Out of Her Mind -- Musings on Education and Life

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Decoding the Babble: Navigating the Educational Jargon Jungle Top Ten +1 Phrases Decoded with a Wink and a Smile

Top Ten (+1) Educational Acronyms Decoded (with a wink and a smile) Oh, education – the world of mysteries wrapped in a labyrinth of acronyms, jargon, and phrases that seem like they were concocted by a secret society of linguists with a penchant for confusion. We've all been there, trying to decipher the meaning behind an acronym that appears as inscrutable as ancient hieroglyphics. "Don't forget to bring your list of IEP, ML, and 504 students to the PLC meeting today where we will determine who needs Tier 2 or 3 interventions in MTSS and we might write PEPs, too!" But, fear not, dear readers, for today, we embark on a comical journey into the land of bewildering educational jargon. 1. I EP – Infinite Enigma Puzzle Picture this: a group of educators huddled in a dimly lit room, chanting incantations, and crafting an IEP (Individualized Education Plan) for a student. But, what does it really stand for? "Incredibly Elusive Proclamation?" "Infinite Eni

Unlocking Creative Brilliance with Digital Magnetic Poetry: Teach Syntax, Diction, and Tone

Originally published 1/14/2009. Updated 11/4/2023 The possibilities are infinite--ish when you use online magnets to get creative. No refrigerator necessary. Free online kits here . Poetry, with its mesmerizing ability to encapsulate emotions, stories, and ideas within the boundaries of words, is a true art form. But there's a particular type of poetry that holds a special place in my heart—the kind that challenges our traditional understanding of language and syntax. I'm talking about magnetic poetry, the quirky, wordplay-filled realm where creativity knows no bounds. I love this type of poetry! It really makes me think in a different syntax, playing with a strange juxtaposition of words. Often, I use this format when I am bored or if I have NO IDEA what I want to write about! The beauty of magnetic poetry lies in its simplicity and boundless potential for creativity. It's an art form where words become movable puzzle pieces, waiting to be rearranged into poetic masterpi

Movement in the English Language Arts Classroom: Engaging Learners through Pedagogical Magic

I don't know how it is for you guys, but it's hard out here being a teacher. We find ourselves in an era where our students are in constant competition with video games, cellphones, and the allure of instant gratification. The traditional lecture-and-test model doesn't always cut it anymore. So, what's the solution? The answer, I believe, lies in a bit of pedagogical magic—tricking students into learning by making education engaging, interactive, and downright fun. To embark on this transformative journey, it's essential to recognize that we teach students, not just a subject. With this mindset, we can explore innovative strategies that create a dynamic and adaptable learning environment. One of the key elements is movement in the classroom. Allowing students to move around, change locations, and interact physically with the learning space can breathe new life into our lessons. Imagine playing movement games in English Language Arts to promote engagement and inter

Empowering Minds: The Incredible Impact of Giving Students Choices in English Language Arts

Education is a voyage of discovery, a journey to unlock the vast world of knowledge, and it's a journey best undertaken with a sense of autonomy and empowerment. In the realm of English Language Arts (ELA), where students dive into the wonders of literature, language, and storytelling, the power of choice takes on a transformative role. It's a tool that not only engages young minds but also aligns perfectly with what we know about brain and learning research. The Science Behind the Choice Recent studies in education psychology have revealed the profound impact of student choice on motivation, engagement, and ultimately, learning. When students have the opportunity to make choices about their learning, their brains light up with enthusiasm. This is not just a metaphorical expression; it's a neurological reality. The brain's reward centers, such as the ventral striatum, become more active when students are allowed to make choices. This heightened engagement is associated

Discovering the Magic of Language: Fostering a Love for Words Through Creative Exploration

Language, the cornerstone of human expression, holds the power to shape our thoughts, emotions, and the very fabric of our world. In the realm of English Language Arts, delving into the intricate nuances of language can be a transformative journey, one that transcends rote memorization and taps into the essence of creativity. I love embarking on a quest to empower students with the mastery of language from the inside out, igniting their passion for words through playful exploration and creative expression. I excite them through the use of methods such as cut-up poetry . Imagine a classroom filled with students engrossed in a dynamic exploration of language, wielding scissors and glue with enthusiasm, and eagerly dissecting and reassembling sentences. This isn't a scene from a craft workshop; it's the magic of the Cut-Up Method of writing poetry. And the results? Students discovering that language is not just a set of rules, but a living, breathing entity they can mold and manip

Making the Standards Explicit: North Carolina Standard Course of Study English II Guided Notes, Graphic Organizers

When students are able to clearly articulate what they are learning and what they are expected to do, they will be more successful. I have been teaching for 22 years, and I have found that it is helpful to begin each new unit of learning by emphasizing a focus standard. We know that the ELA standards are artfully intertwined, but picking a standard or two to really emphasize helps me to be intentional about instruction and for students to know the purpose of their learning. I am currently teaching English II in North Carolina, and I am helping students prepare for the North Carolina Final Exam. I have been developing slideshows, guided notes, and graphic organizers to help students understand the academic vocabulary of the tested standards as well as to help them analyze informational and literary texts in the 9-10 grade band. These resources are available individually or bundled on Teachers Pay Teachers . Add a free copy of RL.9.10.1 Literary Inferences Textual Evidence Graph

Crafting Your Writing for Specific Audiences: A Mini Lesson Rhetorical Analysis Author's Choice

Crafting Your Writing for Specific Audiences: A Mini Lesson Essential Questions 1. How does considering the rhetorical triangle shape what we write? 2. How do we write differently for different audiences? Audience: A Key Component of the Rhetorical Triangle When a good writer writes, she keeps her audience forefront in her mind as she chooses her topic, her words, and even the details to include. Consideration of audience is so important that it is only one of three elements in Aristotle's Rhetorical Triangle. In order to write effectively, one must first know who (s)he is potentially writing for, considering their values, core beliefs, level of knowledge on the topic, and so forth, or, in other words, considering the demographics of their audience. This mini-lesson will help you (or your students) understand just how important it is to write for specific audiences. Following the instructions below to explore how we naturally code switch , shifting registers

Found Poetry--Creative Summative Assessment

we heart found poetry (word cloud made using wordart ). At the end of a unit in my high school English class, I have students create and present thematic found poetry. I am sure you can vary this activity in numerous ways; I look forward to you sharing your implementation/ideas with me and other readers. Recently, I have been using found poems in the following ways: 1. Near the first day of class, I introduce the concept of found or cut up poetry by using a sample text we have read together in class (can be a shortish excerpt or excerpt(s) chosen for this purpose). Students are told to write down interesting words and phrases that they hear/see (depending on the modality in which you present the information) with the understanding that these words will later be used to write a thematic poem on the work that was read. They are to record a minimum of 25 words and phrases, and I am sure to encourage them to write down at least 10 phrases. Then, I go around the room and get