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Telling Our Stories: Creating Authentic Narratives of Home

Recently I wrote an article that was published in the Michigan Council of Teacher’s of English Language Arts Journal of Michigan.  The theme for this edition was Location, Location, Location, and my submission reflects the uniqueness of rural northern Michigan.  Below is the article and the appendix containing my assignment.

When I moved from the suburbs of Detroit to northern Michigan twenty-two years ago, I wondered if I was moving to the frontier.

Becoming Authentic Writers, Part 2

Image by Anasuarezrivero (Own work) [CC-BY-SA-3.0], via Wikimedia Commons
How the paperless classroom goes beyond teacher convenience

This is the second in a series of posts about the impact of a paperless approach on the writing process and product.

In the first post in this series, I talked about using technology to improve my feedback to high school students.  My earliest experiment involved using my smart phone and using an iPad app called Explain Everything to provide audiovisual feedback for students.  My paperless classroom, though, has evolved quickly, and this year, we went Google.

Becoming Authentic Writers, Part 1

How the paperless classroom goes beyond teacher convenience

This post was featured on the Chippewa River Writing Project’s Teachers as Writers Blog this week. Check out the blog for other great posts from CRWP teachers.

This is the first in a series of posts about the impact of a paperless approach on the writing process and product.

"Stack of Papers" by Flickr user Jenni C
“Stack of Papers” by Flickr user Jenni C

When it comes to technology, I am a geek.  My students and my colleagues will not be surprised that I spend countless hours playing with technology and dreaming of ways to adapt it for the classroom.  My friends and family are not shocked when we go shopping and they lose me in the Apple Store or the Best Buy (if the local bookstore does not claim me first).

Using TBL Activities in AP English

Thursday was a good day! Scratch that – pun intended, as you will see in a moment. Thursday was a great day!

Recently, on the PsychTeacher Listserv that I participate in, there was a thread about Team-Based Learning.  I was not familiar with this college-level instructional practice that has students working in teams and pushes them toward in-depth analysis and discussion. I was intrigued,

Why Read? Ten Reasons by Kelly Gallagher

In his book, Deeper Reading, Kelly Gallagher lays out ten reasons that students should read.  His ten statements resonated with me, and as I read, I envisioned them as a poster that I could use in my classroom to keep the conversation going about reading.  I proposed the idea of creating an infographic to Kelly Gallagher last year, and he gave his permission to use his ten reasons.  We agreed that a Creative Commons license would be attached so that the graphic may be shared, used, or printed by anyone, but not sold.  Below is an image of the infographic.

To download the pdf version, click here.

To download a jpg version, click here:

Why Read by Kelly Gallagher: An Infographic
Why Read by Kelly Gallagher: An Infographic

 

Evolving Literacy

Literacy has been on my mind again lately. It should be. I’m an English teacher, after all. What I have really been thinking about, though, is the rapid change in what it means to be literate for the future. Some people wonder whether books will die in an era of e-readers or whether cursive will become extinct. The real question, though,

This I Believe

This week’s post is a little different for me. We did “This I Believe” essays in Junior English classes, so I thought I would share mine. I wrote my essay first and then turned it into a digital story.

Be a Teacher

(This was a piece that I wrote during the Chippewa River Writing Project summer institute.)

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Molly finished ringing up my order and placed my produce into a bag.

“That’ll be $16.34,” she said, and then barely taking a breath, she asked, “Ms. Neyer, do you think teaching is a good career to go in to?”

To Go or to Grow?

Every teacher must at some point question staying with the profession.  My moment came last fall.  Oddly, this was not a case of my asking whether I still enjoyed the job; I do without a doubt.