Zonbu? No thanks…

When my parents started having trouble with their PC, I found myself  spending quite a bit of time on the phone with them answering questions. Not that I minded. But as you know, it's very difficult to trouble-shoot when you don't see the screen.
"It's asking me to do something," my mother would say.
"Well, what's it saying?" I would ask.
"I don't know, I already clicked and it's gone."
Sigh.
So when I saw Zonbu, the machine that claims to …

"works for you — there's nothing to install, no software to configure,
and nothing to update — ever. Your computer is always up-to-date with
the latest software releases and always free of malicious viruses,
spyware and malware."

What could be better, I thought. Plus, the reviews were strong. The package was this: buy a box for $100 and pay $15 month. The service fee would support the software updates, virus protection, and backups automatically. The biggest benefit, I thought, was that it would all happen seamlessly. No more questions from my parents!

No such luck. Because it is a linux-based machine, the interface was confusing. And there were "questions" because my mother kept calling to ask me why it wasn't "just working" as I claimed it would or what did it mean " to do such and such." She wondered why it didn't "look like" her old machine.

 Finally, after several months, the machine kept freezing, which would prompt a, "it won't let me in!"

 I determined long-distance that it must be a bad wireless router, so I had my parents purchase another. That wasn't it.

Finally I contact Zonbu for support. I was surprised to learn there was no phone support at all–surprised since they were paying $15 month for SUPPORT. We played email tag for a few weeks, but help was not forthcoming. My emails were answered quickly, which was positive, but the advice was not.

"Go buy a PS2 keyboard connector to see if that helps."
What? I have a USB keyboard. I need to buy something else?

No thanks, I responded via email. I cancelled my mother's account, paid the $200 fee, and bought her a Dell. At least I can try to speak "Windows" long distance.

Nothing is easy these days.

Lesson learned.

Not a lone voice

We are in week two of the new school year, and I don't feel like I'm hitting my stride yet. Oh, I'm enjoying my classes, and most of the kids are responding positively. They are blogging, and I'm reading. We are sharing ideas, and they are politely taking notes and following my directions.
But I want more.
I haven't been able to step aside yet. I am so used to leading, pointing, asking, questioning…and waiting for a response. In this Introduction to Genres course, we have been reading and
discussing short stories with the goal of each student writing one
himself. Yet, I am eager for them to find a reason this matters beyond the requirements of the syllabus.  I want to find a way to make this process more meaningful for them…to help them understand the value in a good story, the value in knowing how to tell a good story.
Tonight, I was having trouble falling asleep, so I decided to catch up on my RSS feeds. With my new teaching position, I just haven't had much time for anything other than my classes lately.
I was zipping through the feeds when suddenly Presentation Zen caught my eye:"Obama delivers a speech like a symphony." Could it be? A Dan Pink reference?
But wait, there's more.
"What makes a good story?" Garr Reynolds asks. Story? As in "how to tell?" I read on.

"In a great story — and in a great speech — there is ebb and flow, there is silence and there may be thunder."

He references Bruce Block's book, "The Visual Story," writing:

"the author
uses these three basics of story — Exposition, Climax, Resolution — to
show the link between visual structure and story structure. To
illustrate this link in terms of intensity he shows a story-structure
graph; the story intensity refers to the amount of conflict that builds
in the middle. Generally, a good story grows in intensity as it
progresses. Block draws a line that is jagged because a story's
intensity will rise and fall even though the overall direction of the
intensity is building up and toward a climax. The resolution, says
Block, "…is a place for the story to finish…the audience needs time
to recover from the intensity of the climax and reflect on the story's
conflict."

See, that's what we're doing in class right now. Reading short stories and learning about the form and structure because we–that is, the students–will each write their own stories, based on a common theme and characters."

In his post, Reynolds dissects Obama's speech and explains how it much like a good story–of the best kind. Here, he jots down his ideas:
Story

And there they are. The terms we have been using in class.
In real life. Used to talk about a powerful story.
So, I will be sharing this with them, and I'll play some of the acceptance speech in class, too–not for political reasons, but so they know their teacher isn't the ONLY one talking about exposition and conflict these days.
What do you think? Will it matter to them?

Saying it with images

From PicLits:

PicLits.com is a creative writing site that matches beautiful images with carefully selected keywords in order to inspire you. The object is to put the right words in the right place and the right order to capture the essence, story, and meaning of the picture.

Grab an image, write any kind of text–and you are finished. This seems like a interesting way to introduce poetry or figurative language. Check out the learning link on the site for more options.
PicLit from PicLits.com
See the full PicLit at PicLits.com

It’s working

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Ok, it's one little baby step.

Last night, the students read "The Veldt," by Ray Bradbury and wrote a short reaction to the story in their blog. I had just introduced the blogs two days ago, helped them set up an account, and showed them how to post.

I had spent time commenting on each of their posts as they popped up online last night and this morning, but I still wondered if this would work as I had hoped.

"So, I've read your posts about the story. Some of you said you were confused and others nailed the idea about technology and alienation. Would anyone like to share a post?" I asked

A minute of quiet, and then one student said:
"No, but I was reading Aaron's, and I think he's got some great ideas!"

"You were reading Aaron's?" I asked, smiling. Aaron is in another section of English, but this student had decided to browse other blogs. He'd found one he thought grasped the theme.

"Absolutely," I said. "Let's take a look at Aaron's and then we'll share some of yours."

I love this. Reading, sharing….now I just need to remind them to comment on Aaron's post!!

It's a beginning.

A different perspective

I am finishing up two days back in the classroom, teaching ninth grade English (called "Intro to Genres" in our course of study). We began the year with a short story unit, in which we will explore the structure of a short story before actually writing one of our own. Students will share ideas of theme and characters to compile their stories into a class novel, much like Fred Chappelle's I Am One of You Forever–their summer reading. Lulu.com offers great prices on printed books, so we'll have something to actually put in our hands when we finish!
Although I have great lesson plans from a previous teacher, I hope to put my own stamp on the course. I want to take advantage of our 1:1 program, allow students to explore through technology their thoughts about literature, and use many of the web tools I've been promoting to other teachers as ways to increase  involvement in their own learning.
Today students created blog accounts using 21 classes, and they wrote their first reading reflections. I loved being able to login to the class page and comment quickly on their thoughts. Tomorrow I plan to share some of their comments in class using the projector.
I hope to be able to share our work in some way, connect with students in other schools, and find ways for them to continue to publish their writing.
Right now, though? I'm trying to keep my head above water. I just re-read this, and my tenses are all over the place. But that's all the time I have for this tonight:)