Liverpool (assuming I get that long sought-after document of approval!). Engrossing and easy to read, lets you feel as if you were somewhere else for a while. Easy to read except for the print, that is. I know I’m beginning to sound like my mother, but without Baiba’s recommendation I wouldn’t have looked twice at a 564 page paper back book with such tiny print! That’s what friends are for, right?
The book is written in a very visual manner. It’s as if the author was trying to paint with words. Hasn’t anyone made a movie of the book? It seems perfect for Hollywood. I think that is both its advantage and disadvantage. The only bone I have to pick with the author is some parts don’t seem to be the way people actually talk, even if that is the way they think, which isn’t quite the same.
Still have half a book to go! Looking forward to it!
Note: This is an update regarding my IATEFL Dreams, as described here.
Today I finally got a hold of the secretary of the Ministry Official, who is in charge of authorizing such things as missing school to attend a conference abroad.
She says the request did not arrive at her office.
AAAARRRGGH!
Back to making phone calls to the people lower down in the pecking chain who had approved my request and promised to pass it on …
So many bikes in the film, but none like these! (Photo by Omri Epstein)
I emphasize the word “hearing” not because there is any dialogue in this video (I look for videos that tell a story without dialogue!) but because I noted how much the students enjoyed the music! When we worked on it bit by bit I muted the film and they missed the sound. The previous film I had used (the power of words) was given as homework so I didn’t think about the musical aspect. Not used to thinking of it!
I planned a short activity for the last part of the lesson. This course of 38 adults is almost completely devoted to reading comprehension of academic texts. The students need to successfully pass a reading comprehension test in order to be accepted to a higher education program. They landed in my class because they failed such a test. For two lessons in a row we’ve had texts about depressing topics (prisons and violent ant-abortion activists) and something cheerful was certainly in order.
I told the students that we were going to do an activity that would involve an introduction to expressions of opinion. With these adults you have to be very clear about why you are doing something that isn’t reading a text.
Epstein Family Photos
For starters I just let them watch the video from start to end. It’s only about two minutes long. They seemed very absorbed and curious, some complained that the text went by too quickly. I assured them that we would be going through it slowly with me freezing the frame, which we did. But it was a shame that I hadn’t photocopied the text in advance for them – it would have been easier.
I showed a sentence from the video and then presented an expression of opinion and asked for a volunteer to give his/her opinion on the statement from the film, using the expression. My example for the students was:
Statement from film:If you don’t like your job, quit. Expression “Personally“. My opinion: Personally, I think it is better to find a new job and then quit my old job”.
The second sentence (the first one went smoothly, just the way I had hoped) was: If you are looking for the love of your life, stop. They will be waiting for you when you start doing the things you love. The expression of opinion was “As I see it”.
There was a murmur of approval when we finished ensuring that everyone understood the sentence. The ages in class range from 20 to 62 (only one man is 62, certainly not the average age!) and it obviously struck a positive chord. I was so pleased!
And then I made a mistake.
The student who was supposed to give her opinion on this statement said ” As I see it, I want to do things I love”. I said that that wasn’t an expression of opinion on the statement itself. As she was one of the older women I asked if she would give such advice to her daughter and she said yes. But then someone said: “Well, its all good advice, we agree with them all and thats it”.
The students remained very interested in understanding exactly what the statements in the clip were but did not really want to express their opinions on them. Only one brave student broke away from the crowd and said “I strongly disagree (the expression on the board) with the statement “all emotions are beautiful” (the Sandy Hook School in Conneticut was mentioned). I even suggested they use their mother tongue first to say what they think as we barely work on speech in this course but that didn’t help.
Many students told me, as they left the class, that they had enjoyed the video. They did encounter new vocabulary in a meaningful context so they hadn’t wasted their time but my plan certainly backfired.
I plan to try an “end of the year film with them to end next week’s lesson. I have to give some more thought to how to use it!
Teaching English as a FOREIGN language to Deaf and Hard of Hearing Students
