Whew!
Memories of a Teacher
by Phyllis O'Shea Palladino
edited by Philip J. Palladino
Credentials
Phyllis Palladino taught English at Chatham High School from 1980 to 1998. Prior to that, she taught in private schools at high school, middle school and elementary school levels for 12 years. She earned her BA in English from Siena and a MS in Guidance from SUNY Albany with additional training in Foxfire, Cooperative Learning and TET. An active member of the education community, Mrs. Palladino has been a member of NCTE, ASCD and an adjunct professor at SUNY. In 1992, she was awarded the New York State English Council (NYSEC) Teacher of Excellence medal. She has presented many workshops and has conducted mediation training. In addition to her school related work, Mrs. Palladino has been Vice President and a member of the Board of Trustees of the Austerlitz Historical Society .She has a son and daughter who are involved in education at the college level.
Dedication
To Pat, Meg, Dan
and to my friends, colleagues and students,
and especially
to my beloved, Phil
Editor's Note
This represents the works of a lifelong learner/teacher. The approach and methods contained here are unique to the classroom, and should be paramount in any discussion and implementation of an education where "no child is left behind"- really.
Phil, Editor
The reform in education announced by President Obama gives new impetus to this model of teaching. (3/11/2009)
Phil, Editor
5
I Remember
I remember that in my first year of practice teaching, I was helping the little ones into their coats. One tiny boy tugged at my skirt and said: " Miss O'Shea ( I used to be Irish in those days) was your mother surprised when she got a teacher instead of a baby?"
On to second grade: I taught about famous people. On President Lincoln's birthday, I inquired if anyone knew a song about Abraham Lincoln. One boy stood up in front of the room and sang to the class-
"Lincoln, Lincoln,
I've been thinkin',
It's corn liquor
You've been drinkin'..."
A graphic description of the death of Jesus evoked this exclamation as an excited student jumped up on his desk: "Where in hell were the state troopers?"
I graduated to "middle school" where the prevailing style required that one's socks must match the shirt.
Eventually, I made it into high school, where students spent much energy devising a fool proof bathroom pass.
If only they could know how long the road is to becoming a teacher; how it continues throughout our careers. Indeed we are not born teachers.
After thirty years, I think I got it right.
9
From:
The Common Principles of the Coalition of Essential Schools
"... The governing practical metaphor of the school should be student-as-worker, rather than the more familiar metaphor of teacher-as-deliverer-of-instructional- services. Accordingly, a prominent pedagogy will be coaching, to provoke students to learn and thus to teach themselves."
10
Annual Performance Review
Phyllis Palladino
Choice: Self (Student) Evaluation and Goal Setting
Goals:
-To become unnecessary; students will own their education and become proficient in pursuing it
-To create an atmosphere where freedom to exercise individual learning styles is assured
-To enable students to practice mastery learning, i.e. to keep improving upon a product, raising a grade, until they are satisfied
-To treat students with respect and good will thereby encouraging them to respect each other
-To enhance students' self-esteem by acknowledging their individuality and valuing their contributions
-To perform as a coach; to operate as a tutor; to be a guide rather than a translator (to put learning where they can get it and then get out of their way)
-To see everything
-To prepare for post-high school competency by providing practice in the following:
Research
Technical and creative writing
Word-processing
Thesis paper including original observation College essay
Resume
Literary discussion with an adult
Literary criticism
Creative response to literature
Public speaking
Drama
Journalism
Interview skills
Working with others
Evaluation
Integration of learning
-To encourage leisure reading as a life-time skill
-To contribute to students' awareness of their own capabilities and of those which are valued in the workplace
-To make students aware of the community's support.
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Course Evaluation
June
Dear (Student's name)
Here we are -very near the end of your years at CHS and of our year together. Your goal as a senior has been to complete the year successfully, have fun and get on with your life (did I mention have fun?). My goal has been to help you to: identify your learning style, take charge of your schoolwork and grow in academic confidence. You have met high standards in reading and writing as well as in taking responsibility for timeliness (product days). I have sought to provide direction and resources as well as critique and encouragement through individual conferences.
You have had the opportunity to make choices both in selection of readings and in sequence of units. Your exercise of self-direction in this and in your quarterly plans will serve you well in the future. The ability to plan one's goals, to make choices and to depend upon one- self to follow through is at the very heart of what it means to be an adult.
Being prepared to concentrate while surrounded by peers is a critical skill to take to work place and campus. If you can manage this respectfully and remain good humored as well. ...Bravo!
This year you have:
-read two college-recommended novels, kept a reflective journal using literary terms, examined four critical essays and written a paper on each
-read two full-length plays, kept a reflective journal using drama terms, performed a section of each, delivered an anecdotal speech and created a mind map to prepare for a persuasive argument as the culminating piece of your senior exhibition.
-kept a daily log of news stories, reviewed guidelines for journalistic writing, become a reporter and produced news stories, a feature or editorial, and written creatively for the literary magazine section, PEN STATION. You may have taken an editorial position as our class produced our school newspaper THE RIGHT TRACK.
-taken notes and graphically demonstrated your knowledge of the philosophy, history, discoveries, art and music of the British literary periods from the Middle Ages to the present. Medieval ballads, Renaissance sonnets, Enlightenment, Romantic, Victorian and early and late twentieth century poetry have been selected and analyzed in your papers. Works of Chaucer, Shakespeare, Pope, Blake, Browning, Yeats and Steven Smith (or their contemporaries) have been the subject of your study and insights.
If you took the personal challenge of Advanced Placement, you've added more drama and essays to your plan as well as many (many) exercises in close reading. If you chose the Scholar's Program, you have
sought to earn college credit by writing a paper on the evolution of literature in English which you are about to defend.
In addition, you have prepared a Curriculum Vitae, an Expo Board, and your Senior Exhibition... congratulations! I've enjoyed your senior year and feel honored to have been part of it. I am proud of your achievements and hold this wish for you:
Affectionately,
Phyllis Palladino
P .S. It's your turn. Please use the enclosed sheet to write back. I would appreciate your sharing your thoughts on the year .
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Student Comments
cv
Brian -"Things are going well with me in English. Last quarter I kept up with my goal I also got everything in my CY on time and I included a lot in it"
Nicole -"I enjoyed putting my CV together. I wouldn't have done that unless it was required and I am glad that I had to do it."
Wilmer- '1 am very glad that I created a CV. I know that it will help me in college and when applying for work"
British Literature
Marissa -" At the beginning of the year, I had no intention of taking AP English, but luckily for me, Mrs. Palladino was able to talk me into it. I think I would have regretted not trying for AP credit. If it weren't for her gentle pushes, I probably wouldn't have read Hamlet or Gulliver's Travels or some of the other great books that I challenged myself with this year. I also hope to continue reading classical and famous literature this summer. Mrs. Palladino also helped me understand and memorize some of the literary terms that I have never been able to grasp before. Thanks to her, I actually know what alliteration, satire and allusion are."
Dan -" I got to read some classics that otherwise I wouldn't have been able to read. I also have been challenged."
American Novel
Brian -"I finally got to read a book I had always wanted to read (A Farewell to Arms)"
Journalism
Rich -" In the end, I worked and achieved the goals that I set aside in my PLAN. I particularly liked the two poems that I wrote for Pen Station."
Maggie -" Journalism was great I now know how to do certain things such as how to prepare questions"
Gwen -"1 really liked the Journalism unit I like the way students have to budget their own time"
Jason- "The journalism unit ...enhanced my writing abilities."
Drama and Public Speaking
Gary -"...the drama class...brought out the 'best' in everybody. We all had a few good laughs and good drama productions. The Right Track and Pen Station impressed everybody when the first issue came out."
Dawn -" The Right Track from scratch... I'm very proud of how we accomplished such a big task I enjoyed performing on stage. I learned a lot about my acting ability."
Andrea- "...From recognizing my writing style, how to perfect my public speaking... you take time out to meet with each student."
Salley -"I think that I accomplished a lot. I really liked the drama section ...It helped me "
Harold -"I got to read two plays I wouldn't usually read and I got to pick my own topic."
Affective Curriculum
Kristine -" I love the rug in the back, and believe it or not, actually got more work done than I would've at a desk. I love the people in our class. I don't get to see them very much, so it's nice to have a period with them."
Sarah -"...thank you for taking time to write to each of us. It is very much appreciated"
Joe -"It was the first time I really had to budget my time, but I came out OK"
Erlinda -"I even learned a thing or two."
Dawn -" I liked working at my own pace and determining what I thought I could have done for the product day."
Brian -"It's good because it gives students freedom, and forces them to work themselves."
David -" ...we could basically work at our own pace."
Chris -"I found that you have to use time wisely. If you work hard in class, then you most likely don't have to do homework."
Kelly -"I was able to redo many essays in order to raise my grade to where I wanted it I worked efficiently so I wouldn't have too much to do at one time. "
Amy -"I feel as though my working ability has definitely increased."
Laurie -"I met all of my deadlines."
Aaron -"I loved the class. I will miss it a lot. You keeped (sic.)me going. I liked that."
Bob -"I think group work is great. I learned a lot from other students and I got to know them..."
Sarah -"Thank you for the time you took to write to each of us. It is very much appreciated."
Amy -"I managed to plan my time effectively and was able to get done what I had to."
Brian -" I enjoy the people who I am in class with and do not feel threatened by any of them...."
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SYLLABUS
English 12
Affective Givens
Student will become aware of:
* responsibility for one's own learning; personal learning style
* making connections beyond classrooms and schools; performance-based (real world) assessment * the interdependence of trust and privilege
* resources
* using the democratic process in a meaningful way
* time management: keeping appointments, meeting deadlines, long-term planning
* interpersonal skills, interview skills
* reflection; meta-cognition
* decision making
Procedural Givens
To participate fully and document learning, students will:
* report to class daily; use sign-out sheet
* prepare a quarterly plan and a weekly plan
* design assessment
* participate in group discussions
* schedule bi-weekly conferences with instructor * maintain an updated English folder
* read assigned materials
* rate daily productivity on classroom chart
* maintain interactive journal with senior team
* complete Exhibition
* employ scholarly research
* develop written pieces
Content Givens
To attain successful communications skills, students will study British literature, drama and public speaking, themes in literature and journalism to master:
* analysis
* judgment
* self-awareness
* recognition of bias
* attention to rhetoric
* openness to multiple meanings
15
BRITISH LITERATURE UNIT
A survey of British literary periods from the Middle Ages to late twentieth century with an emphasis on poetry. Some essays and short stories are included. Text: ENGLISH LITERATURE, Ginn & Go.
Required assignments:
-background notes on the times.
-a graphic representation of the prevalent philosophy, history, discoveries, art, music and literature of each period
-study of a selection from each literary period
-a short analytical paper on each selection.
DRAMA/PUBLIC SPEAKING UNIT
A study of works by playwrights such as Shakespeare, Beckett, Miller, Sartre, Ibsen, Albee and Stoppard.
Public speaking students will learn the effective use of a speaker's props, how to organize one's thoughts into clear ideas for presentation, how to hold an audience's interest.
Required assignments:
-reading two fuIl-length plays, keeping a reflective journal (highlighting drama terms) on each
-presentation of the background (set-up) of a scene from one of the plays and memorized performance
-delivery of original paper on the other play
-Anecdotal speech
-Senior Exhibition
JOURNALISM UNIT
A reading/writing/editing unit which culminates in the production of two issues of the school newspaper, THE RIGHT TRACK and the literary magazine, PEN STATION.
Required assignments:
-notes on the basics of journalism
-daily reading and log entry on periodicals
-investigation, writing, proofreading, headlining and
word processing of three news articles and one feature or editorial
-submission of two pieces of creative writing suitable for publication in the literary magazine "Pen Station".
-editorial duties
-creation of ads.
16
NOVEL UNIT
Two novels are read, discussed and written about with a focus on analysis of fiction: plot, character, theme, point of view, tone, style, setting and symbolism. Representative authors include Fitzgerald, Bronte, Hemingway, Wharton, Vonnegut, Hardy, Conrad and Plath.
Required assignments:
-Read two novels
-Participate in scheduled discussion groups
-Keep a journal of analytical notes on each chapter highlighting literary terms
-Write a brief analytical paper on each work which includes references to two literary critiques. Follow MLA format and document sources.
Scholars' Program
It is possible to receive college credit for this course by completing the additional requirements for the Scholars' Program. Work must meet standards of competence in all areas of the English 12 curriculum. The student must demonstrate, especially in written assignments, the ability to analyze fiction: plot, character, theme, point of view, symbolism and setting. Also, the student must submit a paper which examines major writers of English fiction in the twentieth century, their ideas and their literary styles. Emphasis should be given to the ways in which these writers have responded to the forces of history and conceptions of human life that characterize the modem era. Loss of belief, altered views of time, new notions of the nature of human consciousness -each of these has brought about changes in attitude and technique in modem fiction. The student will give an oral defense of this paper.
Advanced Placement
AP students will make the following adjustments to the English 12 curriculum to prepare for the AP exam:
-completion of AP test review book
-act as literary discussion leaders
-Novel unit -confine reading selections to suggested authors; base papers on A. P. essay questions
-British Literature unit -, .write the paper described above in the Scholar's Program. This will replace
the graphic representation assignment.
-Drama -read HAMLET, A STREETCAR NAMED DESIRE and
one of the following: WAITING FOR GODOT, ROSENCRANTZ AND GUILDENSTERN ARE DEAD or NO EXIT following each with an AP essay.
17
Modifications to the English .2 Curriculum for Resourced Students (see Eng. 12 curriculum)
Thesis Seminar
Strategies:
Time management
Library skills
Securing information and assistance
Organization
Academic self-management
Paraphrasing, inductive reasoning
Other (based on Individual Education Plan -IEP)
Public Speaking
Strategies:
Listening skills
Organization
Effective communication Reasons for misunderstanding Self monitoring
Other (based on IEP)
Journalism
Strategies:
Sentence and paragraph structure Effective communication Note-taking techniques Questioning techniques
Other (based on IEP)
Connections
Strategies:
Reading skills
Writing skills
based on IEP
Life skills (surviving in the system) based on Bridge Program
Evaluation: In addition to the regular classroom grades, the Resource teacher will grade progress in mastery of designated skills each quarter. This will become part of the student's English average and will add one to the number of assignments completed.
18
Tools
Grading Policy
Students are graded every six days based on their demonstration of achievement during that period. These assessments measure the learning process and constitute one-half of the quarterly grade.
The evaluation of student products (see syllabus) will account for the other one-half of the quarterly grade.
Each quarter is self-contained so there is no final examination which tests the entire year. Completion of the Curriculum Vitae and Senior Project is required for course credit. (See syllabus for
additional requirements.)
19
Sample Registration Form
REGISTRATION: English 12 Mrs. Palladino, class period_________
Name:_____________________________________________________
Homeroom:____________ Date of birth:_____________________
Address:______________________________________
_________________
Telephone:____________________________________________
Parent/Guardian :________________________________________________________
Personality type ______ ______ ______ ______
Only one-fourth of the students in each class period were allowed to sign up for any of the elective courses (Novel, British Lit., Journalism, or Drama/Public Speaking) each quarter. If a section was filled, the student had to make another selection. This assured the class materials would be available for all. All students were required to complete every unit by the end of the year. The units had to be completed in the time planned. (No repeat.)
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Abbreviations
Abbreviations found in some of these documents:
AP= Advanced Placement
CV= Curriculum Vitae
RD= Rough Draft
SS= Struggling Student
IEP= Individualized Education Plan
ENFP, ENFJ, etc. = Keirsey temperament type.
21
Focus Questions
Name:__________________________________
English
Please be prepared to answer these FOCUS questions at any time.
What is my task?
What is its purpose?
What is it a means to?
What do I need to do next?
How does it relate to what I did previously?
How should I allot my time?
What resources are available?
What roles do others play?
What knowledge is required to do this task well?
How will my work be judged?
What criteria will determine whether my work is good enough?
What aspects of this assignment demand most attention?
Where is my performance strongest and weakest?
How can I improve?
What questions or tasks will be on the final (exam, project, portfolio, performance )?
Re: Specific piece of literature
Title; author; genre
From whose viewpoint am I reading: describe the narrator, who is he/she?
Is this a reliable narrator? How can I support my
opinion? Does the evidence presented in the work leave me with the same view as the narrator has?
How are things, events, or people connected to each other? (Consider cause and effect)
What does it all mean? What is the theme?
Have I run across this idea before, in literature or in life? Where?
22
Process Analysis
Process Analysis Date_______________
English 12 ________________________________
1. How would you rate your productivity this week (1-5)?____
2. Are you current with your Quarterly Plan?______
3. If not, have you adjusted it?______
4. Did you complete the work you planned this week?_____
5. _________________________________
________________________________________________
What delayed you?_________________________________
______________________________________________________
6. Have you planned next week's daily work?_____
7. If you are working in a group, do you have a discussion or meeting planned?_____
When?________________________(date and time)
8. Have you signed up for an individual conference with me?____
Date____ Time_____
9. What discoveries have you made about:
A. The way you learn__________________________________
________________________________________________________________
________________________________________________________________
B. Working with others_________________________________
_____________________________________________________________
_____________________________________________________________
10. Were you absent from class this week?_____
Dates:______________________________________
23
CHARACTERIST1CS OF LEARNING STYLES
Three of your five senses are primarily used in learning, storing, remembering and recalling information. Your eyes, ears and sense of touch play essential roles in the way you communicate, perceive reality and relate to others. Because you learn from and communicate best with someone who shares your dominant modality, it is a great advantage for you to know the characteristics of visual, auditory and kinesthetic learning styles and to be able to identify them in others.
VISUAL
mind sometimes strays during verbal activities
observes rather than talks or acts
organized in approach
to tasks
likes to read
usually a good speller memorizes by seeing
graphics &: pictures
not too distractible
finds verbal instructions difficult
has good handwriting remembers faces
uses advanced planning doodles
quiet by nature
meticulous, neat
in appearance
notices details
AUDITORY
talks to self
aloud
enjoys talking
easily distracted
has more difficulty with written directions
likes to be read to memorizes by steps
in a sequence
enjoys music
whispers to self while
reading
remembers faces
easily distracted by
noises
hums or sings
outgoing by nature enjoys listening activities.
KINESTHET1C
likes physical rewards
in motion most of the lime likes to touch people when
talking to them
taps pencil or foot while studying
-enjoys doing activities
reading is not a priority
poor speller
likes to solve problems by physically working through them
will try new things
outgoing by nature;
expresses emotions through physical means
uses hands while talking dresses for comfort
enjoys handling objects.
Students who have equal modality preferences are more f1exible learners and are already using many studying techniques rather than just a few.
Source for Characteristics of Learning Styles: Learning to Learn: Strengthening Study Skills and Brain Power, by Gloria Fronder, Incentive Publications, Inc., 3835 Cleghorn Ave., Nashville, TN 37215 c1990
