by Jennifer Barnes
Hennepin County Library audiobook 6 discs
read by Amber Faith
genre: YA murder mystery fiction
This is like Criminal Minds with teenagers. The premise is that the FBI has a small group of "naturals" - two profilers, one who can "read" emotions, one who can analyze evidence like a computer, and one who is a natural lie detector. When Cassandra (Cassie) Hobbes joins the other teenagers, she is taken aback by her inability to hide what she is thinking and feeling. In the five years since her mother's disappearance, she has perfected the art of being "fine."
Leah - liar, sneak, gorgeous chameleon, very protective of Dean, on and off relationship with Michael
Sloan - human computer, petite, Cassie's roommate
Dean - father was a serial killer, he's the other profiler, initially wants to have nothing to do with Cassie
Michael - gorgeous, rich, can read emotions but is effective at hiding his true self
Love interests, murder cases, danger lurking around every corner. I don't want to even hint at the heart of the story because to ruin the ending would defeat the purpose of reading the book! Cassie was too much of a wimp for me, but it was a compelling story (enough that I'll read book two if/when it comes out).
Showing posts with label Litwits 2014. Show all posts
Showing posts with label Litwits 2014. Show all posts
Sunday, December 07, 2014
Tuesday, October 28, 2014
Mindset: the New Psychology of Success
also subtitled: How We Can Learn to Fulfill Our Potential
by Carol Dweck, PhD
Hennepin County Library audiobook 8 discs
read by ??? I don't remember and the jacket doesn't list her name!
genre: non-fiction
I am still on the last disc, but need to get this back to the library. I requested this in June or July and just got it three weeks ago. There's still a long waiting list!
Interesting . . . I won't go back and re-listen to the first part of disc one, but I know the author is not the reader. I even made a note in my car. "Reader voices - Dweck yuk." She did her own intro and it was almost painful to listen to her! I was/am so glad that the professional reader did the rest of the book. I'm kind of surprised that her name isn't listed on the jacket!
I loved the first quarter of this! People who read it over the summer said it was dull and not worth the time to read. I was pleasantly surprised by the power of having a growth mindset vs. a fixed mind set (something I'm too often guilty of). There were times when I thought I should get this audiobook for my dad . . . would he "get" it? The characteristics of a classic fixed mindset - blaming, perfectionism, etc. . . . SO him! (And me, too often, I admit.)
I made a note on bullies vs. victims. I had a bit of a problem with this section. It seemed to me that Dweck overgeneralized. The examples that she gave about Columbine almost made it sound as though Klebold and Harris were taunted mercilessly and their tormentors were never reprimanded. That contradicts what I've read about the situation. I don't think of those two teens as "victims."
When she did the section on athletes, I thought "Enough!" She went on and on and on . . . it wasn't only a long section; it was repetitive. This was definitely overkill. I wonder if it's because she found it the most interesting, or she thought her readers would.
The section on teaching (this is the problem with not having a print copy - I don't remember the chapter titles and don't have time now to look them up) was mostly on parenting and coaching (more athletics!). There was a little on teachers like me, but not nearly as much as I'd have liked. I can take the basic ideas and try to foster the growth mindset (or actively teach my students about it) but she didn't do as much here as I'd have liked.
Some of her generalizations and extrapolations (especially in the section on relationships) were pretty wild. I know she's done a lot of research, but humans are complex (not just Bobby Knight being "complicated") and have many factors playing on their decisions and actions.
Overall, I'm really glad I "read" it. It made me realize how much of a fixed mindset I tend to have and how limiting that is.
by Carol Dweck, PhD
Hennepin County Library audiobook 8 discs
read by ??? I don't remember and the jacket doesn't list her name!
genre: non-fiction
I am still on the last disc, but need to get this back to the library. I requested this in June or July and just got it three weeks ago. There's still a long waiting list!
Interesting . . . I won't go back and re-listen to the first part of disc one, but I know the author is not the reader. I even made a note in my car. "Reader voices - Dweck yuk." She did her own intro and it was almost painful to listen to her! I was/am so glad that the professional reader did the rest of the book. I'm kind of surprised that her name isn't listed on the jacket!
I loved the first quarter of this! People who read it over the summer said it was dull and not worth the time to read. I was pleasantly surprised by the power of having a growth mindset vs. a fixed mind set (something I'm too often guilty of). There were times when I thought I should get this audiobook for my dad . . . would he "get" it? The characteristics of a classic fixed mindset - blaming, perfectionism, etc. . . . SO him! (And me, too often, I admit.)
I made a note on bullies vs. victims. I had a bit of a problem with this section. It seemed to me that Dweck overgeneralized. The examples that she gave about Columbine almost made it sound as though Klebold and Harris were taunted mercilessly and their tormentors were never reprimanded. That contradicts what I've read about the situation. I don't think of those two teens as "victims."
When she did the section on athletes, I thought "Enough!" She went on and on and on . . . it wasn't only a long section; it was repetitive. This was definitely overkill. I wonder if it's because she found it the most interesting, or she thought her readers would.
The section on teaching (this is the problem with not having a print copy - I don't remember the chapter titles and don't have time now to look them up) was mostly on parenting and coaching (more athletics!). There was a little on teachers like me, but not nearly as much as I'd have liked. I can take the basic ideas and try to foster the growth mindset (or actively teach my students about it) but she didn't do as much here as I'd have liked.
Some of her generalizations and extrapolations (especially in the section on relationships) were pretty wild. I know she's done a lot of research, but humans are complex (not just Bobby Knight being "complicated") and have many factors playing on their decisions and actions.
Overall, I'm really glad I "read" it. It made me realize how much of a fixed mindset I tend to have and how limiting that is.
Monday, August 25, 2014
Edible: an adventure into the world of eating insects and the last great hope to save the planet
by Daniella Martin
Hennepin County Library hardcover 247 pages
genre: non-fiction, entomophagy (insect eating)
This was interesting and well-written, but didn't convince me to change my dietary habits. Eating bugs makes sense since they are plentiful, nutritious, and easy to harvest. Until they become easily available, I'm not going to go out of my way to access them. The only bugs for food I've seen have been insanely expensive. I am not interested in harvesting my own for food.
page 49 - in talking about prehistoric humans - "Despite the fact that women were providing a daily stream of protein, insects were less valued culturally, of course, than the giant mammoth kill that fed the whole tribe for a month and got all the hunters laid like crazy. Seriously, coming in from the bush dragging a giant dead animal made you the caveman version of Jon Bon Jovi crossed with Bear Grylls - rock star, killer, provider. Those cavewomen couldn't get their leather panties off fast enough, even while their own daily drudgery was overlooked as less culturally valuable."
page 83 - the section where she talks about her friend trying to get rid of slugs without being cruel . . . was a bit much for me. How is letting them drown in beer - "at least they will die happy" - any better than driving them out into the country and letting them go? (Yes, her friend actually did that until she realized that she was altering the ecosystem in the countryside by adding more slugs to it.) I am completely okay with squishing bugs that I don't want in my space.
page 135 - eating the huge Japanese hornet larva that grow into an adult hornet which "reach well over an inch long and has a quarter-inch stinger with venom so potent it can dissolve human flesh." Her willingness to try different insects around the world was admirable in the name of research but reminded me of the guy who had a tv show about eating disgusting things.
page 145 - I actually liked the part where she was in Thailand in a store she describes as a "Thai Costco" (even though it's not actually a Costco store). She tears up at the frozen food aisle - "Nestled between the ostrich patties and the crocodile filets is a small but solid section of frozen insects in one-kilogram bags. Fat white sago palm grubs stacked together like wontons, frosty crickets, potato string-like bamboo worms, and nutlike silkworm pupae. Just sitting there, like it's normal. I stand there and stare for a while. Some people fly thousands of miles to see the Taj Mahal, Chichen Itza, or the Sistine Chapel. I, apparently, had flown this far to stand gaping at the frozen food aisle."
If and when we actually get to the point of them being this easily accessible in America, I might be willing to eat insects. A lot of her points actually make sense.
I have to admit that I ran out of time and skipped pages 192-225 (essential list of edible insects) and 227-247 (recipe section). This is due at the library and cannot be renewed because it's on hold. I won't get it again later . . .
Hennepin County Library hardcover 247 pages
genre: non-fiction, entomophagy (insect eating)
This was interesting and well-written, but didn't convince me to change my dietary habits. Eating bugs makes sense since they are plentiful, nutritious, and easy to harvest. Until they become easily available, I'm not going to go out of my way to access them. The only bugs for food I've seen have been insanely expensive. I am not interested in harvesting my own for food.
page 49 - in talking about prehistoric humans - "Despite the fact that women were providing a daily stream of protein, insects were less valued culturally, of course, than the giant mammoth kill that fed the whole tribe for a month and got all the hunters laid like crazy. Seriously, coming in from the bush dragging a giant dead animal made you the caveman version of Jon Bon Jovi crossed with Bear Grylls - rock star, killer, provider. Those cavewomen couldn't get their leather panties off fast enough, even while their own daily drudgery was overlooked as less culturally valuable."
page 83 - the section where she talks about her friend trying to get rid of slugs without being cruel . . . was a bit much for me. How is letting them drown in beer - "at least they will die happy" - any better than driving them out into the country and letting them go? (Yes, her friend actually did that until she realized that she was altering the ecosystem in the countryside by adding more slugs to it.) I am completely okay with squishing bugs that I don't want in my space.
page 135 - eating the huge Japanese hornet larva that grow into an adult hornet which "reach well over an inch long and has a quarter-inch stinger with venom so potent it can dissolve human flesh." Her willingness to try different insects around the world was admirable in the name of research but reminded me of the guy who had a tv show about eating disgusting things.
page 145 - I actually liked the part where she was in Thailand in a store she describes as a "Thai Costco" (even though it's not actually a Costco store). She tears up at the frozen food aisle - "Nestled between the ostrich patties and the crocodile filets is a small but solid section of frozen insects in one-kilogram bags. Fat white sago palm grubs stacked together like wontons, frosty crickets, potato string-like bamboo worms, and nutlike silkworm pupae. Just sitting there, like it's normal. I stand there and stare for a while. Some people fly thousands of miles to see the Taj Mahal, Chichen Itza, or the Sistine Chapel. I, apparently, had flown this far to stand gaping at the frozen food aisle."
If and when we actually get to the point of them being this easily accessible in America, I might be willing to eat insects. A lot of her points actually make sense.
I have to admit that I ran out of time and skipped pages 192-225 (essential list of edible insects) and 227-247 (recipe section). This is due at the library and cannot be renewed because it's on hold. I won't get it again later . . .
Monday, August 18, 2014
We Were Liars
by E. Lockhart
PRMS hardcover 225 pages
genre: YA mystery
The start of the book sets the scene and characters. The majority of the book is Cadence's struggle to remember what happened leading up to her accident. The end finally answers the questions! I think kids will really like this. For some reason, I did not.
The Sinclairs are a wealthy, snobbish family. Cadence, her cousin Mirren, their cousin Johnny, and their friend Gat are the four "liars." They do not necessarily agree with their grandfather or their parents (most of the dads are AWOL). They are typical teens, but their lives take a dramatic turn one summer day.
PRMS hardcover 225 pages
genre: YA mystery
The start of the book sets the scene and characters. The majority of the book is Cadence's struggle to remember what happened leading up to her accident. The end finally answers the questions! I think kids will really like this. For some reason, I did not.
The Sinclairs are a wealthy, snobbish family. Cadence, her cousin Mirren, their cousin Johnny, and their friend Gat are the four "liars." They do not necessarily agree with their grandfather or their parents (most of the dads are AWOL). They are typical teens, but their lives take a dramatic turn one summer day.
Friday, August 15, 2014
It's Complicated: the social lives of networked teens
by Danah Boyd
Hennepin County Library hardcover 215 pages plus notes and index
genre: non-fiction, research on teens and social media
This was harder for me to get through than I anticipated. There's a lot to digest in this book; it would be a great discussion for educators! I need to get it back to the library, so these are the places I noted:
page 12 (introduction) - "In networked publics, interactions are often public by default, private through effort." This is so true! It almost makes me paranoid to think that things I write on Facebook or shop for on Amazon are pretty much available to the entire world. Since FB continues to change settings, I have no idea who can see what I post. I don't post anything that I'm ashamed of, but it's hard to be completely cognizant of what is "out there" about me online. A person really does have to work at keeping things private if that's the goal. (Or be like Louie and don't have much of an online presence at all.)
page 19 (introduction) - "Coming of age is rife with self-determination, risk-taking, and tough decision-making." Yes! And this is no different now than in the 1910s, the 1810s, etc. Some of what teens grapple with is age-old. Technologies just change the specifics.
page 22 (introduction) - "Eszter Hargirtai has quipped, many teens are more likely to be digital naives than digital natives." Love this! Boyd points out that the popular term "digital natives" implies that current youth naturally have some inherent tech skill. "The teens I met knew how to get to Google but had little understanding about how to construct a query to get quality information from the popular search engine. They knew how to use Facebook, but their understanding of the site's privacy setting did not mesh with the ways in which they configured their accounts."
page 28 (introduction - last page!) - "This book is not a love letter to youth culture, although my research has convinced me that young people are more resilient that I initially believed."
page 30 - She talks about audience and how teens and adults tend to view online info differently. The schism between what teens share about themselves and adult perceptions about what that communicates creates conflict and misunderstanding. Interesting stuff.
page 51 - In the same chapter on identity, Boyd says, "They (adults) take content out of context to interpret it through the lens of adults' values and feel as though they have the right to shame youth because that content was available in the first place. In doing so, they ignore teens' privacy while undermining their struggles to manage their identity." I can't completely agree with her here, although I understand the point she's making. If teens (or ANYONE) choose(s) to post photographs or comments online, they are no longer private! You cannot say that something posted online ought not be used or misused by others who have access to it. The decision-making about what to post is something kids need to learn.
page 72 - In the chapter on privacy, Boyd quotes a mom who basically says that she has the right as a parent to see whatever her child does on the computer. Boyd calls this "intensive parenting" and describes these parents in what I think seems a very negative way. Again, I have to disagree. Parents can definitely go too far on this spectrum, but parents have to be aware of what their children are doing. I think of kids who've gone on shooting rampages . . . and then their computers are filled with hate speech. Hello? Parents?
page 78-9 - In the chapter on addiction, Boyd does a nice job of delineating true addictions (gambling, alcohol, technology) and differentiating them from teens who spend a lot of time online so that they can socialize with their friends (my generation's time at the mall). "The language of addiction sensationalizes teens' engagement with technology and suggests that mere participation leads to pathology."
page 80 - "Teens turn to, and are obsessed with, whichever environment allows them to connect to friends. Most teens aren't addicted to social media; if anything, they're addicted to each other."
page 83 - "Many adults believe that they have a sense of what's 'good' for teens - school, homework, focus, attention, and early bedtime - and many teens are acutely aware of how much society values such adult-oriented pursuits. But many adults are unaware of how social their everyday experiences are and how desperate teens are to have access to a social world like that which adults take for granted." (Makes me wonder if the author has children . . . parenting is different when you're doing it than when you're theorizing about it.)
page 92-3 - She mentions The Shallows by Carr (which I've read and reviewed), Everything Bad Is Good for You by Johnson, and Now You See It by Davidson . . . I wish I had more time!
page 102 - "Online safety is also a particularly complicated issue, in part because a culture of fear is omnipresent in American society. . . " The "culture of fear" really resonated with me. Her examples are quite good and it makes me want to read more about this idea.
page 120 - again she writes about the culture of fear, the role of the media, and more in her chapter on danger. Very interesting that the media hypes a danger, but when the truth is found (and is less scintillating), they are not conscientious about sharing the actual situation. The fear and panic are incited, but the calm resolution is missing.
page 123 - In talking about Amanda Todd's case, Boyd says, "The internet is not just a place where people engage in unhealthy interactions. It's also a place where people share their pain. Although not all youth who are struggling cry out for help online, many do. And when they do, someone should be there to recognize those signs and react constructively. Increasingly, there are tremendous opportunities to leverage online traces to intervene meaningfully in teens' lives. But it requires creating a society in which adults are willing to open their eyes and pay attention to youth other than their own children." To me, this is contrary to her earlier point about giving teens privacy and adults staying out of teens' online business as they learn to navigate social networks!
page 125 - "Although most teens are doing okay, those who aren't really aren't." She talks about how kids who are struggling online are often the ones who are struggling in all or many facets of life.
page 136 - on bullying, "The language of bullying often presumes that there's a perpetrator and a victim. By focusing on blaming the perpetrator and protecting the victim, well-intentioned adults often fail to recognize the complexity of most conflicts."
page 141 - self-harm / self-bullying online . . . what a bizarre concept. Why on earth would a kid bullying him/her self online? To create drama, sympathy, . . . ? I just don't get it.
page 172 - "Yet just because people have access to the internet does not mean that they have equal access to information." Inequalities still exist! The teen who has a laptop, smart phone, etc. has an advantage over a teen who uses the internet at the public library.
page 177 - Literacy chapter! "Whether in school or in informal settings, youth need opportunities to develop the skills and knowledge to engage with contemporary technology effectively and meaningfully. Becoming literate in a networked age requires hard work, regardless of age."
page 181 - "Even though media literacy programs have been discussed and haphazardly implemented for decades, most people have little training in being critical of the content that they consume."
page 188 - "Wikipedia can be a phenomenal educational tool, but few educators I met knew how to use it constructively." She had great info on using Wikipedia's revision history and discussion pages educationally. I love this! She goes on to say on page 191 "Wikipedia provides an ideal context for engaging youth to interrogate their sources and understand how information is produced."
After the just-over 200 page book, she has six pages on the profiles of the teens she spoke with across the country, 23 pages of notes, 22 pages of bibliographic info, five pages of acknowledgements, and an eight-page index. Whew! Good stuff, but weighty.
Hennepin County Library hardcover 215 pages plus notes and index
genre: non-fiction, research on teens and social media
This was harder for me to get through than I anticipated. There's a lot to digest in this book; it would be a great discussion for educators! I need to get it back to the library, so these are the places I noted:
page 12 (introduction) - "In networked publics, interactions are often public by default, private through effort." This is so true! It almost makes me paranoid to think that things I write on Facebook or shop for on Amazon are pretty much available to the entire world. Since FB continues to change settings, I have no idea who can see what I post. I don't post anything that I'm ashamed of, but it's hard to be completely cognizant of what is "out there" about me online. A person really does have to work at keeping things private if that's the goal. (Or be like Louie and don't have much of an online presence at all.)
page 19 (introduction) - "Coming of age is rife with self-determination, risk-taking, and tough decision-making." Yes! And this is no different now than in the 1910s, the 1810s, etc. Some of what teens grapple with is age-old. Technologies just change the specifics.
page 22 (introduction) - "Eszter Hargirtai has quipped, many teens are more likely to be digital naives than digital natives." Love this! Boyd points out that the popular term "digital natives" implies that current youth naturally have some inherent tech skill. "The teens I met knew how to get to Google but had little understanding about how to construct a query to get quality information from the popular search engine. They knew how to use Facebook, but their understanding of the site's privacy setting did not mesh with the ways in which they configured their accounts."
page 28 (introduction - last page!) - "This book is not a love letter to youth culture, although my research has convinced me that young people are more resilient that I initially believed."
page 30 - She talks about audience and how teens and adults tend to view online info differently. The schism between what teens share about themselves and adult perceptions about what that communicates creates conflict and misunderstanding. Interesting stuff.
page 51 - In the same chapter on identity, Boyd says, "They (adults) take content out of context to interpret it through the lens of adults' values and feel as though they have the right to shame youth because that content was available in the first place. In doing so, they ignore teens' privacy while undermining their struggles to manage their identity." I can't completely agree with her here, although I understand the point she's making. If teens (or ANYONE) choose(s) to post photographs or comments online, they are no longer private! You cannot say that something posted online ought not be used or misused by others who have access to it. The decision-making about what to post is something kids need to learn.
page 72 - In the chapter on privacy, Boyd quotes a mom who basically says that she has the right as a parent to see whatever her child does on the computer. Boyd calls this "intensive parenting" and describes these parents in what I think seems a very negative way. Again, I have to disagree. Parents can definitely go too far on this spectrum, but parents have to be aware of what their children are doing. I think of kids who've gone on shooting rampages . . . and then their computers are filled with hate speech. Hello? Parents?
page 78-9 - In the chapter on addiction, Boyd does a nice job of delineating true addictions (gambling, alcohol, technology) and differentiating them from teens who spend a lot of time online so that they can socialize with their friends (my generation's time at the mall). "The language of addiction sensationalizes teens' engagement with technology and suggests that mere participation leads to pathology."
page 80 - "Teens turn to, and are obsessed with, whichever environment allows them to connect to friends. Most teens aren't addicted to social media; if anything, they're addicted to each other."
page 83 - "Many adults believe that they have a sense of what's 'good' for teens - school, homework, focus, attention, and early bedtime - and many teens are acutely aware of how much society values such adult-oriented pursuits. But many adults are unaware of how social their everyday experiences are and how desperate teens are to have access to a social world like that which adults take for granted." (Makes me wonder if the author has children . . . parenting is different when you're doing it than when you're theorizing about it.)
page 92-3 - She mentions The Shallows by Carr (which I've read and reviewed), Everything Bad Is Good for You by Johnson, and Now You See It by Davidson . . . I wish I had more time!
page 102 - "Online safety is also a particularly complicated issue, in part because a culture of fear is omnipresent in American society. . . " The "culture of fear" really resonated with me. Her examples are quite good and it makes me want to read more about this idea.
page 120 - again she writes about the culture of fear, the role of the media, and more in her chapter on danger. Very interesting that the media hypes a danger, but when the truth is found (and is less scintillating), they are not conscientious about sharing the actual situation. The fear and panic are incited, but the calm resolution is missing.
page 123 - In talking about Amanda Todd's case, Boyd says, "The internet is not just a place where people engage in unhealthy interactions. It's also a place where people share their pain. Although not all youth who are struggling cry out for help online, many do. And when they do, someone should be there to recognize those signs and react constructively. Increasingly, there are tremendous opportunities to leverage online traces to intervene meaningfully in teens' lives. But it requires creating a society in which adults are willing to open their eyes and pay attention to youth other than their own children." To me, this is contrary to her earlier point about giving teens privacy and adults staying out of teens' online business as they learn to navigate social networks!
page 125 - "Although most teens are doing okay, those who aren't really aren't." She talks about how kids who are struggling online are often the ones who are struggling in all or many facets of life.
page 136 - on bullying, "The language of bullying often presumes that there's a perpetrator and a victim. By focusing on blaming the perpetrator and protecting the victim, well-intentioned adults often fail to recognize the complexity of most conflicts."
page 141 - self-harm / self-bullying online . . . what a bizarre concept. Why on earth would a kid bullying him/her self online? To create drama, sympathy, . . . ? I just don't get it.
page 172 - "Yet just because people have access to the internet does not mean that they have equal access to information." Inequalities still exist! The teen who has a laptop, smart phone, etc. has an advantage over a teen who uses the internet at the public library.
page 177 - Literacy chapter! "Whether in school or in informal settings, youth need opportunities to develop the skills and knowledge to engage with contemporary technology effectively and meaningfully. Becoming literate in a networked age requires hard work, regardless of age."
page 181 - "Even though media literacy programs have been discussed and haphazardly implemented for decades, most people have little training in being critical of the content that they consume."
page 188 - "Wikipedia can be a phenomenal educational tool, but few educators I met knew how to use it constructively." She had great info on using Wikipedia's revision history and discussion pages educationally. I love this! She goes on to say on page 191 "Wikipedia provides an ideal context for engaging youth to interrogate their sources and understand how information is produced."
After the just-over 200 page book, she has six pages on the profiles of the teens she spoke with across the country, 23 pages of notes, 22 pages of bibliographic info, five pages of acknowledgements, and an eight-page index. Whew! Good stuff, but weighty.
Wednesday, August 06, 2014
How to Teach Like a Pirate: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator
by Dave Burgess
Ramsay County Library paperback 176 pages
genre: non-fiction, education, pedagogy
Overall, I liked this book. I'm just now feeling ready to start thinking about another school year. Since the last one was so rough, I am relieved to have read this extremely positive book about being a great teacher.
page 30 - "Every student in your class in those first few days of the semester is evaluating whether or not your room is an emotionally and psychologically safe environment. They're wondering if it is worth their time and effort to give school a real shot. After all, it's easier to not give your best and then blame failure on a lack of effort, than to be forced to realize you really don't have what it takes. At least you can save face with your peers when you fail if you don't try in the first place." This immediately made me think of kids like this - don't try at all, because then you don't have to lose face if you fail.
page 36 - Brain awareness and filtering. I like his example of not being aware of minivans at all to being hyper-aware of Honda Odysseys after buying one. Priming the brain to be receptive to creative ideas will make those ideas appear everywhere!
page 41 - "We must collectively agree educating the next generation is worth the time and effort and that our students deserve to be uplifted and inspired." Love this!
I love his example of alchemy on pages 52-54 but I'm too lazy to write it all here. He had three different things that were niggling his brain and he was able to bring them together for a beautiful solution! Strips of paper left from origami, assembly-line lesson, and helicopter-making shared by student.
Two questions to ask: If your students didn't have to be there, would you be teaching in an empty room? Do you have any lessons you could sell tickets for?
page 60 - I sometimes struggle with this idea - that we need to make learning as entertaining / engaging as possible for kids. At some point, the world will not cater to their needs and expectations. What then? Do they tell their boss that their job isn't fun enough? I understand what the author is saying about getting kids excited about learning (instead of turned off by it), but I question our need to continually ramp things up to keep them entertained.
page 62 - reframing - I like this! "Sometimes we need to change our students' perceptions of the material we're teaching." This is a great strategy to get kids away from "History is boring." or "I'm bad at math." This makes me think of Dr. Idzerda at St. Ben's! I also like, "Don't position your material as if it is awful-tasting medicine! Position your content as if it's amazing!"
page 69 - "Act as if" Even when you don't feel enthusiastic about your lesson, act as if you are . . . and the way you feel will probably change.
page 70 - "As a teacher, your days comprise enough positive and negative experiences to either make you feel energized and amazing or beat-down and depressed. What you choose to attend to creates your reality."
page 78 - "In addition, no content standard in any class at any level is more important than nurturing and building a love of learning." Amen.
So he had a list of questions in the second half of the book that I do NOT want to re-type. I may just need to buy a copy of the book to use these to find ways to make lessons better. Here are the topics (with 4-8 questions under EACH one):
Kinesthetic Hook
People Prop Hook
Safari Hook
Picasso Hook
Mozart Hook
Dance and Drama Hook
Crafts Store Hook
Student Hobby
Real-World Application
Life-Changing Lesson
Student-Directed
Opportunistic
Interior Design
Board Message
Costume
Props
Involved Audience
Mystery Bag
Storytelling
Swimming with Sharks
Taboo
Mime
Teaser
Backwards
Mission Impossible
Reality TV
Techno Whiz
Contest
Magic and Amazing
Chef
Mnemonic
Extra-Credit Challenge
page 157 - "An all or nothing mentality exacerbates the fear of failure. If you believe everything you do has to work one hundred percent of the time, you are less likely to take risks and step out of your comfort zone."
PIRATE stands for Passion, Immersion, Rapport, Ask and Analyze, Transformation, and Enthusiasm. I want to teach like a pirate!
Ramsay County Library paperback 176 pages
genre: non-fiction, education, pedagogy
Overall, I liked this book. I'm just now feeling ready to start thinking about another school year. Since the last one was so rough, I am relieved to have read this extremely positive book about being a great teacher.
page 30 - "Every student in your class in those first few days of the semester is evaluating whether or not your room is an emotionally and psychologically safe environment. They're wondering if it is worth their time and effort to give school a real shot. After all, it's easier to not give your best and then blame failure on a lack of effort, than to be forced to realize you really don't have what it takes. At least you can save face with your peers when you fail if you don't try in the first place." This immediately made me think of kids like this - don't try at all, because then you don't have to lose face if you fail.
page 36 - Brain awareness and filtering. I like his example of not being aware of minivans at all to being hyper-aware of Honda Odysseys after buying one. Priming the brain to be receptive to creative ideas will make those ideas appear everywhere!
page 41 - "We must collectively agree educating the next generation is worth the time and effort and that our students deserve to be uplifted and inspired." Love this!
I love his example of alchemy on pages 52-54 but I'm too lazy to write it all here. He had three different things that were niggling his brain and he was able to bring them together for a beautiful solution! Strips of paper left from origami, assembly-line lesson, and helicopter-making shared by student.
Two questions to ask: If your students didn't have to be there, would you be teaching in an empty room? Do you have any lessons you could sell tickets for?
page 60 - I sometimes struggle with this idea - that we need to make learning as entertaining / engaging as possible for kids. At some point, the world will not cater to their needs and expectations. What then? Do they tell their boss that their job isn't fun enough? I understand what the author is saying about getting kids excited about learning (instead of turned off by it), but I question our need to continually ramp things up to keep them entertained.
page 62 - reframing - I like this! "Sometimes we need to change our students' perceptions of the material we're teaching." This is a great strategy to get kids away from "History is boring." or "I'm bad at math." This makes me think of Dr. Idzerda at St. Ben's! I also like, "Don't position your material as if it is awful-tasting medicine! Position your content as if it's amazing!"
page 69 - "Act as if" Even when you don't feel enthusiastic about your lesson, act as if you are . . . and the way you feel will probably change.
page 70 - "As a teacher, your days comprise enough positive and negative experiences to either make you feel energized and amazing or beat-down and depressed. What you choose to attend to creates your reality."
page 78 - "In addition, no content standard in any class at any level is more important than nurturing and building a love of learning." Amen.
So he had a list of questions in the second half of the book that I do NOT want to re-type. I may just need to buy a copy of the book to use these to find ways to make lessons better. Here are the topics (with 4-8 questions under EACH one):
Kinesthetic Hook
People Prop Hook
Safari Hook
Picasso Hook
Mozart Hook
Dance and Drama Hook
Crafts Store Hook
Student Hobby
Real-World Application
Life-Changing Lesson
Student-Directed
Opportunistic
Interior Design
Board Message
Costume
Props
Involved Audience
Mystery Bag
Storytelling
Swimming with Sharks
Taboo
Mime
Teaser
Backwards
Mission Impossible
Reality TV
Techno Whiz
Contest
Magic and Amazing
Chef
Mnemonic
Extra-Credit Challenge
page 157 - "An all or nothing mentality exacerbates the fear of failure. If you believe everything you do has to work one hundred percent of the time, you are less likely to take risks and step out of your comfort zone."
PIRATE stands for Passion, Immersion, Rapport, Ask and Analyze, Transformation, and Enthusiasm. I want to teach like a pirate!
Saturday, August 02, 2014
The Coldest Girl in Coldtown
by Holly Black
Hennepin County Library hardcover 419 pages
genre: YA horror
This book was just creepy. Tana wakes up in a tub after a major drunken party (page one) and finds all her friends are corpses. She can tell they were killed by vampires and she wants to get out before dark falls again. Her ex-boyfriend Aidan (who is a major league selfish jerk) is tied to a bed and alive but infected by the vampires. A vampire named Gavriel is chained to a chair next to the bed. She rescues both of them and off they go to the closest Coldtown (contained vampire city). This book glamorizes the vampire culture while pretending to warn of the horrors. Too many descriptions of blood being licked from fresh cuts . . . too many vivid images of disgusting depravity. I almost liked the budding romance of Tana and Gavriel, but this book was way too horrible for me.
Hennepin County Library hardcover 419 pages
genre: YA horror
This book was just creepy. Tana wakes up in a tub after a major drunken party (page one) and finds all her friends are corpses. She can tell they were killed by vampires and she wants to get out before dark falls again. Her ex-boyfriend Aidan (who is a major league selfish jerk) is tied to a bed and alive but infected by the vampires. A vampire named Gavriel is chained to a chair next to the bed. She rescues both of them and off they go to the closest Coldtown (contained vampire city). This book glamorizes the vampire culture while pretending to warn of the horrors. Too many descriptions of blood being licked from fresh cuts . . . too many vivid images of disgusting depravity. I almost liked the budding romance of Tana and Gavriel, but this book was way too horrible for me.
Friday, August 01, 2014
Radiance of Tomorrow
by Ishmael Beah
Hennepin County Library hardcover 240 pages
genre: novel, realistic fiction
Sad, beautiful, depressing, hopeful. Although this is a work of fiction, it rings so true. The corruption of people in this story made me so sad. Why are people so evil toward other people? A lot of the scenarios are ones I have read about in the newspaper. Money and food are sent for people who are poor and suffering, but it never reaches them because people in power take it and sell it on the black market to make themselves richer.
I don't even want to list the characters. This is a book worth re-reading!
page 60 - After the principal gives a pep talk: "The teachers could do little with his inspirational messages. They were missing all the ingredients: salaries, school materials, and faith in the educational system itself."
pages 60-1 - Backarie responds to a student who questions the value of education if even educated teachers are poor and hungry: "Its (education's) purpose is far greater than just improving your economic condition. In your case, you all need education so that you can be in a position to take advantage of opportunities that will come along. You cannot wait for the opportunity and then get an education when it arrives. You'll be too late."
page 93 - Comparing Colonel's and Miller's tactics with the mining company's actions: "But what was more violent than making people disbelieve in the worth of their own lives?"
page 124-5 - Salimatu coming home after being raped and Colonel going out for revenge. He says to Bockarie: "I learned something during the war. . . . you are not free until you stop others from making you feel worthless. Because if you do not, you will eventually accept that you are worthless."
page 144 - Benjamin's notes (he reads these before his first day on the job with the mining company): "Teach them how to absorb knowledge as opposed to just memorizing. Teach them to become individual thinkers and not part of the majority that agrees with what is popular."
page 167 - Mama Kadie's speech. Radiance of tomorrow. Strength. So beautiful I had to scan and include the whole thing.
page 170 - Where was the editor?! Proofreader?! Last sentence says "Later that night . . . . Benjamin, his father, Kula, . . . . " Benjamin was dead! This should have said Bockarie. Then later on page 228, a character's name is spelled as Maita instead of Miata. At first, I was trying to figure out who the new character was. Errors like this are so disappointing!
page 236 - " . . . she (Mama Kadie) knew the little girl (Oumu) was ready to receive the stories of the past, the ones that strengthen your backbone when the world whips you and weakens your spirit."
This book is so lyrically beautiful. Beah uses language to paint pictures and affect the reader's mood. He grew up in Sierra Leone, which has 15 languages and 3 dialects. He spoke seven of them. He said that Mende, his mother tongue, is very expressive. For example, where we might say, "night came suddenly," he'd say, "the sky rolled over and changed sides." Or "ball" becomes "a nest of air."
Overall, this was such an unbelievably beautiful book. Hard to read some of the very realistic portrayals of suffering, but so worthwhile.
Hennepin County Library hardcover 240 pages
genre: novel, realistic fiction
Sad, beautiful, depressing, hopeful. Although this is a work of fiction, it rings so true. The corruption of people in this story made me so sad. Why are people so evil toward other people? A lot of the scenarios are ones I have read about in the newspaper. Money and food are sent for people who are poor and suffering, but it never reaches them because people in power take it and sell it on the black market to make themselves richer.
I don't even want to list the characters. This is a book worth re-reading!
page 60 - After the principal gives a pep talk: "The teachers could do little with his inspirational messages. They were missing all the ingredients: salaries, school materials, and faith in the educational system itself."
pages 60-1 - Backarie responds to a student who questions the value of education if even educated teachers are poor and hungry: "Its (education's) purpose is far greater than just improving your economic condition. In your case, you all need education so that you can be in a position to take advantage of opportunities that will come along. You cannot wait for the opportunity and then get an education when it arrives. You'll be too late."
page 93 - Comparing Colonel's and Miller's tactics with the mining company's actions: "But what was more violent than making people disbelieve in the worth of their own lives?"
page 124-5 - Salimatu coming home after being raped and Colonel going out for revenge. He says to Bockarie: "I learned something during the war. . . . you are not free until you stop others from making you feel worthless. Because if you do not, you will eventually accept that you are worthless."
page 144 - Benjamin's notes (he reads these before his first day on the job with the mining company): "Teach them how to absorb knowledge as opposed to just memorizing. Teach them to become individual thinkers and not part of the majority that agrees with what is popular."
page 167 - Mama Kadie's speech. Radiance of tomorrow. Strength. So beautiful I had to scan and include the whole thing.
page 170 - Where was the editor?! Proofreader?! Last sentence says "Later that night . . . . Benjamin, his father, Kula, . . . . " Benjamin was dead! This should have said Bockarie. Then later on page 228, a character's name is spelled as Maita instead of Miata. At first, I was trying to figure out who the new character was. Errors like this are so disappointing!
page 236 - " . . . she (Mama Kadie) knew the little girl (Oumu) was ready to receive the stories of the past, the ones that strengthen your backbone when the world whips you and weakens your spirit."
This book is so lyrically beautiful. Beah uses language to paint pictures and affect the reader's mood. He grew up in Sierra Leone, which has 15 languages and 3 dialects. He spoke seven of them. He said that Mende, his mother tongue, is very expressive. For example, where we might say, "night came suddenly," he'd say, "the sky rolled over and changed sides." Or "ball" becomes "a nest of air."
Overall, this was such an unbelievably beautiful book. Hard to read some of the very realistic portrayals of suffering, but so worthwhile.
Tuesday, July 29, 2014
Code Name Johnny Walker: the Extraordinary Story of the Iraqi Who Risked Everything to Fight with the U.S. Navy SEALs
by Johnny Walker (alias) and Jim DeFelice
Hennepin County Library hardcover 277 pages
genre: non-fiction memoir, war stories
This was definitely not my kind of book. The war, killing, machismo, etc. just turns me off. The cultural differences between what he described about living in Iraq as a child (not to mention later during the war) and what is familiar to me are stunningly different. My notion of honor and the Iraqi notion of honor are radically different. Reading about Chris Kyle (and the recent Jesse Ventura lawsuit) makes me more curious about this man and his American Sniper book . . . though I still don't like war books.
Soheila and their kids coming to America - it would be interesting to hear their perspective on the difference between life in Iraq during war and life here. This book was very, very positive toward the SEALs. There were lots of different missions and it all seemed to blur together - both for the audience of this book and for the protagonist himself. DeFelice's author note at the end talked about this difficulty of remembered how things happened.
Iraq seems to be a very messed-up country. The destruction and corruption are so devastating! How can people have hope to see better days when there are so many factors conspiring against them? The Shia and Sunni . . . even though he explained them pretty carefully, it still doesn't make much sense to me. Why are these people so busy hating one another and trying to exterminate the others? When he talked about informants giving bad "intel" to cause their neighbors / enemies pain and distress, all I could think of was how messed up that is. So if I get mad at one of my neighbors, I can call the police, lie and say they are terrorists, and watch as their house gets torn up and they are terrified by men storming their home with guns? Not okay.
The author's emphasis was continually on building up instead of tearing down, but I don't think anyone in Iraq is listening to him.
Hennepin County Library hardcover 277 pages
genre: non-fiction memoir, war stories
This was definitely not my kind of book. The war, killing, machismo, etc. just turns me off. The cultural differences between what he described about living in Iraq as a child (not to mention later during the war) and what is familiar to me are stunningly different. My notion of honor and the Iraqi notion of honor are radically different. Reading about Chris Kyle (and the recent Jesse Ventura lawsuit) makes me more curious about this man and his American Sniper book . . . though I still don't like war books.
Soheila and their kids coming to America - it would be interesting to hear their perspective on the difference between life in Iraq during war and life here. This book was very, very positive toward the SEALs. There were lots of different missions and it all seemed to blur together - both for the audience of this book and for the protagonist himself. DeFelice's author note at the end talked about this difficulty of remembered how things happened.
Iraq seems to be a very messed-up country. The destruction and corruption are so devastating! How can people have hope to see better days when there are so many factors conspiring against them? The Shia and Sunni . . . even though he explained them pretty carefully, it still doesn't make much sense to me. Why are these people so busy hating one another and trying to exterminate the others? When he talked about informants giving bad "intel" to cause their neighbors / enemies pain and distress, all I could think of was how messed up that is. So if I get mad at one of my neighbors, I can call the police, lie and say they are terrorists, and watch as their house gets torn up and they are terrified by men storming their home with guns? Not okay.
The author's emphasis was continually on building up instead of tearing down, but I don't think anyone in Iraq is listening to him.
Monday, July 28, 2014
Freakboy
by Kristin Clark
Hennepin County Library hardcover 427 pages
genre: YA realistic fiction
Written in prose poetry, this is a story told from three viewpoints. Brendan is a wrestler who doesn't love wrestling. He has a little sister, Courtney, toward whom he is loving. His girlfriend Vanessa (another perspective) is also a wrestler. She enjoys ceramics and is struggling to maintain her friendship with two girls as she becomes more and more focused on Brendan. Angel is a transgender living as a young woman. Her perspective is the third. Angel's story is the most compelling, although Brendan's is clearly the focus of the book. Angel was abused by his biological father as a child. His mother died when Angel was quite young. He loves his little brother Frankie, but runs away to live with his aunt until her new boyfriend starts threatening him. Having sold his body, lived homeless, and gone hungry, he now works in a gathering place for GLBTQ youth.
Difficult to read and think about kids actually dealing with gender identity issues (Brendan decides on "gender fluid" since he identifies both ways), this book is a fairly quick read with lots of provoking themes. At one point as Brendan commits suicide, he is forced to think of how the discovery of his corpse would impact his little sister.
My favorite part was Angel praying and talking about God's love.
Hennepin County Library hardcover 427 pages
genre: YA realistic fiction
Written in prose poetry, this is a story told from three viewpoints. Brendan is a wrestler who doesn't love wrestling. He has a little sister, Courtney, toward whom he is loving. His girlfriend Vanessa (another perspective) is also a wrestler. She enjoys ceramics and is struggling to maintain her friendship with two girls as she becomes more and more focused on Brendan. Angel is a transgender living as a young woman. Her perspective is the third. Angel's story is the most compelling, although Brendan's is clearly the focus of the book. Angel was abused by his biological father as a child. His mother died when Angel was quite young. He loves his little brother Frankie, but runs away to live with his aunt until her new boyfriend starts threatening him. Having sold his body, lived homeless, and gone hungry, he now works in a gathering place for GLBTQ youth.
Difficult to read and think about kids actually dealing with gender identity issues (Brendan decides on "gender fluid" since he identifies both ways), this book is a fairly quick read with lots of provoking themes. At one point as Brendan commits suicide, he is forced to think of how the discovery of his corpse would impact his little sister.
My favorite part was Angel praying and talking about God's love.
Thursday, July 24, 2014
Far Far Away
by Tom McNeal
Hennepin County Library paperback 369 pages
genre: YA fantasy, mystery
This grabbed my attention! At first I thought it was just weird (reminiscent of Gaiman's The Graveyard Book) . . . and then I couldn't put it down! Jeremy Johnson Johnson can hear the voice of Jacob Grimm's voice. People just think he's strange. Ginger Boultinghouse is curious.
Mystery - where have the random children disappeared to over the years?
Tension - will Jeremy be able to save his home and his grandfather's legacy, The Two Book Bookstore?
Romance - does Ginger like Jeremy or Conk more? Will she and Jeremy kiss?
Creepy - why does Deputy McRaven seem to always be lurking around?
One thing I really loved about this book was that the foreign phrases - German, Swedish, etc. - were all translated. This was wonderfully written and a very engaging book. Weird, but quite good. It makes me curious about other books by this author and his wife (they write many together).
I marked one passage - on page 104, Ginger is praying and Jacob is listening. At the end of her prayer, she says, "Please give shelter to those without shelter, food to those without food, and hope to those without hope. Amen." The ghost observes, "A kind prayer . . . drawn from a well of pure belief. I had once had such a well from which to draw and felt a fresh pang that I no longer did." This made me think of people I really know.
Hennepin County Library paperback 369 pages
genre: YA fantasy, mystery
This grabbed my attention! At first I thought it was just weird (reminiscent of Gaiman's The Graveyard Book) . . . and then I couldn't put it down! Jeremy Johnson Johnson can hear the voice of Jacob Grimm's voice. People just think he's strange. Ginger Boultinghouse is curious.
Mystery - where have the random children disappeared to over the years?
Tension - will Jeremy be able to save his home and his grandfather's legacy, The Two Book Bookstore?
Romance - does Ginger like Jeremy or Conk more? Will she and Jeremy kiss?
Creepy - why does Deputy McRaven seem to always be lurking around?
One thing I really loved about this book was that the foreign phrases - German, Swedish, etc. - were all translated. This was wonderfully written and a very engaging book. Weird, but quite good. It makes me curious about other books by this author and his wife (they write many together).
I marked one passage - on page 104, Ginger is praying and Jacob is listening. At the end of her prayer, she says, "Please give shelter to those without shelter, food to those without food, and hope to those without hope. Amen." The ghost observes, "A kind prayer . . . drawn from a well of pure belief. I had once had such a well from which to draw and felt a fresh pang that I no longer did." This made me think of people I really know.
Tuesday, July 22, 2014
Rose Under Fire
by Elizabeth Wein
Hennepin County Library audiobook 10 discs
read by Sasha Pick
genre: YA historic fiction
What to say about this amazing book? I was moved by it. Rose Justice is an 18-year-old pilot moving planes for the RAF during WWII. She is sweet, smart, and strong. When she is forced to land by German Luftwaffe and sent to Ravensbruck, her life changes forever. Getting to know the Polish "rabbits," the women who have been experimented on, and experiencing the horrors of the camp traumatize Rose.
Pick's narration was exquisite. This book was simply amazing. Because it starts off in a more light-hearted manner, the contrast with the camp is sharp. Rose grows up more than any young woman should have to.
Hennepin County Library audiobook 10 discs
read by Sasha Pick
genre: YA historic fiction
What to say about this amazing book? I was moved by it. Rose Justice is an 18-year-old pilot moving planes for the RAF during WWII. She is sweet, smart, and strong. When she is forced to land by German Luftwaffe and sent to Ravensbruck, her life changes forever. Getting to know the Polish "rabbits," the women who have been experimented on, and experiencing the horrors of the camp traumatize Rose.
Pick's narration was exquisite. This book was simply amazing. Because it starts off in a more light-hearted manner, the contrast with the camp is sharp. Rose grows up more than any young woman should have to.
Friday, July 18, 2014
How Children Succeed: Grit, Curiosity, and the Hidden Power of Character
by Paul Tough
Hennepin County Library hardcover 201 pages
genre: non-fiction, education and research
Tough did a lot of research for this book and organized it by these sections: How to Fail (and How Not to), How to Build Character, How to Think, How to Succeed, and A Better Path. My favorite section was How to Think which primarily looked at the impact of studying chess on students' achievement. I also appreciated the specific students' experiences that he wrote about (and his observations of his parenting in light of all he learned in the course of writing this book).
page 21 - looking at executive function as malleable. ". . . researchers have found that there is something uniquely out of balance about the adolescent brain that makes it especially susceptible to bad and impulsive decisions." How do we teach teens to have better impulse control? One big factor appears to be nurturing parenting (surprise, surprise).
page 30 - affection and attention have an impact on development. First found in studies with rats (licking and grooming), the results were seen in humans as well (with other nurturing behaviors exhibited by mothers).
page 33 - " . . . regular good parenting - being helpful and attentive during a game of Jenga - can make a profound difference for a child's future prospects."
page 37 - "The early nurturing attention from their mothers had fostered in them a resilience that acted as a protective buffer against stress. When the regular challenges of life emerged, even years later - . . . - they were able . . . to assert themselves, draw on reserves of self-confidence, and make their way forward."
page 60 - talked about traditional character education being ineffective. This reminded me of the time I tried to get Alex out of a class at JHS that I knew was a filler class for a teacher's load. It was not "required" by the state of MN for graduation, but it was required by JHS. Bogus. As though a quarter-long class on character ed was going to make these 14 and 15 year olds become respectful, responsible people . . . this also makes me think about our efforts in advisory. What is our purpose?
I really love the idea of working with kids and emphasizing that both intelligence and character are malleable! Instead of acting as though kids are "done" as thinkers and be-ers by the age of 13 . . . we need to stress to them the importance of continuing to develop their intelligence and their character. That said, I definitely see a world of difference between high intelligence and low intelligence as students walk in the door. I just need to think about HOW they can CHANGE and help them to see their role in changing their intelligence and character.
Middle school . . . young enough to change and old enough to be metacognitive. Perfect!
page 116 - chess teacher "I try to teach my students that losing is something you do, not something you are." I definitely loved this "how to think" section best!
page 120-1 "Perhaps what pushes middle-school students to concentrate and practice as maniacally as Spiegel's chess players do is the unexpected experience of someone taking them seriously, believing in their abilities, and challenging them to improve themselves."
page 161 - "And so the traditional American high school was never intended to be a place where students would learn how to think deeply or develop internal motivation or persevere when faced with difficulty - all the skills needed to persist in college. Instead, it was a place where, for the most part, students were rewarded for just showing up and staying awake."
In some ways, this book has so much going on that I want to re-read it. In other ways, I am glad to be done with it. This might be one to read during the school year and think more deeply about my own students. Right now, I'm too immersed in summer.
Hennepin County Library hardcover 201 pages
genre: non-fiction, education and research
Tough did a lot of research for this book and organized it by these sections: How to Fail (and How Not to), How to Build Character, How to Think, How to Succeed, and A Better Path. My favorite section was How to Think which primarily looked at the impact of studying chess on students' achievement. I also appreciated the specific students' experiences that he wrote about (and his observations of his parenting in light of all he learned in the course of writing this book).
page 21 - looking at executive function as malleable. ". . . researchers have found that there is something uniquely out of balance about the adolescent brain that makes it especially susceptible to bad and impulsive decisions." How do we teach teens to have better impulse control? One big factor appears to be nurturing parenting (surprise, surprise).
page 30 - affection and attention have an impact on development. First found in studies with rats (licking and grooming), the results were seen in humans as well (with other nurturing behaviors exhibited by mothers).
page 33 - " . . . regular good parenting - being helpful and attentive during a game of Jenga - can make a profound difference for a child's future prospects."
page 37 - "The early nurturing attention from their mothers had fostered in them a resilience that acted as a protective buffer against stress. When the regular challenges of life emerged, even years later - . . . - they were able . . . to assert themselves, draw on reserves of self-confidence, and make their way forward."
page 60 - talked about traditional character education being ineffective. This reminded me of the time I tried to get Alex out of a class at JHS that I knew was a filler class for a teacher's load. It was not "required" by the state of MN for graduation, but it was required by JHS. Bogus. As though a quarter-long class on character ed was going to make these 14 and 15 year olds become respectful, responsible people . . . this also makes me think about our efforts in advisory. What is our purpose?
I really love the idea of working with kids and emphasizing that both intelligence and character are malleable! Instead of acting as though kids are "done" as thinkers and be-ers by the age of 13 . . . we need to stress to them the importance of continuing to develop their intelligence and their character. That said, I definitely see a world of difference between high intelligence and low intelligence as students walk in the door. I just need to think about HOW they can CHANGE and help them to see their role in changing their intelligence and character.
Middle school . . . young enough to change and old enough to be metacognitive. Perfect!
page 116 - chess teacher "I try to teach my students that losing is something you do, not something you are." I definitely loved this "how to think" section best!
page 120-1 "Perhaps what pushes middle-school students to concentrate and practice as maniacally as Spiegel's chess players do is the unexpected experience of someone taking them seriously, believing in their abilities, and challenging them to improve themselves."
page 161 - "And so the traditional American high school was never intended to be a place where students would learn how to think deeply or develop internal motivation or persevere when faced with difficulty - all the skills needed to persist in college. Instead, it was a place where, for the most part, students were rewarded for just showing up and staying awake."
In some ways, this book has so much going on that I want to re-read it. In other ways, I am glad to be done with it. This might be one to read during the school year and think more deeply about my own students. Right now, I'm too immersed in summer.
Survival Lessons
by Alice Hoffman
Scott County Library hardcover 83 pages
genre: non-fiction, self-help
Written when the author was struggling with cancer, this book is almost like a devotional (but without the element of faith in God Almighty). It's a beautiful book of reflections, advice, photographs, and wisdom. This is a book I would buy and give to people diagnosed with cancer. It is beautiful.
And I need to make some of these brownies . . . I'm intrigued.
Scott County Library hardcover 83 pages
genre: non-fiction, self-help
Written when the author was struggling with cancer, this book is almost like a devotional (but without the element of faith in God Almighty). It's a beautiful book of reflections, advice, photographs, and wisdom. This is a book I would buy and give to people diagnosed with cancer. It is beautiful.
And I need to make some of these brownies . . . I'm intrigued.
Wednesday, July 16, 2014
Winger
by Andrew Smith
Hennepin County Library hardcover 439 pages
genre: YA realistic fiction
Wow. This one had a bit too much swearing for me, but it is the perfect book for a ninth grade boy. Ryan Dean West is a 14-year-old junior at a private school. He plays rugby, but struggles to relate to his older peers in the junior class. He is in love with his best friend, Annie Altman, but gets frustrated when she sees him as a "little boy." He's also extremely horny and turned on by almost any female that he finds attractive.
Chas Becker / JP Tureau / Seanie / Joey / the various adults . . . the characters are wonderfully drawn and the story is very engaging. I was somewhat surprised by the ending.
Hennepin County Library hardcover 439 pages
genre: YA realistic fiction
Wow. This one had a bit too much swearing for me, but it is the perfect book for a ninth grade boy. Ryan Dean West is a 14-year-old junior at a private school. He plays rugby, but struggles to relate to his older peers in the junior class. He is in love with his best friend, Annie Altman, but gets frustrated when she sees him as a "little boy." He's also extremely horny and turned on by almost any female that he finds attractive.
Chas Becker / JP Tureau / Seanie / Joey / the various adults . . . the characters are wonderfully drawn and the story is very engaging. I was somewhat surprised by the ending.
Monday, July 14, 2014
Golden Boy
by Tara Sullivan
Hennepin County Library hardcover 347 pages plus a glossary of Kiswahili terms
genre: YA fiction
Habo is an albino living on a farm outside a small village in Tanzania. When his family can no longer afford to live there, they travel to Mwanza to live with his mother's sister and family. En route, they encounter a handsome "hunter" who illegally kills elephants for their tusks, teeth, and toenails. Alasiri is even more sinister than his poaching, though. Soon Habo is running for his life, since some people in Mwanza believe that the body parts of albinos have powerful properties. I both loved and hated this book. It is wonderfully written! The author includes notes at the end about her research for this story. The characters are very well drawn and I enjoyed "getting to know them" except for Alasiri. This is a wonderful book.
Hennepin County Library hardcover 347 pages plus a glossary of Kiswahili terms
genre: YA fiction
Habo is an albino living on a farm outside a small village in Tanzania. When his family can no longer afford to live there, they travel to Mwanza to live with his mother's sister and family. En route, they encounter a handsome "hunter" who illegally kills elephants for their tusks, teeth, and toenails. Alasiri is even more sinister than his poaching, though. Soon Habo is running for his life, since some people in Mwanza believe that the body parts of albinos have powerful properties. I both loved and hated this book. It is wonderfully written! The author includes notes at the end about her research for this story. The characters are very well drawn and I enjoyed "getting to know them" except for Alasiri. This is a wonderful book.
Saturday, July 12, 2014
Midwinterblood
by Marcus Sedgwick
Hennepin County Library audiobook 5 discs
read by Julian Rhind-Tutt
genre: YA . . . weird sort of fantasy but not
I'll just admit it up front. I did not like this book. I keep trying to think of readers who would enjoy this book and it's just not working for me. From the back, "In 2073 on the remote and secretive island of Blessed, where rumor has it that no one ages and no children are born, a visitor arrives. He is greeted warmly, but something is wrong. Something is hidden on the far side of the island. Something that, as if in a dream, he cannot reach."
Things I liked: the language at times was lyrically beautiful. I am intrigued by the going back in time, but not by how the stories did and did not connect. After 2073, it went to 2011 (with archaeologists), to 1944 (?) and a WWII pilot, to 1902 and an artist who painted Midwinterblood, to 1848 which was referred to as the witch part but was really about two children being told a story of two lovers by their nanny who isn't really there. Next up was tenth century Vikings and a vampire and last was an unknown time during a blood moon when the young lovers are first (last) introduced.
The reader changed his volume and accent so often that I wondered if he has ever listened to his work . . . especially in a car. Parts of the story were incomprehensible even after hitting rewind and re-listening.
Elements that were consistent between the seven "parts" of the story:
- Characters named Merle and Eric (though portrayed as lovers OR siblings OR mother and son, etc.)
- a hare features in each story (humorously, though, it initially sounded like "hair" and didn't make much sense)
- the dragon orchid whose properties (depending on how it is prepared) can heal, maintain youth, provide immortality, cause forgetfulness, cause impotence . . . don't drink the tea!
- references to the devil . . . "well, speak his name and his horns appear"
- the moon (flower, hunter, snow, etc.) I didn't track these carefully because I didn't want to go back and re-listen to the stories
This was a very strange story. Perhaps I'm just not sophisticated enough to "get" it.
Hennepin County Library audiobook 5 discs
read by Julian Rhind-Tutt
genre: YA . . . weird sort of fantasy but not
I'll just admit it up front. I did not like this book. I keep trying to think of readers who would enjoy this book and it's just not working for me. From the back, "In 2073 on the remote and secretive island of Blessed, where rumor has it that no one ages and no children are born, a visitor arrives. He is greeted warmly, but something is wrong. Something is hidden on the far side of the island. Something that, as if in a dream, he cannot reach."
Things I liked: the language at times was lyrically beautiful. I am intrigued by the going back in time, but not by how the stories did and did not connect. After 2073, it went to 2011 (with archaeologists), to 1944 (?) and a WWII pilot, to 1902 and an artist who painted Midwinterblood, to 1848 which was referred to as the witch part but was really about two children being told a story of two lovers by their nanny who isn't really there. Next up was tenth century Vikings and a vampire and last was an unknown time during a blood moon when the young lovers are first (last) introduced.
The reader changed his volume and accent so often that I wondered if he has ever listened to his work . . . especially in a car. Parts of the story were incomprehensible even after hitting rewind and re-listening.
Elements that were consistent between the seven "parts" of the story:
- Characters named Merle and Eric (though portrayed as lovers OR siblings OR mother and son, etc.)
- a hare features in each story (humorously, though, it initially sounded like "hair" and didn't make much sense)
- the dragon orchid whose properties (depending on how it is prepared) can heal, maintain youth, provide immortality, cause forgetfulness, cause impotence . . . don't drink the tea!
- references to the devil . . . "well, speak his name and his horns appear"
- the moon (flower, hunter, snow, etc.) I didn't track these carefully because I didn't want to go back and re-listen to the stories
This was a very strange story. Perhaps I'm just not sophisticated enough to "get" it.
Wednesday, July 09, 2014
The Nazi Hunters
by Neal Bascomb
Hennepin County Library hardcover 215 pages
genre: non-fiction, history
The location, capture, and trial of Adolf Eichmann for his crimes during WWII makes a captivating story. The focus is on the people who worked together to bring him to justice. The photographs and maps add a lot to the story. It's clearly written for teens. I haven't decided whether or not to buy it for school, though. I'm curious to hear other people's reactions at our Litwits gathering in August. In some ways, it almost made Eichmann seem like a sympathetic figure. The author actually does a stellar job of telling the stories, detailing the atrocities and the intensity with which Eichmann hunted down and deported Jews to camps. But he is such a pathetic figure by the end (and insists he did not kill anyone; he was just following orders) that you almost start to feel sorry for him . . .
I liked Peter Malkin's perspective the best of all in this book (filled with many, many people).
Hennepin County Library hardcover 215 pages
genre: non-fiction, history
The location, capture, and trial of Adolf Eichmann for his crimes during WWII makes a captivating story. The focus is on the people who worked together to bring him to justice. The photographs and maps add a lot to the story. It's clearly written for teens. I haven't decided whether or not to buy it for school, though. I'm curious to hear other people's reactions at our Litwits gathering in August. In some ways, it almost made Eichmann seem like a sympathetic figure. The author actually does a stellar job of telling the stories, detailing the atrocities and the intensity with which Eichmann hunted down and deported Jews to camps. But he is such a pathetic figure by the end (and insists he did not kill anyone; he was just following orders) that you almost start to feel sorry for him . . .
I liked Peter Malkin's perspective the best of all in this book (filled with many, many people).
Monday, July 07, 2014
Better Nate than Ever
by Tim Federle
Hennepin County Library audiobook 5 discs
read by the author
genre: YA realistic fiction
Interesting. I really like the fact that the author read his own work. Nate's innocence and ignorance are endearing, but I'm not sure if this book would appeal to many of my students. The immersion in Broadway shows and adventuring to NYC on a lark are fun. I enjoyed it and Nate's exploration of who he is and what he wants out of life.
Nate Foster is 13 and relentlessly bullied at school for being a "fag" and worse names. His best friend Libby helps him take off for New York to audition for E.T. the Musical but he is woefully unprepared for the Big Apple and all the new things he sees and hears. I almost cried when his aunt Heidi showed up. A sweet story.
Hennepin County Library audiobook 5 discs
read by the author
genre: YA realistic fiction
Interesting. I really like the fact that the author read his own work. Nate's innocence and ignorance are endearing, but I'm not sure if this book would appeal to many of my students. The immersion in Broadway shows and adventuring to NYC on a lark are fun. I enjoyed it and Nate's exploration of who he is and what he wants out of life.
Nate Foster is 13 and relentlessly bullied at school for being a "fag" and worse names. His best friend Libby helps him take off for New York to audition for E.T. the Musical but he is woefully unprepared for the Big Apple and all the new things he sees and hears. I almost cried when his aunt Heidi showed up. A sweet story.
Out of the Easy
by Ruta Sepetys
Hennepin County Library hardcover 346 pages
genre: teen historical fiction
Sepetys has done it again! This book is captivating and I could not put it down! Josie Moraine is a 17-year-old daughter of a prostitute living in the French Quarter of New Orleans. She wants to get away from the world she has known and the men who frighten her. Could she find a way to go to Smith College?
The characters are wonderfully drawn - Patrick Marlowe, his dad Charlie, the madam Willie Woodley, Cokie (Willie's employee), Jesse Thierry, the prostitutes . . . this was a very compelling story with elements of mystery and intrigue. The ending made me cry. I loved it.
Initially, I thought I wouldn't buy it for my middle school collection, but it's actually fairly clean (in terms of language and sex) and it's a very well-written story!
<Above posted 7.7.2014. Below added 11.8.2023.>
Sepetys is one of my favorite historical fiction authors. I listened to the audiobook on Libby. Read by Lauren Fortgang, I was surprised by aspects of the story I had forgotten. Josie trying to deal with Carlos' mob man on her own . . . Josie's mom stealing the watch Willie gave her for her 18th birthday . . . This book is quite good. I liked the author's notes after the story, too.
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