Well, ok, not really. I am briefly featured in a movie. That the people from some very tiny local TV channel made about my school. They weren't actually at all interested in me, but a very cute kid happened to be in my class, so they filmed in there for awhile and we "made the cut." So in case you are bored for 2 minutes and want to see my school (and me looking rather dorky and teacher-esque), click on this link and then click on the first video about the East Boston school--and that's us!
(P.S. They may remove the video tomorrow. So you can really only look at it if you're bored tonight...) ;)
Wednesday, November 12, 2008
Wednesday, November 5, 2008
Great Moments in the History of my First Year Teaching
This is one for the books, folks.
So today, I began my next literature unit on the Odyssey by Homer. I've been nervous about this unit for weeks, because the last time I'd read the Odyssey was in 9th grade, and I'm not really sure I understood it much better then than I do now recollecting it. Thankfully, my principal graciously allowed me a day off of my normal work to plan for my next unit. I spent about a full working day's worth of hours focused on preparing -- reading SparkNotes, reading commentaries online, emailing fellow teachers with ideas, and beginning to read the book. I figured I did not have time to completely read through the book all the way before I began teaching, but if I read the notes enough to be familiar with the plot line and if I closely read well ahead of where my students were, I should be fine.
The version of the text that my school owns is a "children's translation" titled, The Children's Homer: The Adventures of Odysseus and the Tale of Troy. Notice that it starts out with, "The Adventures of Odysseus." The opening lines of the book also read, "This is the story of Odysseus, the most renowned of all the heroes the Greek poets have told us of..." So, naturally, I figured, this is the Odyssey--it clearly says it's a story about Odysseus. I will admit I had a little pause about why the first 120 pages focused mostly on Telemachus (Odysseus's son), but I know enough to know that epics tend to include very long, divergent story lines, and I figured the focus on Telemachus was really to just highlight the story of Odysseus. I planned on and began teaching the unit today, explaining clearly to the children (so they would not be confused, as I first was) that we were reading the Odyssey, which is the tale of the quest of Odysseus but also (apparently) of his son Telemachus.
Then I had a brief meeting with our special education teacher, who was arranging accomodated materials for some students. She remarked, "Oh, you're reading the whole book? They only read half of it last year!" I was a little surprised, and a bit concerned that I would not be able to finish my unit in time if I was assigning twice the material that was covered last year. I reassured myself by saying this just meant my course was extremely rigorous, and in all my meetings with the principal she had never once suggested that I shorten the book. Besides, I am morally opposed to shortening books in general, so I decided to move forward and not worry too much about her comment. In class, however, a student raised his hand and asked, "Ms. Stuntz, this book seems to be broken up into two sections. Why is that?" Taking the tactic I have learned from previous teachers, I tried to speak as the confident authority even though I was also confused, responding, "The editor must have broken the Odyssey up into two chunks to make it more manageable for the reader." Child convinced. Problem solved.
Except these two suggestions in one day were just a little much, so I decided to seek a third opinion. I asked another teacher, "Do you happen to remember if and, if so, why they only read half of the Odyssey last year?" She paushed, and then said, "Oh, I remember! Because this is a really abridged version and the first half is actually the Iliad, so they just read the Odyssey." I paused, and began to giggle a little nervously. "Do you know the Iliad at all?" I asked. "Does it, by any chance, focus on Telemachus?" "Oh yes," she replies, "it's all about Telemachus's journey." "Oh no," I reply back, "I have just planned for and begun to teach the children the wrong book."
Now, this is not completely and utterly disastrous. There are many ways to solve this problem. The state of Massachusetts requires me to teach an epic; it does not have to be the Odyssey. This year, in spite of what I said on my course description, it may in fact be the Iliad. I also could have them read part of the Iliad as "background" (after all, it does come first) and then have them skip to the Odyssey and finish that. Or, we can read selections from both and search through them for epic conventions. These are all reasonable options for moving my course forward.
One very concerning questions remains, though. How am I going to explain to my children why Ms. Stuntz, who is a self-proclaimed expert on epics, was so confused that she could not tell the storyline of two entirely different epics apart? As my friend said, "Won't it be great to be a second year teacher?"
So today, I began my next literature unit on the Odyssey by Homer. I've been nervous about this unit for weeks, because the last time I'd read the Odyssey was in 9th grade, and I'm not really sure I understood it much better then than I do now recollecting it. Thankfully, my principal graciously allowed me a day off of my normal work to plan for my next unit. I spent about a full working day's worth of hours focused on preparing -- reading SparkNotes, reading commentaries online, emailing fellow teachers with ideas, and beginning to read the book. I figured I did not have time to completely read through the book all the way before I began teaching, but if I read the notes enough to be familiar with the plot line and if I closely read well ahead of where my students were, I should be fine.
The version of the text that my school owns is a "children's translation" titled, The Children's Homer: The Adventures of Odysseus and the Tale of Troy. Notice that it starts out with, "The Adventures of Odysseus." The opening lines of the book also read, "This is the story of Odysseus, the most renowned of all the heroes the Greek poets have told us of..." So, naturally, I figured, this is the Odyssey--it clearly says it's a story about Odysseus. I will admit I had a little pause about why the first 120 pages focused mostly on Telemachus (Odysseus's son), but I know enough to know that epics tend to include very long, divergent story lines, and I figured the focus on Telemachus was really to just highlight the story of Odysseus. I planned on and began teaching the unit today, explaining clearly to the children (so they would not be confused, as I first was) that we were reading the Odyssey, which is the tale of the quest of Odysseus but also (apparently) of his son Telemachus.
Then I had a brief meeting with our special education teacher, who was arranging accomodated materials for some students. She remarked, "Oh, you're reading the whole book? They only read half of it last year!" I was a little surprised, and a bit concerned that I would not be able to finish my unit in time if I was assigning twice the material that was covered last year. I reassured myself by saying this just meant my course was extremely rigorous, and in all my meetings with the principal she had never once suggested that I shorten the book. Besides, I am morally opposed to shortening books in general, so I decided to move forward and not worry too much about her comment. In class, however, a student raised his hand and asked, "Ms. Stuntz, this book seems to be broken up into two sections. Why is that?" Taking the tactic I have learned from previous teachers, I tried to speak as the confident authority even though I was also confused, responding, "The editor must have broken the Odyssey up into two chunks to make it more manageable for the reader." Child convinced. Problem solved.
Except these two suggestions in one day were just a little much, so I decided to seek a third opinion. I asked another teacher, "Do you happen to remember if and, if so, why they only read half of the Odyssey last year?" She paushed, and then said, "Oh, I remember! Because this is a really abridged version and the first half is actually the Iliad, so they just read the Odyssey." I paused, and began to giggle a little nervously. "Do you know the Iliad at all?" I asked. "Does it, by any chance, focus on Telemachus?" "Oh yes," she replies, "it's all about Telemachus's journey." "Oh no," I reply back, "I have just planned for and begun to teach the children the wrong book."
Now, this is not completely and utterly disastrous. There are many ways to solve this problem. The state of Massachusetts requires me to teach an epic; it does not have to be the Odyssey. This year, in spite of what I said on my course description, it may in fact be the Iliad. I also could have them read part of the Iliad as "background" (after all, it does come first) and then have them skip to the Odyssey and finish that. Or, we can read selections from both and search through them for epic conventions. These are all reasonable options for moving my course forward.
One very concerning questions remains, though. How am I going to explain to my children why Ms. Stuntz, who is a self-proclaimed expert on epics, was so confused that she could not tell the storyline of two entirely different epics apart? As my friend said, "Won't it be great to be a second year teacher?"
Friday, October 24, 2008
Thursday, October 23, 2008
Lifeload: New York is a Woman
Some know, some don't, but I figured I might as well announce it here. I've accepted a summer position at Katten Muchin Rosenman's NYC office. I'll be living in the City May-August. I hope it's ready for me ;)
-M.
-M.
Sunday, October 12, 2008
Med school
So after a month and two blog posts, I've managed to ignore the subject of med school. It's not that I don't want to write about it, I just don't know what there is to share. I'm busy studying, making new friends, and enjoying all there is to do in Chicago. I've even forgone seeing movies save for a few I manage to catch now and again (although I should see more, since there are a plethora of free preview screenings here).
So why do I have time to watch two movies this weekend and write this blog post? Well, we just had our first of six tests for Structure-Function this year (the hard sciences course) and I passed! After the post-test party that night, I've had nothing to do.
But in case you wanted to know, here's what med school's been like. In addition to the Structure-Function course, I've had three classes that aren't hard sciences: ethics (significantly less stimulating and more practical than I would have liked), communication skills (videotaped interviews with patient actors to provide relentless yet helpful feedback on our history-taking skills), and patients in context (listening to patients tell us about their medical experiences). I've also had problem-based learning (we read a case and go out and do research to diagnose the disease) and medical decision-making (basically epidemiology and statistics). I've had a few clinical experiences (got to see a catheter!), but a volunteer spot in a clinic I was supposed to have last Wednesday got canceled. That's going to be rescheduled for next month. We have a talent show after winter break, so I may get back into filmmaking for that.
Other than that, there's not much to tell about med school. It's just like normal school. Only with fewer tests and more time spent studying. Life is normal. And I'm pretty happy with normal.
So why do I have time to watch two movies this weekend and write this blog post? Well, we just had our first of six tests for Structure-Function this year (the hard sciences course) and I passed! After the post-test party that night, I've had nothing to do.
But in case you wanted to know, here's what med school's been like. In addition to the Structure-Function course, I've had three classes that aren't hard sciences: ethics (significantly less stimulating and more practical than I would have liked), communication skills (videotaped interviews with patient actors to provide relentless yet helpful feedback on our history-taking skills), and patients in context (listening to patients tell us about their medical experiences). I've also had problem-based learning (we read a case and go out and do research to diagnose the disease) and medical decision-making (basically epidemiology and statistics). I've had a few clinical experiences (got to see a catheter!), but a volunteer spot in a clinic I was supposed to have last Wednesday got canceled. That's going to be rescheduled for next month. We have a talent show after winter break, so I may get back into filmmaking for that.
Other than that, there's not much to tell about med school. It's just like normal school. Only with fewer tests and more time spent studying. Life is normal. And I'm pretty happy with normal.
Tuesday, September 30, 2008
Friday, September 26, 2008
Report from the Battlefield
I’m officially reviving the title from my emails last summer – I think by now, you’ve probably all heard a bit about what’s going on in my corner of the world. If you haven’t, then you’ve been living under a rock or perhaps on a ship in the middle of the Atlantic.
I really haven’t posted about work yet? Wow. Well, I guess I’ll start from the beginning.
I started in mid-June with training – nearly two months worth of it. I don’t know about you, but to me that’s a hell of a lot of training, especially if I’m getting paid for it. It was good though, an easy transition from college to work – except we never had ten hours of class in a day on the same topic. Haha. I had fun meeting everyone else in my class though, and overall it was a fun and easy time (except maybe not for the kids who took the tests and homework way too seriously and stayed until 1am every night…). I will say though, if I hadn’t had a background in most of this stuff already, I don’t know if I could’ve kept up. I certainly don’t know how all the English and Poli Sci majors did it.
(Side note: I’m typing this on the Boltbus as I’m coming home this weekend, and we just passed a Mt. Tremblant shuttle. Nice.)
I was possibly more well-informed and up-to-date on current events during training than I ever have been in my life. Also, my crossword skills were honed a bit. We’ll leave it at that. =) Like I said, smooth transition from school – except for the daily 45 minute commute to Jersey part of it.
So after that we had a week’s worth of class to pass a certification exam (though now I’m sort of questioning whether it was necessary at all…I guess we can discuss that one offline). We had a teacher who reminded me of a cross between Fred Flintstone and Lewis Black – pretty funny, but in that angry and bitter sort of way. Maybe it was because he’d been teaching that same standardized test for over 20 years.
Then came a week of training for my specific department, then finally work! I’m all for learning, but I was seriously looking forward to actually doing something after being essentially a human sponge for two months. Started off pretty slow, but then shit hit the fan and you guys know the rest.
In some ways it’s the most ridiculous, irrational, messed up time to be working where I am, and in some ways it’s business as usual. I’m glad to see the feel of the place hasn’t changed – I slipped back into it pretty quickly, and my colleagues impress me every day as much as they ever did. Definitely less pressure though (I guess that’s in my head?), now that it’s a longer term thing and not a mad-cap race to land a job.
Still working hard even though I haven’t ramped up to my ultimate full work load, but part of that is because I’m taking the time to do things carefully now so that I learn them right. I don’t keep track of my hours – in fact, our timesheets are only to track the percentage of time we spend doing things – but if I had to take a stab at it, I’d guess I’m hitting maybe 75 per week right now? Something like that. My weekdays are mostly work, working out (the gym at work has a rock wall! I haven’t tried it yet though), chill out a bit at home, then sleep. I still take the time to do things for myself though – I’m learning now how important that is – and the work gets me going as much as it ever did. For all fourth year did to kill my motivation, work brought it back.
Man, okay, this post is too long already and I still haven’t really addressed the shitshow that is my industry (I just picked up that word, I think it’s really funny). I’ll save that for another time, because I don’t pretend to be an expert on everything yet.
I don’t mind working long hours at all – in fact, I’m not sure how satisfied I’d be if I weren’t right now – but it makes me realize how precious my free time is. When I don’t have my weekends planned out and I just want to plop on the couch and watch TV, I feel terrible! So, I’m trying to instill some sense of order to my free time – I was thinking about cooking classes? Learn a new language? What do you guys think?
I miss talking to you all, especially all the weird and diverse things we liked to debate about at IHOP or the College Inn. Post more often! Erik, I’m calling you out. What the hell have you been up to?
I’m settling in fairly well where I am, but damn if it doesn’t feel good to be coming home right now.
P.S. The Office season premiere last night, anyone? I won’t spoil it for anyone, but I’m just so psyched that it’s back.
I really haven’t posted about work yet? Wow. Well, I guess I’ll start from the beginning.
I started in mid-June with training – nearly two months worth of it. I don’t know about you, but to me that’s a hell of a lot of training, especially if I’m getting paid for it. It was good though, an easy transition from college to work – except we never had ten hours of class in a day on the same topic. Haha. I had fun meeting everyone else in my class though, and overall it was a fun and easy time (except maybe not for the kids who took the tests and homework way too seriously and stayed until 1am every night…). I will say though, if I hadn’t had a background in most of this stuff already, I don’t know if I could’ve kept up. I certainly don’t know how all the English and Poli Sci majors did it.
(Side note: I’m typing this on the Boltbus as I’m coming home this weekend, and we just passed a Mt. Tremblant shuttle. Nice.)
I was possibly more well-informed and up-to-date on current events during training than I ever have been in my life. Also, my crossword skills were honed a bit. We’ll leave it at that. =) Like I said, smooth transition from school – except for the daily 45 minute commute to Jersey part of it.
So after that we had a week’s worth of class to pass a certification exam (though now I’m sort of questioning whether it was necessary at all…I guess we can discuss that one offline). We had a teacher who reminded me of a cross between Fred Flintstone and Lewis Black – pretty funny, but in that angry and bitter sort of way. Maybe it was because he’d been teaching that same standardized test for over 20 years.
Then came a week of training for my specific department, then finally work! I’m all for learning, but I was seriously looking forward to actually doing something after being essentially a human sponge for two months. Started off pretty slow, but then shit hit the fan and you guys know the rest.
In some ways it’s the most ridiculous, irrational, messed up time to be working where I am, and in some ways it’s business as usual. I’m glad to see the feel of the place hasn’t changed – I slipped back into it pretty quickly, and my colleagues impress me every day as much as they ever did. Definitely less pressure though (I guess that’s in my head?), now that it’s a longer term thing and not a mad-cap race to land a job.
Still working hard even though I haven’t ramped up to my ultimate full work load, but part of that is because I’m taking the time to do things carefully now so that I learn them right. I don’t keep track of my hours – in fact, our timesheets are only to track the percentage of time we spend doing things – but if I had to take a stab at it, I’d guess I’m hitting maybe 75 per week right now? Something like that. My weekdays are mostly work, working out (the gym at work has a rock wall! I haven’t tried it yet though), chill out a bit at home, then sleep. I still take the time to do things for myself though – I’m learning now how important that is – and the work gets me going as much as it ever did. For all fourth year did to kill my motivation, work brought it back.
Man, okay, this post is too long already and I still haven’t really addressed the shitshow that is my industry (I just picked up that word, I think it’s really funny). I’ll save that for another time, because I don’t pretend to be an expert on everything yet.
I don’t mind working long hours at all – in fact, I’m not sure how satisfied I’d be if I weren’t right now – but it makes me realize how precious my free time is. When I don’t have my weekends planned out and I just want to plop on the couch and watch TV, I feel terrible! So, I’m trying to instill some sense of order to my free time – I was thinking about cooking classes? Learn a new language? What do you guys think?
I miss talking to you all, especially all the weird and diverse things we liked to debate about at IHOP or the College Inn. Post more often! Erik, I’m calling you out. What the hell have you been up to?
I’m settling in fairly well where I am, but damn if it doesn’t feel good to be coming home right now.
P.S. The Office season premiere last night, anyone? I won’t spoil it for anyone, but I’m just so psyched that it’s back.
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