Archive for July, 2010
The list recently released by Literature study site Shmoop.com shows the Top 10 searches on Shmoop for the 2009-2010 school year. It is an interesting read! The website explains:
The list is based on number of searches conducted on the Shmoop website by teachers and students in the past school year.
While one might think that pop culture juggernauts like Twilight and Harry Potter might crack the list, we found that the classics still dominate students’ searches.
Out of this list, in the past three years of English teaching alone, I have taught Macbeth, To Kill a Mockingbird, Frankenstein and Brave New World. Does this mean I’m on target? (you betcha I will say it does!)
The full Top 10 list:
- The Great Gatsby, by F. Scott Fitzgerald
- Hamlet, by William Shakespeare
- Macbeth, by William Shakespeare
- Lord of the Flies, by William Golding
- To Kill a Mockingbird, by Harper Lee
- Great Expectations, by Charles Dickens
- 1984, by George Orwell
- Heart of Darkness, by Joseph Conrad
- Frankenstein, by Mary Shelley
- Brave New World, by Aldous Huxley
And so ends my first week of full time University teaching.
Man, how I love teaching.
I mean, I love researching too. But nothing – nothing – beats the buzz that you get from that act of ‘luring people in’ to a new area of knowledge, getting them excited about it, showing them new ways of thinking.
Anyone who says that teaching isn’t an art form is dead wrong. This week, teaching again after about 9 months off, I felt like a rusty ballerina! There were some stumbles, and my fitness is down. But the dance…it’s addictive. And the vulnerability you feel when you do it is part of the buzz.
A big shout out to all the staff and students in the School of Cultural and Language Studies in Education at QUT who have helped me feel so welcome :) You rock!
Posted by kmcg2375 in Uncategorized on July 15, 2010
This is the Prezi I made (my first one!) for the AATE/ALEA Annual Conference last week.
Vodpod videos no longer available.
The National Curriculum will bring with it a host of challenges and problems that may leave us grieving for our familiar local curriculum. What can we expect to feel in this time of change? And what will the effects of this be on our beliefs, our pedagogy and our practice? How much of what we are already doing, really, are teachers expecting to be able to carry forward? It seems this point in curriculum history is an ideal spot for us to revisit and revise our curriculum philosophies, as well as our beliefs about the purpose and goal of teaching English.Reflecting on the findings of my PhD research into the changes and innovations of the 1999 HSC English syllabus in NSW, in this paper I consider the processes by which teachers have coped with change. What is likely to make us uncomfortable in the National Curriculum for English? What have we already shown in NSW that we fear? The audience will be invited to consider their own philosophies, and begin preparing for change.