Posts Tagged 'Marquette University'

What I’m doing This Summer

summer-still-life-785231_1280By Elizabeth Jorgensen

I hear in the media, and from professionals outside education, that teachers “have the summers off.” But this couldn’t be further from the truth.

In 2007, I searched WECAN for summer employment opportunities and noticed Kettle Moraine High School’s extensive listings. When I interviewed, I learned about the state’s largest summer school program. With a five period day, students from kindergarten through the 12th grade, attend classes ranging from camping to everyday math and from golf to Disney mania. After an interview, I accepted a position with KM’s Summer Academy. Throughout the next decade, I taught online classes and in-person classes to both elementary and high school students. Learn more about Kettle Moraine’s Summer Academy here.

Working in a different district energized and encouraged me. I saw firsthand the positives of my district and I picked up innovative ideas from KM teachers to help advance my AHS curriculum. This summer, I’m slated to teach two sections of ACT Prep online to KM juniors and seniors.

Then, in 2013, one of my colleagues at Arrowhead asked, “What do you do on Saturday mornings?” She proceeded to discuss Dr. Donnie Hale and his work in the pre-college program at Carroll University. Again, after an interview, I accepted a position to work with Project Pioneer. “Project Pioneer is Carroll University’s Saturday pre-college enrichment program which focuses on helping high school students build the skills, knowledge and mindset necessary to succeed in college and beyond.” On Saturdays, fifty high school students from Waukesha and Milwaukee engage in month-long academies “that will lead them through exploring their community and identifying a challenge within it, researching that challenge and finding solutions, and taking action. During this process, students will address a real challenge that their community faces while also building skills around the 4Cs: Critical Thinking and Problem Solving, Creativity and Innovation, Communication and Collaboration. Students will learn that their voice matters and that when they speak up and take action, they can make positive changes in the world around them.” Although Dr. Hale left Carroll a few years later (to become Florida International University Faculty Director of the Education Effect at Booker T. Washington Senior High School), I stayed on to work in the pre-college program (now under the direction of Maria Ramirez). Learn more about the program here.

My work at Project Pioneer led me to Horizontes en Carroll: “a program which welcomes upwards of 50 high school students from Waukesha, Milwaukee, Racine, and Harlem (NY) to campus each summer to experience university life and gain academic, social and life skills…During this week long residential program, students in grades 9-12 take part in several learning experiences that allow them to understand all aspects of higher education.” At the week-long summer camp, students develop career and college readiness skills and a better understanding of the college experience. Last summer, I facilitated a poetry reading and Horizontes en Carroll literary magazine. This summer, students will produce and publish the second annual Horizontes en Carroll Literary Magazine: A Collection of Creativity. Learn more about the program here.

This summer, I am also teaching online English classes for Arrowhead Union High School. Learn more about Arrowhead’s summer school offerings here.

My summers are, in fact, busier than my school year. I’m not sure who perpetuates the “teachers have summers off” stereotype, but it surely isn’t me.

What are you doing this summer?

Lost and Found: A Farewell and Travel Plan

Output Garden Sunlight Door Open Light Beam InputBy Peggy Wuenstel

I’ve been a bit absent from the blog roll recently, but with good reason. I’ve been packing away, paring down and moving on. Even though the focus has been on what comes next: the house is sold, the travel trailer is purchased, and most of our belongings are packed for the upcoming journey, I feel the need to wax nostalgic.

Much of it makes me very happy. The memories experienced, lessons learned, and friendships made can go with me without taking up space anywhere but in my heart. I have had the privilege of working with an extraordinary team of educators over the last fifteen years. They truly put children first and their loving care has paid wonderful dividends for the students we serve.

I have colleagues passionate about growth and improvement for themselves and the programs they administer. I have students who have no concept that there is a limit to how far they can rise. I live in town where education is an important aspect of community life for most residents and they have voted to support local schools when asked to do so.

But the theme of this year’s blogging cycle has been knowing what I’ve got before it’s gone. There are some things that are gone. Some are mourned deeply and some are celebrated with whoops of joy. There are things that I have learned and things I am still struggling to understand.

  • Over the last few weeks I have handled nearly every item I own, sorting those things that will travel the country with us, those that need new homes, and those that will be discarded. I did not feel the “Joy of Tidying Up” that made the bestseller list this year, but I have enjoyed the lightening up. What is gone will not be missed. I have learned that both dreams and possessions are real, worthy of effort, and attainable. One category does not have to be dusted, insured or packed securely for storage.
  • The things I love to do: cook, teach, gift, and plant are all activities designed to provide something to be consumed by others. I won’t be able to do those items in the same way from a travel trailer next year. I’ll survive. I don’t have to host the family gathering or be the co-worker that has supplies at the ready. That part of me is gone.
  • My name will not be on the door anymore. But I have learned that unlike our current president, you don’t get to write your name on your monuments. Someone who comes after you decides that. I would never want a Trump Tower, and establishing my brand has been about being so consistent and recognizable in my love for children and for literacy that I wouldn’t have to label it to have others recognize my work and passion. I understand the need for copyright laws, preserving the intellectual property of others, but have always freely shared those things I have produced for the betterment of our school. I hope my monument be the kids I have had the privilege to teach, who are proud of what they know and who they are.
  • There are things that are gone from the Wisconsin landscape that have made it much easier for me to move on. The value that has historically been ascribed to public education is eroding nationally, but especially in Wisconsin. Respect for teachers, adequate funding for schools and community engagement in bettering the lives of all children in Wisconsin’s classroom has been seriously reduced. Teachers must spend much more time defending themselves from criticism and educating a public unaware of the multitude of roles that schools take on in today’s communities. This pulls time and energy away from where we would like it to be, on our kids and their growth, joy, and self-confidence. It is increasingly hard to project that surety when you are feeling attacked and insecure in your livelihood.
  • We have unfortunately shifted from a focus on the learning to a focus on the testing that drives education today. There are so many better ways to measure progress than single high stakes exam. The easiest tests to administer, score, and publish are often the least effective in describing student learning. They are even less helpful in driving decisions about improving outcomes for individual students, where we should be focused.
  • As a society, we also seem to have lost the sense that the values we teach our children in an elementary school have validity in the adult world. Compromise is good. Everyone deserves to be heard. We only can say we are doing well when all of us are doing well. We need to care about others, even those people who don’t look like us.

After 34 years as an educator I am on a new journey. I am conscious of the things I have lost and am leaving behind. I am also grateful for the things that will never leave me. I read somewhere that retirement is when you stop working on your resume and start working on your eulogy. I’d like to hope that any successes I have had in my teaching career are because I have always concentrated on those “big things” first. Learn all you can, then share what you know, care about people first, things second. The things you give away say more about you than the things you keep. You should listen, learn, and wonder more every day than you speak, teach or think you know. Love what you do and the people you do it with. Be grateful, be quiet, and know when it’s time to turn off the lights and close the door.

Students Try on a Different Writing Style with Their Voice

writer-605764_1280By Elizabeth Jorgensen

To encourage my students to write in a different style, I first have them read a chapter from House on Mango Street titled “Four Skinny Trees.” We read and discuss this chapter. Then, I tell students to try on the author’s style of writing to see how it fits with his or her voice. I instruct students to adhere to Sandra Cisneros’s sentence structure by going word by word, keeping her structure, but changing the words.

First, students look at the title: “Four Skinny Trees.” In the title, Cisneros has a number, an adjective, and then a plural noun. Students then write their own title, complete with a number, adjective and plural noun.

Example: Four Skinny Trees could become Three Bulbous Rocks or Five Insecure Boys or Three Broken Feet.

Students continue through Cisneros’s “Four Skinny Trees” chapter, keeping her structure but telling their own story. I remind students that they should have the same number of sentences and paragraphs as Cisneros. If she repeats a word, I remind the students they need to repeat a word. If Cisneros states her title, the student should state his or hers.

Cisneros: “Four Skinny Trees”

Jorgensen: Three Bulbous Rocks

Cisneros: “They are the only ones who understand me. I am the only one who understands them.”

Jorgensen: They are the only ones that irritate me. I am the only one who kicks them.

Cisneros: “Four skinny trees with skinny necks and pointy elbows like mine.”

Jorgensen: Three bulbous rocks with dirty bellies and snowy caps like glaciers.

Cisneros: “Four who do not belong here but are here.”

Jorgensen: Three amongst a million more in my yard.

Cisneros: “Four raggedy excuses planted by the city.”

Jorgensen: Three infuriating rocks there to trip me.

Cisneros: “From our room we can hear them, but Nenny just sleeps and doesn’t appreciate these things.”

Jorgensen: From my porch I can see them, but my boyfriend just sighs and says I’m hallucinating.

I provide a model as well as student and teacher examples. You can see my worksheet and resources here. At the end of the exercise, students have a poetic, entertaining and interesting vignette. This exercise also prompts a plagiarism discussion, students debating if a writer can copy another author’s structure.

Student vignettes are often published. Teen Ink published Nate Ferro’s vignette and Megan Rutkowksi’s vignette.

I encourage you to use this exercise with your students or to modify it to better align with your curriculum.

 

Wrapping Up the Semester

writingThe end of the semester, the academic year, and even students’ time in the College of Education can be both challenging and exhilarating. For those students pursuing their Masters Degrees in the College of Education, this time of year brings presentations and the culmination of extensive research.

In particular, four of our programs (Clinical Mental Health Counseling, Educational Administration, Student Affairs in Higher Education, and Teach For America) have wrapped up with student presentations. Hard work, perseverance, and academic rigor have paid off in many ways. Read on for more details on our students and what they’ve been studying!

Want to learn more about graduate programs in the College of Education at Marquette University? Visit us online today!

Playing and Learning

board-gamesBy Elizabeth Jorgensen

In the Washington Post article, “Children’s board games help reinforce lessons learned in the classroom,” Jayne Cooke-Cobern, a kindergarten teacher at Marumsco Hills Elementary School in Woodbridge says, “Any game that requires a student to count and move a game piece at the same time is good for developing one-to-one correspondence while counting.” Which games does she use? Trouble, Chutes and Ladders, Uno, Yahtzee, Racko, and Apples to Apples.

Lisa Barnes, another kindergarten teacher at Marumsco Hills quoted in the article, says she uses “Memory (recognition of numbers, sight words and color words), bingo (letters, shapes and rhyming words) and dominoes (numbers and the concept of more and less)” with her students.

Although I teach students on the other end of the educational spectrum—seniors in high school—board games also supplement my lesson plans. Why? Games force students to use planning and cognitive skills. They also encourage problem-solving and creative thinking.

In the Washington Post article, Marilyn Fleetwood, president of the Academy of the Child, a Montessori preschool and elementary school said, “Play is probably the most important skill for life. Most children learn to read, but social skills are one of those things that really have to be developed. And that’s what you get with board games.”

I keep a stack of board games in my classroom. And on days when attendance is light—or during challenging weeks (like Homecoming or when the basketball team makes it to state)—I will often allow students to pull them out. Students say the same things: games are fun, appealing, and motivating. And they also support my English curriculum. While word, matching and memory games foster language development and literacy, while card games improve spatial awareness and develop strategic thinking.

Games provide a forum for initiative and leadership, reasoning, and problem-solving. Challenging and strategic games help children learn to focus and concentrate, which is essential to developing creative thought.

Here are some of the games I use in my classroom:

  • You’ve Been Sentenced
  • Word on the Street
  • Buzz Word
  • Guesstures
  • Quickword
  • Starwords
  • Alphabet Roundabout
  • Play on Words
  • Scrabble Upwords
  • Rattled
  • Flashwordz
  • Boggle
  • Buy Word
  • Word Winks

 

Ramp Up With a COED Alumna

Osborne High School counselors, administrator, clerk and parent liaison

Congratulations to Courtney (Wesnofske) Courtney (Master of Arts in School Counseling, ’13) and the counseling department in Osborne High School (Marietta, GA) for receiving RAMP classification! Courtney is the first graduate of the program to achieve RAMP status for her department.

RAMP, short for Recognized ASCA Model Program, is a designation from the American School Counselor Association to recognize high performing school counseling departments. The RAMP designation provides departments with the confidence that the program aligns with a nationally accepted and recognized model, evaluations and areas for improvement, and enhances the efforts to contribute to student success. Currently, over 700 schools in 43 states received a RAMP designation.

For Courtney and her department, receiving RAMP status has been a rewarding experience. “This RAMP designation has proven that we as a department work to address the needs of the whole child/student, which is our ultimate goal,” stated Courtney when asked the importance of receiving RAMP status. With limited resources and a high caseload per counselor, the RAMP classification shows the hard work the department does to support all students. Courtney further explained how the department works with data to drive programs to help students, parents, and the community. “Our data has led to implementing interventions through small group, classroom curriculum, and individual counseling, as well as increasing our events offered to our parents and guardians,” explained Courtney.

Along with increasing programs and events, Courtney stated how the school has seen other increasing with college and career preparedness, parent/guardian involvement, and an increase in graduation rates. In the past three years, graduation rate has increased from 48.4% to 68%. Since receiving RAMP classification, Courtney explained how the department is using the feedback provided by the RAMP application to improve their programs for students. Also, Courtney mentioned an increase of passion and excitement for the work the department does. “ I can honestly say that one of the biggest changes is an increased sense of passion and excitement for working to improve the supports provided to all students,” she stated.

Dr. Alan Burkard, Department Chair of Counselor Education and Counseling Psychology (CECP) at Marquette University, shared his excitement for Courtney and her department’s success by saying, “As a past RAMP reviewer, I know that not all school counselors can meet the rigorous criteria established to receive this award.” To him, it is the department’s goal to see the graduates of the program become the kind of professionals they hoped to develop. “Knowing that our students are demonstrating this kind of commitment to their schools and profession is simply an honor, and it suggests that the message we hope students will learn is being achieved.”

Want to learn more about Counselor Education and Counseling Psychology in the College of Education at Marquette University? Visit us online!

Mail Call Update

LJBy Elizabeth Jorgensen

On January 9th, my blog featured the Milwaukee Journal Sentinel’s Mail Call project. Shortly after, one of my colleagues received the following message:

“In my role in PR with Stars and Stripes Honor Flight, I sometimes have to sort through thank you letters for veterans that we receive (and later give to them on an Honor Flight), to make sure there isn’t anything upsetting in what is written.  I received a huge box of letters from the Milwaukee Journal Sentinel recently, because they’re conducting a well-publicized campaign to raise money for us and collect these letters from schools and groups.

There are a large number of absolutely incredible letters from Arrowhead upperclassmen…Could you please pass on my sincere gratitude for all the extra effort that teacher took with the project, and ask them to thank their students for their incredible work. As I go through them and read them, I am struck over and over again by the sincerity, the creativity and the quality of the letters…and many of the students signed their names in hopes of receiving a response.

In a box of 1,500 mail call letters, the Arrowhead letters stood head and shoulders above all the others. Please thank everyone involved.”

Subsequent conversations included links to additional resources for students:

https://youtu.be/Wty1-U3ieak

https://youtu.be/ALGZzxS3dIc
“Thank you again for organizing such a beautiful letter writing campaign.  The veterans will be absolutely overwhelmed, and will read those letters over and over and over again.” I shared these comments with my students and all were thrilled to make a difference in the lives of our veterans.

The Stars and Stripes Honor Flights happened on April 8th and May 21.

 


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