Podcasts about English Journal

Gertrude Chandler Warner's most well known writing is "The Boxcar Children." But that series is far from the only professional writing Chandler did – she made a career as a writer while also teaching elementary school for decades. Research: Abate, M.A. Not Hoovervilles, But Hooch: Gertrude Chandler Warner’s The Boxcar Childrenand The Roaring Twenties. Child Lit Educ 47, 257–266 (2016). https://doi.org/10.1007/s10583-016-9275-5 Braccidiferro, Gail. “The Boxcar Children: A Museum Caper.” New York Times. June 20, 2004. https://www.nytimes.com/2004/06/20/nyregion/the-boxcar-children-a-museum-caper.html Crowe, Chris. “Young Adult Literature: Rescuing Reluctant Readers.” The English Journal, vol. 88, no. 5, 1999, pp. 113–16. JSTOR, https://doi.org/10.2307/821799 Ellsworth, Mary Ellen. “Gertrude Chandler Warner and the Boxcar Children.” Albert Whitman & Company. Morton Grove, Illinois. 1997. Lindberg, Mary Anne. “Survival Literature in Children’s Fiction.” Elementary English, vol. 51, no. 3, 1974, pp. 329–35. JSTOR, http://www.jstor.org/stable/41387166 Meese, Ruth Lyn. “MODERN FAMILY: Adoption and Foster Care in Children’s Literature.” The Reading Teacher, vol. 66, no. 2, 2012, pp. 129–37. JSTOR, http://www.jstor.org/stable/23322722 Tolentino, Jia. “’The Boxcar Children and the Spirit of Capitalism.” The New Yorker. June 2, 2016. https://www.newyorker.com/books/page-turner/the-boxcar-children-and-the-spirit-of-capitalism#:~:text=The%20second%20time%20that%20Gertrude,and%20family%20and%20life's%20rewards. Warner, Gertrude Chandler. “The Box-Car Children.” Rand McNally. Chicago/New York. 1924. Accessed online: https://www.gutenberg.org/files/42796/42796-h/42796-h.htm Warner, Gertrude Chandler. “Good Americans: First Lessons for the Littlest Ones.” Educational Publishing Company. Boston. New York. London. 1926. Accessed online: https://books.google.com/books?id=gONow7KFCB0C&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false Warner, Gertrude Chandler. “The House of Delight.” Pilgrim Press. 1916. Accessed online: https://www.gutenberg.org/cache/epub/62714/pg62714-images.html Warner, Gertrude Chandler. “Star Stories for Little Folks.” Pilgrim Press. Boston, Chicago. 1918. Accessed online: https://archive.org/details/starstoriesforli00warn/page/8/mode/2up Warner, Frances and Gertrude. “Life’s Minor Collisions.” Houghton Mifflin. Boston and New York. 1921. Accessed online: https://archive.org/details/lifesminorcollis00warnrich/page/n9/mode/2up See omnystudio.com/listener for privacy information.

Willie James King is a long-time contributor to Rattle, having appeared in 8 issues dating back to 1997. He's the author of five books of poetry, most recently To Be the Difference from Press 53. His poems have appeared widely in such publications as America, Appalachian Heritage, Confrontation, Cutthroat, A Journal of the Arts, New Contrast (South Africa), English Journal, Southern Poetry Review, and Urthona (UK). He has nine Pushcart Prize nominations and one Best of the Net. He resides in Montgomery, Alabama. Find the his most recent book here: https://www.press53.com/poetry-collections/to-be-the-difference-by-willie-james-king As always, we'll also include the live Prompt Lines for responses to our weekly prompt. A Zoom link will be provided in the chat window during the show before that segment begins. For links to all the past episodes, visit: https://www.rattle.com/rattlecast/ This Week's Prompt: Write a pantoum that references your favorite shape. Next Week's Prompt: Write a poem in which something is overfilled. Include as many tactile details as possible. The Rattlecast livestreams on YouTube, Facebook, and Twitter, then becomes an audio podcast. Find it on iTunes, Spotify, or anywhere else you get your podcasts.

In this special episode of The Teaching Middle School ELA Podcast, Megan interviews Trevor Aleo, a high school language arts teacher and co-author of Learning That Transfers: Designing Curriculum for a Changing World. Trevor talks about the strategies he used to help his 8th graders engage in multimodal composing projects, as you can read about in his English Journal article “‘What Would Other Swifties Think?': Multimodal Composing with Communities in Mind.” Tune in to learn how you can help your students tap into their communities and write for a real-world audience.Check out the #HackYourStack Database that Trevor shares on the show: https://reminiscent-attention-b9e.notion.site/HackYourStack-Database-e00377a9816045ed8dfbbe026b9ff9e8Visit his website: https://www.trevoraleo.com/And if you'd like to read the article after listening, you can find it here! “What Would Other Swifties Think?”: Multimodal Composing with Communities in Mind | ncte.org (publicationsncte.org)

Tina Turner famously sang, " What's love got to do with it?” Educators in meaningful relationships with their students know love is the answer to this question is Love. Love is at the center of Dr. Yolanda Sealey-Ruiz's pedagogy, and is also at the center of this conversation between educators who understand the power of love. Questions fueling this conversation include: Where did you catch sense (or learn who and whose you are)? What is your racial literacy? What do you believe? Which children are you teaching (and what are you teaching them)? And do you have the capacity to love? Parents, educators, and people in relationships with young people will want to bookmark this episode. Dillard, Cynthia B. "The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leadership." International journal of qualitative studies in education 13.6 (2000): 661-681.Sealey-Ruiz, Yolanda. "The critical literacy of race: Toward racial literacy in urban teacher education." Handbook of urban education. Routledge, 2021. 281-295.Sealey-Ruiz, Yolanda. "An archaeology of self for our times: Another talk to teachers." English Journal 111.5 (2022): 21-26.https://www.yolandasealeyruiz.com/academicbooks-yolandasealeyruiz, TEDx Talk: https://www.yolandasealeyruiz.com/tedxtalk

Dale Jacobs is the author of Graphic Encounters: Comics and the Sponsorship of Multimodal Literacy (2013) and the co-author (with Heidi LM Jacobs) of 100 Miles of Baseball: Fifty Games, One Summer (2021). His essays have appeared in journals including but not limited to Inks: The Journal of the Comics Studies Society, English Journal, College Composition and Communication, Biography, Canadian Review of Comparative Literature, Journal of Comics and Culture, and Studies in Comics. Dale is the editor of the Myles Horton Reader (2003) and Jeff Lemire: Conversations (2021,) as well as the co-editor of A Way to Move: Rhetorics of Emotion and Composition Studies (2003.) He lives in Windsor, Ontario where he is a faculty member in the Department of English and Creative Writing at the University of Windsor. His latest book, released this year by Wilfrid Laurier Press, is On Comics and Grief.https://www.wlupress.wlu.ca/Books/O/On-Comics-and-Grief

In this week's episode, both of our storytellers share moments where they felt out of place and were very much foreigners in a strange land. Part 1: When Christine Gentry moves across the country to California, she struggles to find community. Part 2: After moving to Beirut, Lebanon from the U.S., Mary Ann Perkins doesn't understand why everyone keeps staring at her. Christine Gentry joins BBQ on the list of good things to come out of Texas. She holds a Ph.D. in English Education from Columbia University and currently serves as a clinical assistant professor in the NYU Teacher Residency, where she directs the NYC Public Schools partnership and leads the data, assessment, and continuous improvement efforts of the program. In what little spare time she has, Christine performs in oral storytelling shows and produces/hosts shows and workshops for The Story Collider. Her writing has been published in English Journal, The English Record, and Printer's Devil Review magazines, and her oral stories have been featured on the TEDx stage, The Moth Radio Hour, and This American Life. She is also a Moth Mainstage performer and three-time Moth GrandSLAM champion. Mary Ann Perkins grew up in St. Louis County and then lived overseas–in Germany, Lebanon and Thailand–for most of the next two decades. While abroad she had two children, survived a war, left the Mormon church, completed two master's degrees, got divorced and built a career as a United Nations editor. After returning to the United States in 2021, she founded a peer-support group for people who have lost their faith. The group meets Mondays at 7 p.m. at the Ethical Society of St. Louis. Mary Ann loves distance running, standup comedy, and poetry. Learn more about your ad choices. Visit megaphone.fm/adchoices

Please note that the accompanying graphic for this episode has not been chosen lightly and is intended in the spirit of historical education, criticism and artistic commentary.  In part 2 of our investigation into the saga of Wake Up and Live, we look at the original 1936 self-help book by Dorothea Brande, the toxic ideas that the book perpetuates and the author's ties to fascism and Nazism. To understand why fascism became popular in the United States during the 1930s is also to understand why Wake Up and Live became a bestseller. This week we take a close look at both, from the infamous 1939 Nazi rally at Madison Square Garden to the publication and editing career of Brande's husband, Seward Collins, before going over the horrible, horrible book in full detail. Selected sources for this episode: "Kendrick v. Drake, Beef of the century?" White People Won't Save You podcast episode, 10 May 2024. A Night at the Garden (2017) Nazi Town USA (2024) (PBS' American Experience, Season 36, Episode 1) Arnie Bernstein - Swastika Nation (2013) Joanna Scutts - "Fascist Sympathies: On Dorothea Brande", The Nation, 13 August 2013 Albert E. Stone Jr. - “Seward Collins and the American Review Experiment in Pro-Fascism, 1933-37”, American Quarterly, Vol. 12, No.1, Spring 1960 John Roy Carlson - Under Cover (1943) Henry Hoke - It's a Secret (1946) Michael Sayers - Sabotage! The Secret War Against America (1942) FBI investigation on Maria Griebl, via FOIA-requested documentation Review of Wake Up and Live in The Saturday Review of Literature, 2 May 1936 Hortense Finch - Classroom report on use of Wake Up and Live, from The English Journal, Vol. 27, No.2, Feb 1938 contact: suddenlypod at gmail dot com website: suddenlypod.gay donate: ko-fi.com/suddenlypod

Diet culture and anti-fatness are very present in our schools, from being designed into the curriculum to showing up in the teacher's lunchroom. Cait O-Connor (she/her) began her own fat liberation journey in her early 20s and quickly brought anti-diet principles into her classrooms. Cait shares how students have responded to her anti-fat lessons and how parents and teachers can support kids further. Cait O'Connor is a national award-winning middle school English teacher from New York, and the creator of #DitchingDietCultureAtSchool. She is passionate about mental health advocacy, peer work, and eating disorder recovery, and she has written for publications such as Edutopia, English Journal, Language Arts, and is featured in chapter 10 of Virginia Sole-Smith's book, Fat Talk: Parenting in the Age of Diet Culture. Mentioned in this episode: Ditching Diet Culture at School digital resource library, Fat Talk: Parenting in the Age of Diet Culture, Harvard Implicit Association test (choose Weight IAT), What's Eating Us, The Fat Joke poem by Rachel Wiley. Please connect with Cait through Instagram and Twitter.This episode's poem is called “How to Triumph Like a Girl” by Ada Limon.Connect with Fat Joy on the website, Instagram, subscribe to the Fat Joy newsletter, and watch full video episodes on YouTube. Want to share some fattie love? Please rate this podcast and give it a joyful review. Our thanks to Chris Jones and AR Media for keeping this podcast looking and sounding joyful

In Ohio, students learning in school districts that are separated by just a few miles may feel like they are living in separate worlds. But these students have far more in common with each other than they may think, and together, they can take on some of the toughest questions in our society. Olentangy Teachers Association member Derek Burtch explains how his non-profit organization Erase the Space is helping to facilitate those connections. We also hear from India Strother, a Columbus school counselor, who has spent this school year honing her connection-building skills, among many others, as OEA's NEA Fellow.GET YOUR STUDENTS INVOLVED | To learn more about the Erase the Space program or to sign your class up to participate in an exchange, click here. SUBSCRIBE | Click here to subscribe to Public Education Matters on Apple Podcasts or click here to subscribe on Google podcasts so you don't miss a thing. And don't forget you can listen to all of the previous episodes anytime on your favorite podcast platform, or by clicking here.Featured Public Education Matters guests: Derek Burtch, Olentangy Teachers Association member, Erase the Space co-founderDerek Burtch is the co-founder of the educational nonprofit Erase the Space and current English teacher at Olentangy High School. He is in his 16th year teaching high school English, including 6 years at North Union High School and 7 years at Olentangy Liberty High School--where Erase the Space was created and cultivated in partnership with Amelia Gordon and South High School in Columbus. Erase the Space engages students living in the segregated metro area of Central Ohio in democratic discourse across their segregated school districts through classroom learning exchanges. These exchanges are curated to engage students in conversation about shared social issues in order to move towards collaborative imagining of solutions. Derek is also one of the founding members of NExT Hub at Otterbein, a center for teachers to collaborate across districts in antiracist and liberatory efforts to support and provide solidarity for teachers engaging in acts of disruption across the Central Ohio area. His published works can be found in The English Journal, Theory Into Practice, and in the book of compiled essays titled The Ethics of Digital Literacy.India Strother, Columbus Education Association member, NEA Organizing FellowIndia Strother started her journey in education as an ESP in Warrensville heights city school district. From there, she continued her journey in education and graduated from The University of Akron with a master's in education with a concentration in school counseling. India comes from an along line of educators who made working in education a proud family tradition. In 2022, she was awarded the OSCAR award from The Ohio School Counselor Association. As a counselor, India loves meeting the needs of her students social, emotional, and academic needs so they can meet their potential and fulfill their dreams.Connect with OEA:Email educationmatters@ohea.org with your feedback or ideas for future Public Education Matters topicsLike OEA on FacebookFollow OEA on TwitterFollow OEA on InstagramGet the latest news and statements from OEA hereLearn more about where OEA stands on the issues Keep up to date on the legislation affecting Ohio public schools and educators with OEA's Legislative WatchAbout us:The Ohio Education Association represents about 120,000 teachers, faculty members and support professionals who work in Ohio's schools, colleges, and universities to help improve public education and the lives of Ohio's children. OEA members provide professional services to benefit students, schools, and the public in virtually every position needed to run Ohio's schools.Public Education Matters host Katie Olmsted serves as Media Relations Consultant for the Ohio Education Association. She joined OEA in May 2020, after a ten-year career as an Emmy Award winning television reporter, anchor, and producer. Katie comes from a family of educators and is passionate about telling educators' stories and advocating for Ohio's students. She lives in Central Ohio with her husband and two young children. Katie often jokes that her children are walking petri dishes because they are always bringing one kind of 'bug' or another home from preschool and daycare. As you can hear in this episode, Katie was battling yet another one of those illnesses while recording the interviews for this episode. Katie believes she has a good chance of developing an unstoppable immune system by the time her kids are both in elementary school. This episode was recorded on April 17, 2024.

Could asking the right questions transform your conversations? That's the question of the week for Kurt and Tim, as they delve into the power of inquiry and active listening with this week's esteemed guest, author Jeff Wetzler. Jeff, the author of "Ask," shares groundbreaking research and surprising insights about the impact of asking the right questions, offering listeners a roadmap to navigate the complexities of communication with wit and wisdom. From the boardroom to the dinner table, effective communication skills are essential. Discover how active listening can not only boost productivity and increase employee satisfaction but also foster deeper, more meaningful relationships. Through thought-provoking discussions and real-world examples, Kurt, Tim, and Jeff challenge conventional wisdom to help listeners gain a deeper understanding of how to engage authentically in both their professional and personal lives. Ready to level up your communication game? Tune in to this episode for actionable insights and inspiration. Whether you're a seasoned leader or simply a curious listener, get ready to embark on a journey of compassionate curiosity and active listening. Join the conversation and let us know what questions you have about this episode or Behavioral Grooves! We'd love to hear from you. © 2024 Behavioral Grooves Topics  [5:40] Introduction and Speed Round [11:22] The “Ask Approach” and the power of curiosity [18:00] Effective listening and learning from others [26:06] Creating a safe space for open communication [34:43] Using curiosity to interrupt certainty and gain new perspectives [43:35] Vibe listening and interpreting conversations [48:51] Desert Island music [53:51] Grooving session - the importance of asking questions, active listening, and micro-expressions © 2024 Behavioral Grooves Links  ** Rankin, Paul T. “The Importance of Listening Ability.” The English Journal, vol. 17, no. 8, 1928, pp. 623–30. JSTOR, https://doi.org/10.2307/803100. Accessed 10 Apr. 2024. Ask by Jeff Wetzler More about Jeff What is Active Listening? Musical Links  Paul Simon - 50 Ways to Leave Your Lover Indigo Girls - Closer to Fine Dave Carter and Tracey Grammer - When I Go

Book challenges are occurring more and more. Why are these books on trial? What can be done to help give them a more fair trial? References American Bar Association. (2011). 11 must-dos from a voir dire master. https://www.americanbar.org/news/abanews/publications/youraba/2019/march-2019/11-tips-for-effectively-conducting-voir-dire/ Cesari, L. (2022). Straddling parallel tracks: Diversifying novels in the ELA curriculum while facing book challenges about diverse texts. Knowledge Quest, 50(5), 24–28. Charbonneau, D.H., Hawamdeh, S., Oltmann, S.M., Winberry, J., Yeon, J., Zalot, A. (2023). Challenging book challenges: Understanding the background, examining “astroturfing” as a current political strategy, and finding ways forward. Proceedings of the Association for Information Science and Technology, 60 (1), 755-757.  Honore, S. (2023). A challenge worth facing. English Journal, 112(5), 29-34.  Knox, E. (2014). Society, institutions, and common sense: Themes in the discourse of book challengers in 21st century United States. Library & Information Science Research, 36, 171–178. http://dx.doi.org/10.1016/j.lisr.2014.06.003 Spilka, J. (2022). 377 Book challenges tracked by ALA in 2019–and the problem is growing: Book banning and its adverse effects on students. Knowledge Quest, 50(5), 31-33.

Episode SummaryErin and Rachel dive into a discussion of Finding Nemo (2003), the box office splash that enthralled audiences and critics alike. This movie about fish offers a surprising amount to wade through in terms of environmentalism, gender politics, and ableism. Episode BibliographyAl-Jbouri, E., & Pomerantz, S. (2020). A new kind of monster, cowboy, and crusader? Gender hegemony and flows of masculinities in Pixar animated films. Boyhood Studies, 13(1), 43-63. doi: 10.3167/bhs.2020.130104Arthur, C. (2004, July 1). 'Finding Nemo' pets harm ocean ecology. The Independent. https://web.archive.org/web/20080601023112/http://www.independent.co.uk/environment/finding-nemo-pets-harm-ocean-ecology-565398.htmlÅstrӧm, B.  (2017). Marginalizing motherhood: Postfeminist fathers and dead mothers in animated film. In B. Åstrӧm (Ed.), The Absent Mother in the Cultural Imagination (pp. 41-258). doi: https://doi.org/10.1007/978-3-319-49037-3_15Axelrod, J. (2015, July 18). "Finding Nemo" aims to help Navajo language stay afloat. CBS News. https://www.cbsnews.com/news/finding-nemo-aims-to-help-navajo-language-stay-afloat/Beck, B. (2004). The sea around us: Social climbing in Seabiscuit, Whale Rider, and Finding Nemo. Multicultural Perspectives, 6(2), 24-27. doi: 10.1207/s15327892mcp0602_5Brooks, D. (2021, November 24). “It Shattered the World's Perception”: The Story of the Navajo-Language Dub of Star Wars: A New Hope. StarWars.com. https://www.starwars.com/news/navajo-language-star-wars-a-new-hopeBruckner, L.D. (2010). Bambi and Finding Nemo: A sense of wonder in the wonderful world of Disney?. In P. Willoquet-Maricondi (Ed.). Framing the World: Explorations in Ecocriticism and Film (pp. 187-205). University of Virginia Press.Brydon, S.G. (2009). Men at the heart of mothering: Finding mother in Finding Nemo. Journal of Gender Studies, 18(2), 131-146. doi: 10.1080/09589230902812448Caro, M. (2003). Movie review: 'Finding Nemo'. Metromix. https://web.archive.org/web/20040217220604/http://metromix.chicagotribune.com/movies/mmx-030529movies-reviewmc-findingnemo.storyCorcoran, M. (2004, November 9). Vanuatu - Saving Nemo. ABC. https://web.archive.org/web/20051219171041/http://www.abc.net.au/foreign/content/2004/s1239666.htmDeitchman, B. (2016, December 16). Making Movie Magic in Any Language. D23. https://d23.com/making-movie-magic-in-any-language/Disney Pixar Finding Nemo. (n.d.). Pixar Animation Studios. https://www.pixar.com/feature-films/finding-nemoEbert, R. (2003, May 30). Finding Nemo. Roger Ebert. https://www.rogerebert.com/reviews/finding-nemo-2003Ebrahim, H. (2014). Are the "boys" at Pixar afraid of little girls?. Journal of Film and Video, 66(3), 43-56. Doi:Finding Nemo. (n.d.). Wikipedia. https://en.wikipedia.org/wiki/Finding_NemoGarrett, D. (2006, March 8). 'Potter' DVD golden. Variety. https://variety.com/2006/digital/markets-festivals/potter-dvd-golden-1117939470/Germain, D. (2003, May 29). Finding Nemo. Southeast Missourian. https://www.semissourian.com/story/110310.htmlGimphacks. (2018, December 14). IS “GIMP” A SLUR? [Video]. YouTube. https://www.youtube.com/watch?v=voCigbuzOHsGuerrero, A. P. S (2015). An approach to finding teaching moments on families and child development in Disney films. Academic Psychiatry, 39, 225-230. doi: 10.1007/s40596-014-0240-6Heffington, B.D. (2015). A pentadic criticism of three Disney/Pixar films: Spirituality and environmentalism in “Monsters, Inc.”, “Finding Nemo”, and “WALL-E.” [Graduate Thesis, Northern Arizona University]. Henley, J. (2004, February 24). Nemo finds way to French court. The Guardian. https://www.theguardian.com/world/2004/feb/24/books.filmI_Hate_Kidz. (2016). AA in Finding Nemo [Online forum post]. Reddit. https://www.reddit.com/r/stopdrinking/comments/3wljup/aa_in_finding_nemo/Jodie, Q. (2016, March 10). ‘Nemo Há'déést'į́į́'. Navajo Times. https://navajotimes.com/reznews/nemo-hadeestii/LightsCameraAction. (2019, September 1). Finding Nemo (2003) - The Making Of. YouTube. https://www.youtube.com/watch?v=g2zx3gcuXnkMilitz, T. A., & Foale, S. (2017, May 1). The “Nemo Effect”: Perception and reality of Finding Nemo 's impact on marine aquarium fisheries. Fish and fisheries, 18(3). doi: 596-606. 10.1111/faf.12202Ness, M. (2017, May 25). Fish Parenting and Disability: Finding Nemo. Tor.com. Retrieved February 18, 2024, from https://reactormag.com/fish-parenting-and-disability-finding-nemo/Preiser, R., Pereira, L.M., & Briggs, R.  (2017). Navigating alternative framings of human-environment interactions: Variations on the theme of ‘Finding Nemo. Anthropocene, 20, 83-87. doi: 10.1016/j.ancene.2017.10.003Preston, D.L. (2010). Finding difference: Nemo and friends opening the door to disability theory. The English Journal, 100(2), 56-60.Price, D. A. (2009). The Pixar Touch: The Making of a Company. Knopf Doubleday Publishing Group.Prosek, J. (2010). Beautiful Friendship. National Geographic. https://web.archive.org/web/20190427052617/https://www.nationalgeographic.com/magazine/2010/01/clownfish-anemone-symbiotic-relationship/Puig, C. (2003, May 29). Sweet and funny 'Nemo' works just swimmingly. USA Today. https://usatoday30.usatoday.com/life/movies/reviews/2003-05-29-nemo_x.htmRizvi, S. (2010, December 24). Remembering Glenn McQueen (1960-2002). The Pixar Times. https://pixartimes.com/2010/12/24/remembering-glenn-mcqueen-1960-2002/#google_vignetteRodriguez, R. (2003, May 30). 'Finding Nemo' enchants at all levels; sets high-water mark for summer flicks. Miami Herald. https://web.archive.org/web/20030604160444/http://ae.miami.com/entertainment/ui/miami/movie.html?id=99879&reviewId=12209Sherlock, B. (2020, February 21). Just Keep Swimming: 10 Behind-The-Scenes Facts About Finding Nemo. Screen Rant. https://screenrant.com/finding-nemo-behind-scenes-facts-disney-pixar-movie/#ellen-degeneres-nailed-the-most-emotional-scene-in-one-takeStanton, A. (Director). (2003). Finding Nemo [Film]. Walt Disney Pictures.Taing, T. L. (2022, July 27). The Animation 'Magic Trick' That Made Finding Nemo Work. Slash Film. https://www.slashfilm.com/943107/the-animation-magic-trick-that-made-finding-nemo-work/Turan, K. (2003, May 30). Hook, line and sinker. Los Angeles Times. https://www.latimes.com/archives/la-xpm-2003-may-30-et-turan30-story.htmlvan Oosterwijk, I., & McCarthy, W. (2023). Once upon a dystopian time… the portrayal and perception of environmentalism in Pixar's Finding Nemo and WALL-E. Quarterly Review of Film and Video, 40(7), 848-873. doi: 10.1080/10509208.2022.2049181Verrier, R. (2003, July 29). 'Nemo' Becomes the Big Fish at the Animation Box Office. Los Angeles Times. https://www.latimes.com/archives/la-xpm-2003-jul-29-fi-nemo29-story.htmlWestbrook, B. (2004, April 9). Finding Nemo. Houston Chronicle. https://web.archive.org/web/20050911024614/http://www.chron.com/cs/CDA/moviestory.mpl/ae/movies/reviews/1929968Wolsos, J. (2012, July 30). Director's Commentary Track Review - Finding Nemo. Pixar Post. https://pixarpost.com/2012/07/directors-commentary-track-review.html

キニマンス塚本ニキさんが海外ニュースから気になる英語をピックアップ。リスナーの皆さんと一緒に英語を学びます。 【Weekly English Journal】2023/11/30/OA Learn more about your ad choices. Visit megaphone.fm/adchoices

キニマンス塚本ニキさんが海外ニュースから気になる英語をピックアップ。リスナーの皆さんと一緒に英語を学びます。 【Weekly English Journal】2023/11/23/OA Learn more about your ad choices. Visit megaphone.fm/adchoices

キニマンス塚本ニキさんが海外ニュースから気になる英語をピックアップ。リスナーの皆さんと一緒に英語を学びます。 【Weekly English Journal】2023/11/16/OA Learn more about your ad choices. Visit megaphone.fm/adchoices

キニマンス塚本ニキさんが海外ニュースから気になる英語をピックアップ。リスナーの皆さんと一緒に英語を学びます。 【Weekly English Journal】2023/11/09/OA Learn more about your ad choices. Visit megaphone.fm/adchoices

In today's late late solo episode lol I talk about how October went with the Podcast as well as Life With Francy online shop. With the help of my virtual assistant I was able to published two other version of my first English version and one is Spanish. I am so happy to have one version in spanish, this set up of the three things that are important to me, something I am grateful for, something that I'm proud of, something I dream of and something I pray for I have used for about five years and it has helped me give myself the validation i was seeking elsewhere. I hope and pray it will help others like it has helped me. For the podcast I am almost over recording podcast interview for the year I had to reschedule a lot in October so I'm just doing the ones I kept my word on. Now solo episodes have been hard to keep up with since my personal life changed and work is crazy. Giveaways YouTube subscribers one of you can win a free English journal and one Spanish journal. I love that now I have products I can give out to my listeners For Podcast subscribers I have a giveaway the Spanish one now that it launched this week. If you've found the Life With Francy podcast helpful Follow, Rate, & Review on Apple Podcasts Like this Show? Please Leave us a review here - even one sentence helps!  Post a screenshot of you listening on Instagram & Tag us so we can Thank you Personally! STAY IN TOUCH ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ https://www.lifewithfrancy.com/ https://linktr.ee/Lifewithfrancy My Birthday Wishlist if you like to spoil me for my birthday is sure appreciated it.

キニマンス塚本ニキさんが海外ニュースから気になる英語をピックアップ。リスナーの皆さんと一緒に英語を学びます。 【Weekly English Journal】2023/11/02/OA Learn more about your ad choices. Visit megaphone.fm/adchoices

キニマンス塚本ニキさんが海外ニュースから気になる英語をピックアップ。リスナーの皆さんと一緒に英語を学びます。 【Weekly English Journal】2023/10/26/OA Learn more about your ad choices. Visit megaphone.fm/adchoices

キニマンス塚本ニキさんが海外ニュースから気になる英語をピックアップ。リスナーの皆さんと一緒に英語を学びます。 【Weekly English Journal】2023/10/19/OA Learn more about your ad choices. Visit megaphone.fm/adchoices

In episode 100 (Part 2) of the "Teacher's Toolkit" podcast, Dr. Jan Turbill discusses the engaging approach of teaching writing through book clubs. She emphasises the importance of teaching writing by allowing students to read like writers and connect with authors. Dr. Turbill recalls her own experiences as a student and how her Latin teacher helped her become a better writer by analysing essays and using them as models.The podcast episode highlights the structured approach used in her book clubs, which involved breaking down the reading and writing process into manageable steps. They started with whole-group discussions about various aspects of storytelling, like character development, setting, and plot. Then, students would engage in small group discussions and activities related to the book they were reading. The episode also discusses the power writing sessions, where students would write in silence, inspired by specific prompts.Throughout the discussion, Dr. Turbill emphasises the importance of reading like a writer and encouraging students to understand how author's craft their stories. The episode also touches on the value of mentor texts (mentor authors) the benefits of allowing students to explore different perspectives in literature, and more effective questioning techniques.Overall, the episode provides valuable insights into an engaging approach to teaching writing that focuses on reading with a writer's mindset and understanding the craft of writing. It highlights the significance of creating a supportive learning environment where students can share their writing and learn from one another.Dr. Jan Turbill is currently an Honorary Senior Fellow in the Faculty of Education at the University of Wollongong with a remarkable career ranging from teaching in classrooms to supporting university students at the foundation of their careers. In addition, from 2007 to 2019, she served as the Teaching and Learning Consultant in the Faculty of Business, offering guidance on teaching and learning matters. Her impactful work earned her an ALTC Citation in 2011. Jan's leadership extends to her role as Past President of the Australian Literacy Educators Association (ALEA), where for eight years she contributed to national literacy initiatives, including the Australian Government's National Inquiry into Literacy. She's advised the NSW Department of Education and been active in the International Reading Association, earning a place in the Reading Hall of Fame in 2008.RESOURCES ON THE PODCASTBerry School Book Club: Engaging readers and writers. Journal of Research in Childhood Education, 21 (3), 269–289.Fletcher, R. & Portalupi, J. (2007). Craft lessons: Teaching writing K–8, (2nd ed.). Portland. Maine: Stenhouse.Griffith, R. (2010). Students learn to read like writers: A framework for teachers of writing. Reading Horizons, 50 (1), 49–66.Macrorie, K. (1985). Telling writing (4th ed.). New Jersey: Boynton/Cook Publishers.Mayo, L. (2000). Making the connection: Reading and writing together. The English Journal, 89 (4), 74–77.Smith, F. (1983). Reading like a writer. Language Arts, 60 (5), 558–567.Children's booksDahl, R. (1988). Matilda. London: Penguin.French, J. (2006). The goat who sailed the world. Sydney: Angus & Robertson.French, J. (2009). The night they stormed Eureka. Sydney: Angus & Robertson.Fussell, S. (2008). Samurai kids: Owl ninja. Sydney: Walker Books.Fussell, S. (2009). Samurai kids: Shaolin tiger. Sydney: Walker Books.Fussell, S. (2008). Samurai kids: White crane. Sydney: Walker Books.Gleeson, L. (2008). Mahtab's story. Sydney: Allen & Unwin.Murphy, S. (2010). Toppling. Sydney: Walker BooksTan, S (2010. The Lost Thing.JOIN CUE LEARNING'S NEXT LIVE WEBINAR!Join our  upcoming Zoom event.and online courses can be found here.Other matching PDF resources are here.Got any questions? Feedback? Thoughts? Email the Cue office at: admin@cuelearning.com.auThe Teacher's Tool Kit For Literacy is the free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning. Hear from literacy expert and founder of Cue Learning, Sharon Callen, and special guests.At Cue Learning, our literacy specialists draw on over 30 years of teaching and international consulting experience to deliver world-class learning solutions. We equip, empower and support teachers to become their authentic selves. To find out about upcoming events, and about how Cue can help you and your school, visit the Cue Learning website http://www.cuelearning.com.au/ and sign up to our newsletter https://cuelearning.com.au/contact/And you can get even more amazing teaching resources, right now, at Teachific https://www.teachific.com.au/.To make sure you don't miss any literacy learning tips and insights, please subscribe to our show on your favourite podcast player.MORE INFORMATION AT A GLANCE:Visit cuelearning.com.auSubscribe to the Teacher's Tool Kit For Literacy podcasts  or join on Apple  Podcasts hereContact the Cue office:  admin@cuelearning.com.auJoin our Teacher's Toolkit facebook groupFind connected resources on TeachificSee upcoming online eventsSee our online video courses hereAnd finally, read our insightful blogs hereProduced by Apiro Media https://apiropodcasts.com

キニマンス塚本ニキさんが海外ニュースから気になる英語をピックアップ。リスナーの皆さんと一緒に英語を学びます。【Weekly English Journal】2023/10/12/OA Learn more about your ad choices. Visit megaphone.fm/adchoices

Luva Alvarez: My name is Luva Alvarez. I am the site/alumni coordinator for the Greater Rochester PLTI. I was born in Brooklyn, NY but have resided in Rochester for 20 years. I am a believer, connector, mom, wife, parent advocate, PLTI ALUM, Girl Scout Leader, Boy Scout leader, Eagle Scout mom, Mom of three Black Scholars, Lover of life, and a PARENT WHO LEADS. I am passionate about parents being engaged and empowered. I love spending time with my family and of course watching all those Chicago Fire & Chicago P.D shows. My favorite quote is “Her greatest power is believing in herself”. Elizabeth Maxwell: I am a parent leader, a mother of three, and a passionate cradle to career advocate. I started advocating for the disability community in 2004, in 2019 I began my journey as an Early Intervention Advocate for childhood education. As my younger children have entered k-12, I have continued to Advocate for the needs of k-12 and Early Intervention. I enjoy helping other parents become confident in their voice to share their struggles, successes, and barriers. Empowering and uplifting parents is important to me. Dr. Joellen Maples: Dr. Maples earned her B.A. in English, an M.A. in curriculum and instruction, an Ed.S. in English education, and her Ph.D. in English education from the University of Tennessee, Knoxville. At Fisher, she has served as an assistant/associate professor in the Literacy program and in the Inclusive Education Department before being appointed as interim dean/dean. In those roles, she provided numerous trainings in local school districts in the areas of culturally responsive teaching, critical literacy, and online teaching and learning. In her role as dean, Maples' work largely focuses on diversity, equity, and inclusion. She has overseen program curriculum revisions for culturally responsiveness, implemented a teacher pipeline to diversify the local teaching workforce, and also planned campus summer programming for local city school district students. Her research interests include exploring effective strategies for facilitating democratic dialogue and critical literacy through the reading of young adult literature and online discussion about literature. She has published in prominent NCTE journals such as Voices from the Middle, The English Journal, and English Leadership Quarterly. Cedrick-Michael Simmons: Cedrick is the Director of Equity at Greece Central School District. He is a graduate of Greece Arcadia High School and Ithaca College, and he recently earned his PhD in sociology from Boston College. As the Director, Cedrick works with educators and students to remove barriers to ensure that all groups of students have the opportunities they need to reach their full potential. Their focus areas are professional learning about instructional equity, cultivating trust in our commitment to diversity and retention, and expanding opportunities for students to support equity work. Cedrick is also the Lead Facilitator for the Regional Equity Network, which recently hosted a summer institute that featured Zaretta Hammond as the keynote speaker. Wendy Y. Perez: Wendy Y. Perez is a Senior Research Associate at the NYU Metro Center. She has a Ph.D. in Education from the UCLA Graduate School of Education & Information Studies. She also has a Bachelor's Degree in Psychology from Pomona College and a Master's Degree in Education from the Harvard Graduate School of Education. Her research interests include using critical frameworks and asset-based approaches to urban education, education policy, higher education, family engagement, and Latinx K-16 pathways. Wendy has conducted research for UCLA's Institute for Democracy, Education, and Access as well as for the Annenberg Institute for School Reform at Brown University. She is the proud daughter of Ecuadorian immigrants. She has the privilege of raising her four-year-old son with her husband who is a middle school teacher in East Los Angeles. Tina Carney: Tina Carney is a parent and advocate for meaningful family engagement, struggling/striving learners including those who are dyslexic, early intervention, and racial equity. Tina is the Program Assistant for PLTI's Teacher Diversity Project and Coordinator of Education Success Foundation's Student Success Project. She enjoys spending time with family and friends, building and connecting community, and eatin'. Ms. Kathleen Graupman is in her 9th year as Greece Central School District Superintendent where she is committed to improving student achievement and closing equity gaps. Superintendent Graupman leads a team of more than 3,000 educators and support staff members who are committed to building a culture of high standards and engagement. With almost 11,000 students in 18 schools, Greece is the largest suburban district in Monroe County and one of the most diverse. Guided by the REACH Greece Strategic Plan, she and the executive leadership are motivated by a vision of equity and access for all. Throughout her career, Ms. Graupman has maintained a relentless focus on building relationships to help students succeed. She is passionate about developing the capacity of all employees, building strong community connections, and promoting the good. Ms. Graupman believes all Greece graduates should be actively involved in their communities and ready for success in college, career, and life. A product of the Greece Central school system herself, Superintendent Graupman is connected to the community and invested in its success. She is active in numerous community organizations including the NYS Commission for Diversity and Inclusion, Monroe County TogetherNow Board member, Greece Rotary Board member, the Roc2Change Steering Committee, and the Monroe 2 BOCES Foundation Board. Ms. Graupman holds a Bachelor's Degree in Education from SUNY Geneseo and earned her Masters in Education from SUNY Brockport. She holds NYS Permanent Certification as a School Administrator and Supervisor and in School District Leadership and a NYS Permanent Teaching Certification in Elementary Education. Links:  Black in the Burbs   Brighton CSD    Carthage College (Wisconsin)   East Rochester CSD   Fairport CSD   Farrash Foundation   Gates-Chili CSD   Gates-Chili CSD PTO    Geneva CSD   Greece Central School District   Greece CSD SEPTA (Special Education Parent Teacher Association)   W.K.Kellogg Foundation   KONAR Foundation   Monroe County (NY)   NPLI   NYSED   NYU Center for Policy Research   PECAN (Roc the Future)   Penfield CSD   PLTI Rochester   RCSD East HS Teaching and Learning Institute (TLI)   RCSD PLAC   Regional Equity Network  Roc the Future   Rochester City School District   St. John Fisher University School of Education    Strive Together Network   The Children's Agenda   Urban League of Rochester   Wheatland-Chili CSD    Keywords: podcast, good, do good, amplify, amplify good, Collaborate, School, Education, Diversity, Equity, Inclusion, DEI, Professional, Social worker, Network, Advocacy, Philanthropy, Teacher, Segregation, Poverty, Disparity, Abundance, Action, Rochester, NY, Political, Parent, Family engagement, Project management, Community, Recommendations, Process, Grassroots, Data analysis, Communication, Indicators, Evaluation, Research, Black, African American, Latine,  Coach, Partners, Goals, Racism, Discipline, Suspensions, Identity, Future Teachers, Qualitative, Quantitative, Social science, Interview, Emergent, Pipeline, Urban, Suburban, Rural, Sustainable, BIPOC, Teacher certification  

In episode 99 of Teacher's Toolkit for Literacy, "Part 1: Engaging Readers and Writers Through Book Club" we welcome special guest Dr. Jan Turbill. Jan is an accomplished educator, who shares her experiences in education, including teaching in various settings and her work on literacy policy strategies.Jan talks about her post-retirement involvement with a school, where she worked to improve literacy skills in students, particularly in Years 4,5 and 6. She describes how the idea of starting a book club came about and the collaborative efforts of teachers and students to engage with literature.The episode also delves into the importance of teaching students to read like writers, emphasising the value of understanding an author's craft. Jan mentions the significance of establishing a personal connection with authors to enhance the reading experience for students.The podcast highlights the structure of this particular way of using book club in a school, including choosing books by Australian authors, using the reading like a writer research, analysing literary devices, and fostering a love for writing through activities like power writing. Additionally, Jan discusses the impact of these strategies on students' confidence in their writing abilities.The episode concludes with a mention of surveys conducted to assess the students' attitudes toward reading and writing, revealing positive changes in their perceptions and skills.Overall, this podcast episode explores the innovative approach of integrating reading and writing to enhance literacy skills in students through a book club, showcasing the importance of reading like a writer and building a connection with authors.Dr. Jan Turbill is currently an Honorary Senior Fellow in the Faculty of Education at the University of Wollongong with a remarkable career ranging from teaching in classrooms to supporting university students at the foundation of their careers. In addition, from 2007 to 2019, she served as the Teaching and Learning Consultant in the Faculty of Business, offering guidance on teaching and learning matters. Her impactful work earned her an ALTC Citation in 2011. Jan's leadership extends to her role as Past President of the Australian Literacy Educators Association (ALEA), where for eight years she contributed to national literacy initiatives, including the Australian Government's National Inquiry into Literacy. She's advised the NSW Department of Education and been active in the International Reading Association, earning a place in the Reading Hall of Fame in 2008.RESOURCES ON THE PODCASTBerry School Book Club: Engaging readers and writers. Journal of Research in Childhood Education, 21 (3), 269–289.Fletcher, R. & Portalupi, J. (2007). Craft lessons: Teaching writing K–8, (2nd ed.). Portland. Maine: Stenhouse.Griffith, R. (2010). Students learn to read like writers: A framework for teachers of writing. Reading Horizons, 50 (1), 49–66.Macrorie, K. (1985). Telling writing (4th ed.). New Jersey: Boynton/Cook Publishers.Mayo, L. (2000). Making the connection: Reading and writing together. The English Journal, 89 (4), 74–77.Smith, F. (1983). Reading like a writer. Language Arts, 60 (5), 558–567.Children's booksDahl, R. (1988). Matilda. London: Penguin. French, J. (2006). The goat who sailed the world. Sydney: Angus & Robertson. French, J. (2009). The night they stormed Eureka. Sydney: Angus & Robertson. Fussell, S. (2008). Samurai kids: Owl ninja. Sydney: Walker Books. Fussell, S. (2009). Samurai kids: Shaolin tiger. Sydney: Walker Books. Fussell, S. (2008). Samurai kids: White crane. Sydney: Walker Books. Gleeson, L. (2008). Mahtab's story. Sydney: Allen & Unwin. Murphy, S. (2010). Toppling. Sydney: Walker Books.JOIN CUE LEARNING'S NEXT LIVE WEBINAR!Join our  upcoming Zoom event.and online courses can be found here.Other matching PDF resources are here.Got any questions? Feedback? Thoughts? Email the Cue office at: admin@cuelearning.com.auThe Teacher's Tool Kit For Literacy is the free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning. Hear from literacy expert and founder of Cue Learning, Sharon Callen, and special guests.At Cue Learning, our literacy specialists draw on over 30 years of teaching and international consulting experience to deliver world-class learning solutions. We equip, empower and support teachers to become their authentic selves. To find out about upcoming events, and about how Cue can help you and your school, visit the Cue Learning website http://www.cuelearning.com.au/ and sign up to our newsletter https://cuelearning.com.au/contact/And you can get even more amazing teaching resources, right now, at Teachific https://www.teachific.com.au/.To make sure you don't miss any literacy learning tips and insights, please subscribe to our show on your favourite podcast player.MORE INFORMATION AT A GLANCE:Visit cuelearning.com.auSubscribe to the Teacher's Tool Kit For Literacy podcasts  or join on Apple  Podcasts hereContact the Cue office:  admin@cuelearning.com.auJoin our Teacher's Toolkit facebook groupFind connected resources on TeachificSee upcoming online eventsSee our online video courses hereAnd finally, read our insightful blogs hereProduced by Apiro Media https://apiropodcasts.com

キニマンス塚本ニキさんが海外ニュースから気になる英語をピックアップ。 リスナーの皆さんと一緒に英語を学びます。 【Weekly English Journal】2023/10/5/OA Learn more about your ad choices. Visit megaphone.fm/adchoices

Facilitating Youth-Led Book Clubs as Transformative and Inclusive Spaces (Teachers College Press) teaches us how to integrate book clubs into secondary school communities for transformation and inclusion so as to enhance and nurture students' literacies along with their social and emotional development. Using her extensive experiences with culturally, neurologically, and linguistically diverse students, Jody Polleck provides a rich resource that demonstrates how book clubs serve as critical places where adolescents can develop as readers while simultaneously working to build authentic relationships with their peers. Polleck offers research and theories grounded in culturally sustaining pedagogies and healing-centered engagements along with practical strategies for book club facilitators—from developing specific student-centered pedagogical approaches to embodying critical and humanizing dispositions. Educate for Action is the accompanying website with suggested reading lists, teaching materials, classroom activities, and more. Dr. Jody Polleck is a full professor and the program coordinator for literacy education at Hunter College in New York City. She began her work with urban adolescents in 1994 as an outreach counselor in Washington, D.C. for displaced youth. In 1999, she received her Master's in English education and worked as a high school reading and English teacher for emerging readers and writers. In 2002, Jody received National Board Certification for adolescent English language arts; and in 2003, she accepted a full-fellowship to New York University where she completed her doctoral degree in English education. Jody is a 2019 Fulbright scholar. Her current research focuses on culturally sustaining literacy instruction and its intersections with healing-centered and culturally-affirming social emotional learning. She has published in over 25 books and journals including ALAN Review, Contemporary Issues in Technology and and Teacher Education, English Journal, High School Journal, Journal of Teaching Writing, Literacy Research and Instruction, Preventing School Failure, Reading and Writing Quarterly, Reading Horizons, and Teacher Education Quarterly. Facilitating Youth-led Book Clubs as Transformative and Inclusive Spaces is her first book. Madden Gilhooly is a humanities public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Facilitating Youth-Led Book Clubs as Transformative and Inclusive Spaces (Teachers College Press) teaches us how to integrate book clubs into secondary school communities for transformation and inclusion so as to enhance and nurture students' literacies along with their social and emotional development. Using her extensive experiences with culturally, neurologically, and linguistically diverse students, Jody Polleck provides a rich resource that demonstrates how book clubs serve as critical places where adolescents can develop as readers while simultaneously working to build authentic relationships with their peers. Polleck offers research and theories grounded in culturally sustaining pedagogies and healing-centered engagements along with practical strategies for book club facilitators—from developing specific student-centered pedagogical approaches to embodying critical and humanizing dispositions. Educate for Action is the accompanying website with suggested reading lists, teaching materials, classroom activities, and more. Dr. Jody Polleck is a full professor and the program coordinator for literacy education at Hunter College in New York City. She began her work with urban adolescents in 1994 as an outreach counselor in Washington, D.C. for displaced youth. In 1999, she received her Master's in English education and worked as a high school reading and English teacher for emerging readers and writers. In 2002, Jody received National Board Certification for adolescent English language arts; and in 2003, she accepted a full-fellowship to New York University where she completed her doctoral degree in English education. Jody is a 2019 Fulbright scholar. Her current research focuses on culturally sustaining literacy instruction and its intersections with healing-centered and culturally-affirming social emotional learning. She has published in over 25 books and journals including ALAN Review, Contemporary Issues in Technology and and Teacher Education, English Journal, High School Journal, Journal of Teaching Writing, Literacy Research and Instruction, Preventing School Failure, Reading and Writing Quarterly, Reading Horizons, and Teacher Education Quarterly. Facilitating Youth-led Book Clubs as Transformative and Inclusive Spaces is her first book. Madden Gilhooly is a humanities public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

Facilitating Youth-Led Book Clubs as Transformative and Inclusive Spaces (Teachers College Press) teaches us how to integrate book clubs into secondary school communities for transformation and inclusion so as to enhance and nurture students' literacies along with their social and emotional development. Using her extensive experiences with culturally, neurologically, and linguistically diverse students, Jody Polleck provides a rich resource that demonstrates how book clubs serve as critical places where adolescents can develop as readers while simultaneously working to build authentic relationships with their peers. Polleck offers research and theories grounded in culturally sustaining pedagogies and healing-centered engagements along with practical strategies for book club facilitators—from developing specific student-centered pedagogical approaches to embodying critical and humanizing dispositions. Educate for Action is the accompanying website with suggested reading lists, teaching materials, classroom activities, and more. Dr. Jody Polleck is a full professor and the program coordinator for literacy education at Hunter College in New York City. She began her work with urban adolescents in 1994 as an outreach counselor in Washington, D.C. for displaced youth. In 1999, she received her Master's in English education and worked as a high school reading and English teacher for emerging readers and writers. In 2002, Jody received National Board Certification for adolescent English language arts; and in 2003, she accepted a full-fellowship to New York University where she completed her doctoral degree in English education. Jody is a 2019 Fulbright scholar. Her current research focuses on culturally sustaining literacy instruction and its intersections with healing-centered and culturally-affirming social emotional learning. She has published in over 25 books and journals including ALAN Review, Contemporary Issues in Technology and and Teacher Education, English Journal, High School Journal, Journal of Teaching Writing, Literacy Research and Instruction, Preventing School Failure, Reading and Writing Quarterly, Reading Horizons, and Teacher Education Quarterly. Facilitating Youth-led Book Clubs as Transformative and Inclusive Spaces is her first book. Madden Gilhooly is a humanities public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

How long have “the reading wars” been a part of the national education discourse? What are the recurring themes? What can 4K-12 practitioners do to engage in a dialogue that leads to a better understanding of effective literacy instruction?In this episode, Paul Thomas shares his findings about the science of reading movement and how educators can navigate this conversation.Paul, a professor at Furman University, is the author of the policy brief The Science of Reading Movement: The never-ending debate and the need for a different approach to reading instruction (NEPC, 2022). He also wrote How to End the Reading War and Serve the Literacy Needs of All Students: A Primer for Parents, Policy Makers, and People Who Care (IAP, 2020). Paul is a frequent writer at his blog, Radical Scholarship and on Twitter at @plthomasEdD. Special thanks to Mary Howard, Joy La Vay Taylor, Debra Crouch, and Mary Beth Nicklaus for engaging in and elevating this conversation. Full subscribers can join these conversations in real time. They also have access to the video archive and professional discussion guide here. Sign up today to fully engage in this community.Know someone who would benefit from Read by Example? Refer them to this space - see button below. Complimentary subscriptions can be earned with sign ups.Full TranscriptMatt Renwick (00:03):Welcome to Read by Example, where teachers are leaders and leaders know literacy. We are joined today by Dr. Paul Thomas. Paul is a professor of education at Furman University in Greenville, South Carolina, and taught high school English in rural South Carolina before moving to teacher education. He is a former column editor for English Journal, National Council Teachers of English, current series editor for Critical Literacy Teaching Series: Challenging Authors and Genres and author of Teaching Writing as a Journey, Not a Destination: Essays Exploring What Teaching Writing Means, and the book, which I believe is in its second edition now, How to End the Reading Wars and Serve the Needs of All Students: A Primer for Parents, Policymakers, and People Who Care. NCTE named Paul the 2013 George Orwell Award winner. He co-edited the award-winning volume, Critical Media Literacy and Fake News in Post-Truth America. You can follow Paul's work at on Twitter at @plthomasedd and at Radical Scholarship at radicalscholarship.wordpress.com. Welcome, Paul.(01:26):Thank you very much. Nice to be here.(01:29):And we have a few who could join, if they could share too. Who you are, briefly just what you do. We'll start with Mary.Mary Howard (01:39):I am a literacy consultant and now doing Zoom, because I'm in Honolulu and I'd rather not get on a plane. This is year 51.Matt Renwick (01:57):Joy.Joy La Vay Taylor (01:59):Hi, I'm Joy La Vay Taylor, and I work for James Madison University with student teachers. Before that, I was literacy coach, reading recovery teacher and reading specialist.Matt Renwick (02:15):Deborah.Debra Crouch (02:17):Hi, I'm Deborah Crouch. I'm a literacy consultant as well and a co-author of Made For Learning with Brian Cambourne.Mary Beth Nicklaus (02:30):Hi, I'm Mary Beth Nicklaus, and I am with Eastern Harbor County Schools in Minnesota. And I'm a secondary level reading specialist. This is my 34th year.Matt Renwick (02:48):Welcome everyone. And I have a few questions for Paul, but we'll definitely save time for any questions that you might have. The first one for Paul is, you are consistently on point in your policy brief, which we will link in the newsletter, the Science of Reading Movement, which is a condensed version of your book on the topic. It's a nice summary, as well as what you post online on Twitter and on your blog. What motivates you to keep coming back to this topic of the science of reading movement?Paul Thomas (03:27):Oh, that's a really good question because most of my career, I'm really a composition writing person. And when I discovered Emily Hanford's Hard Words, early 2018, it really struck a chord, but I had no idea that it would get the momentum that it did. So I've always been a holistic literacy person, and I've always been skeptical of over focusing on things like grammar and phonics. And although I taught high school English at Furman, I have taught master's literacy program. So I've been working with early literacy teachers who are getting graduate degrees. And a former colleague of mine, Nita Schmidt, who moved from Furman to Iowa and now she's retired, she's brilliant, she was an early literacy people, and she, she brought me in at N C T E.(04:33):And so I had had this kind of transition to being, what I would say, a literacy generalist where I understand kind of K-16 literacy, or birth to grave literacy. My focus I feel like is public work. Like, how do I talk to the public? How do I help people understand education? And this movement just kind of intersected with that public work. And throughout 2018, 2019, I found myself blogging maybe too much, but I had quite a number of blogs on this, and I said, "I've got enough for a book. I did see how it was developing in a direction that regretfully has come true. That early kind of messaging has now become policy. So in the last, I guess that's what, five years now, I have shifted very much into being a policy person, which I think was the rightful place for me to go.(05:44):I do think trying to work on public narratives, how we talk about critical discourse analysis is a big thing for me. It's a central part of my upper level reading and writing course. At Furman, that's a requirement at Furman, they have to have an upper level writing and research course. So I think it was just kind of a perfect storm for me because I do feel like it's really important for scholarly work to have a real world place. And this felt way more engaging. It felt way more productive than my composition work. Although my book before this was on writing. I'm still, I teach first year writing. I care very much about writing. But reading is very central to sort of how we think about education in the United States. So it seemed like kind of a natural development for me.Matt Renwick (06:47):Yeah, your policy brief is very practical, very useful. It was easy to read, but you covered the, the essential topics of it and really gave, for me anyway, it gave me some nice talking points. Right now in Wisconsin, we're dealing with it, right this very week, up for discussion, so to speak. How might educators and parents best use this resource to effectively advocate for more reasonable policies? What can we do with this to, to make some kind of a difference, or at least try to influence policymakers?Paul Thomas (07:29):So first I would like to say I really am very proud of the policy brief. And I think a huge part of that was the N E P C staff itself. They did not make this easy . I had to a 6,000 word policy brief. I probably wrote 15 to 20,000 words and three or four drafts, and I was kind of taken to task three or four or five times before it even went to peer review. And I think they should be commended for that. The editorial group at N E P C weren't literacy people, so they were constantly going, "What do you mean by this? Uh, is this real?" And the the fun part was being challenged on using the simple view of reading.(08:22):One person said to me, "Paul, nobody uses that. That's silly. That's a silly term." And I had to say, "No, it's a technical term. It's a real term." So I do appreciate that opportunity, and I will say any PC believes in practical. So it had to build to what do people do. I do feel really good about the policy implications at the end. I've been working indirectly with Diane Stephens, who is Professor Emeritus from the University of South Carolina. She taught several other places. Diane has really perfected taking actual legislation and copy editing it, . It's amazing, "Here is where you're off base, but here is how to reform that." So I think what we have to do is, it kind of parallels the book banning and the anti C R T movement.(09:23):It seems almost silly to have to argue for access to books. It seems silly to have to say you shouldn't ban books. So I think it seems kind of pointless for a lot of reasonable people to argue for teacher autonomy and serving the needs of all students. And very simply put, that's kind of what the policy brief boiled down to. We really targeted, "there's no such thing as one size fits all instructional practices." So there should not be any one size fits all mandates in policy and legislation. We really kind of honed in on, "it's not the place of legislators to ban or mandate anything that goes against what is a reasonable approach to day-to-day classroom practices." So I think what can people do is I think is, kind of target these simple messages.(10:37):I've been trying to work better about clarifying that I'm advocating for teacher autonomy. I'm advocating for meeting the needs of every individual child. I am not an advocate for reading recovery. I'm not an advocate for balanced literacy. I'm not an advocate for National Council Teachers of English. I'm not an advocate for International Literacy Association. I'm not being trivial here. I don't advocate for labels and organizations, even though I love N C T E, for example. It's been my home for a long time, and I respect N C T E, but I think what we have to advocate for are key principles. And I've called this challenge out many times, you know, on social media. If someone says they don't agree with me or that I'm wrong, I say, so you're saying that there should not be teacher autonomy, so you're saying we shouldn't serve the individual needs of every student, and I really think we have to call people on the carpet about that.(11:47):I also think it's really important, and it might be too much for most people, I just don't believe in misinformation. I get called out that I'm advocating for X when I simply say Y isn't true . This is a really good example to me, is the attack on Lucy Calkins, I think is just unfair. It's not accurate. Lucy Calkins Units of Study and Fountas and Pinnell work are in one in four schools in the country. It's 25% of the reading programs, I just tweeted out today. You know, their programs are not the dominant programs in New Mexico. And New Mexico has the lowest NAEP fourth grade reading scores and the highest percentage of children below basic. So creating a bad guy is a trick of storytelling.(13:00):And regretfully the science of reading movement, I mean, Sold a Story. I mean, it's about storytelling, and they're manufacturing the crisis. They're manufacturing the bad guy. I really just don't like misinformation. And again, I don't like the way balance literacy is defined. It doesn't mean that I endorse balanced literacy, even though I don't have any actual problem with the concept of balanced literacy. I'm really a critical literacy person. Do I like whole language people and their philosophies? Yes, there are a lot of my friends. Do I find balanced literacy ideas compelling? Yes, of course I do. I am a holistic person. So I think we have to, I have to keep sort of simple messaging on the key concepts that we support.(13:55):But we also have to say, actually what you're saying isn't true. Your definition isn't true. Your cause of the problem isn't true. Your solution isn't true. Over and over the national reading panel is just misrepresented. I use Diane Stephen's work. The National Reading Panel found that systematic phonics was no more effective than balanced literacy or whole language. Almost every single credible study says the exact same thing. The major study out of England said systematic phonics no more effective than balanced literacy. We need balance in England, over and over. That's the truth. And then you've got the science of rooting people saying, it's the Emily Hanford mantra, that it's simple and it's settled, and neither one of those are true.Matt Renwick (14:48):That leads into my next question, Paul, is this towards, especially phonics instructions, kind of this reason why kids are failing to read because they don't have enough of it, or we need more of it to ensure that they can read. And then picking on some of these targets, whether it's a person or it's a program or approach, are these strawmen for maybe avoiding bigger issues that we do need to address, such as poverty or teaching and learning conditions? Or is there some reasonableness to what some people might be advocating for in the sor movement? Where do you see that falling?Paul Thomas (15:33):Really nice job there. I appreciate that. Because that's two other kind of key points that we need to hit on. So, the part of my book and the policy brief that I'm most proud of is the historical perspective. In the 1940s, draftees performed very poorly on literacy tests, and Eleanor Roosevelt and the government shouted reading crisis. And John Dewey in progressivism was blamed. The woman I did my dissertation on, Lula Brandt ,did an analysis and found out that most draftees went to traditional schools and had traditional instruction, like phonics instruction, had skills instruction. And there's Elementary English, which became Language Arts, had a special issue on it, very similar to Reading Research Quarterly, having two special issues on it in the 2020s.(16:33):There was one article, , and they literally say this false attack on progressivism is to avoid the truth. The problem with literacy in the United States is poverty. You know, that was the 1940s. Then it recurs, the Johnny Can't Read in the fifties and sixties, same thing. It's phonics, it's lack of phonics. And people are like, "no, the people who are doing poorly are impoverished." And then it recycles into the sixties, into the 1990s, and then around No Child Left Behind is this same thing. So I think two other messages that we really have to make sure we make clear is, and I refer to Martin Luther King toward the end of his life in 1967, he said, "We would find that instead of reforming education to erase poverty, that if we erase poverty, education would improve."(17:30):And there is nothing truer. If children had universal healthcare, if they had no food deserts, if they had steady homes, if their parents had steady well-paying jobs, if there were books in their homes, the NAEP scores would go up. And that's doing nothing in the schools. Now, I'm not saying don't do anything in schools. I actually think this is the other thing that drives me crazy. I've been accused of being a protector of the status quo. And people who know me would laugh, they should talk to some of the people I've worked for. I think I entered education in 1984. I start year 40 in the fall. And when I started education, I was a reformer.(18:23):That's why I want, I wanted to do school better than it had been done to me. And then when I was in my doctoral program in the 1990s, I found out there were the reconstructionist. There was a whole movement in the early 20th century to reform schools. And so I want things to be different. I want school to be different. And you said it just a second ago. So we've got to address the lives, the homes, and the communities of children. I mean, we have to do that. And this constantly pointing at teachers and saying they don't know what they're doing and that schools are failing is a distraction. But simultaneous to that teaching and learning conditions, I just cannot say that often enough. There's been research for decades that marginalized students are more likely to have beginning and uncertified teachers.(19:25):That's a simple thing to address. We should guarantee that no child who is performing below what we believe they should be, instead of using third grade test scores to retain students, why don't we use third grade test scores to ensure children to have experienced certified teachers and low student-teacher ratios in fourth grade? That's a much better policy. And I would 100% endorse the use of standardized testing for that. But we are not going to do those things. I mean that's what's kind of criminal about this. Special needs children...we're overly concerned about dyslexic students. I am not saying that we should not be, absolutely, we should be concerned with dyslexic students. But special needs students are really highly likely to have beginning and new teachers, special needs students are really highly likely to have uncertified teachers.(20:31):Those are things that could be addressed. Now I think that would solve a lot of problems, systemic forces outside of the school. And then, I agree, this is a national education policy center thing. Instead of accountability reform, we need equity reform. So inside schools, I would say no grade retention. We should not be stratifying students. We should not be gatekeeping students into courses. But the biggest thing to me in school is a teacher assignment. The dirty little secret about education, nobody wants to talk about...if you teach long enough when someone retires, you get the good kids. And I think that's one of those little dirty secrets that we don't talk about. Beginning teachers too often... administration sits down, the remaining teachers get to pick their courses for next year, and the leftovers go to the new person. That is a terrible policy. It's a terrible way to treat children. And these are things we could address. We never talk about them, and we don't do them. So I think as you were implying, I think a lot of this is about ways to avoid doing the hard stuff.Matt Renwick (21:53):Yeah, for sure. You hit on a lot of topics there with that. There were couple of questions and, and I won't bring it up here just because it could, who knows where it would to go. But the money aspect too. You noted on Twitter, that a lot of these arguments and blaming are actually creating a space, a void, in which then certain individuals, publishers, organizations can sell their programs, trainings to solve the problem that they created in the first place. But that's a whole nother topic almost, I think.Paul Thomas (22:38):I could interject there real quick. Sure. I think people don't understand. I just had a conversation with a producer of a major news series yesterday morning. Instead of chasing the right reading program, we should reevaluate that. We use reading programs. It's much simpler than that. At W S R A, I think it was 2019, it was right before covid, teachers taught me a lesson. The problem that they had with units of study was not units of study, it was how it was implemented. And we too often hold teachers accountable for implementing a program instead of serving the needs of students. And I think that's a really important distinction. And it would also, I think it would address the money issue. We do, I think we do spend too much money on educational materials, and then we feel obligated to holding teachers accountable because of that investment.Matt Renwick (23:41):Yeah. Too much money and resources is not enough. And the ultimate research, which is teachers and students as well is, how can we structure students to be resources for each other? I'd like to open it up to other people who have questions here, or Paul, if you have anything you'd like to share that to come to mind. I'll open the floor up.Mary Howard (24:06):Okay. I was just gonna come back to, and I appreciate this so much because it led me back to what you wrote. One of the best things about this is that it's so specific to suggestions for decision makers and policy makers. And so one of the, and I loved every one of them, but one of the things that I kept coming back to is at the very end, two that really keep, are really in my head. One is be wary of overstatements and oversimplifications within media and public advocacy. Acknowledging concerns raised but remaining skeptical of simplistic claims about causes and solutions. And one of the challenges is that there are so many, the policy makers, the people who are making these decisions, they want oversimplification. They want to know, all I have to do is write a check and there's nothing else I have to do.(25:11):And if, because they don't have a background in education, that sounds really, really compelling. And then the other one is just a couple down from that, which is so important. Recognize student-centered as an important, research supported guiding principle, but also acknowledge the reality that translating research-based principles into classroom practices is challenging. So not only do they want those over simplifications, but they want to be able to take the research and say, here's what the research says, which is complicated research. And so we're gonna do this. You know, it brings me back to RtI where the solution was the walk-to-intervention model. So they know the importance of supporting children, but they're going to find the easiest possible, not just the one that they can write a check for, but the one that's going to be the easiest possible to implement.(26:09):So, you know, those just loom really large in my mind, and I don't know how we undo. Let me just say one more thing. I remember so many times walking out of a session where someone, usually someone with a really big name, said something really absurdly ridiculous. Like, time for reading, independent reading doesn't matter. And does it in such a compelling way that people I really admire walk out of that session and say, "Oh my God, I never thought about that before." And that's been happening with the science of reading too. "Oh my God, I never knew that." And so it's really smart, lovely, wonderful people. But for some reason, , it's coming across not as what is being said. I don't know. It's a really weird thing to me.Paul Thomas (27:11):Yeah. One advantage of my career being pretty eclectic is I've taught some graduate level leadership courses, and I used to use Howard Gardner's book Leading Minds. He's known for multiple intelligences, but I don't think that's his best work actually. In Leading Minds, he directly says all the research shows that leadership functions on black and white statements. And there's very little you can do about that. So there's an ethical obligation if you're going to compel the public, you're going to have to be relatively simple. So to me, I think the line is between simple and simplistic. And the challenge we have, and again, the conversation I had yesterday morning, really, really drove this home to me, is we're in a bind because our message is not simple. And the sor people are, it's become a cult of personality because they're doing the simple and settled.(28:12):And it is very compelling. I, like you Mary, know some very lovely people who have bought it. I knew some, and I still know, I know some lovely people, bright, who bought Teach for America. I know some lovely and bright people who bought charter schools. And those have now passed, and we know they didn't work. Teach for America has really dramatically fallen off. And some of the best people I know in education went through Teach for America. So it's not the people. The simplistic message, that you just had to demand more of students, it's that soft bigotry of low expectations. And if you just demand more, and if you just work harder, these kids will succeed. And then those poor people who did that, and those children didn't succeed. They were devastated.(29:07):So we do have a problem. Our message is not simple. But that's the only message that works. And also I think, another point of yours Mary, is the idea of evidence. I think I said this the other day, but the most important evidence is the child in front of you. The first five or 10 years of my teaching, the best thing that happened to me was humility. I had missionary zeal. I came in thinking I knew what I was doing. I kind of had my butt kicked at the National Writing Project. I'll shout out to Brenda Davenport. She almost literally kicked my butt. She saw something in me. She did respect me, but she took me in a room and she let me have it. And it was an awakening for me.(30:00):I softened, I backed up off of my certainty, and I learned to work from the ground up. Research and theory... I love theory. I love philosophy. These things are important, but they're for you back here. I mean, they sit somewhere back here. But it's the actual child in front of you. So I've learned, Furman has really taught me a lesson too. I mean, for the last 21 years, my college first year writing students are a different type of human than what I taught in rural South Carolina in high school. So I try to work from the student and instead of imposing Paul's beliefs about writing, Paul's beliefs about learning. You know, one simple thing is we we're always told that, that you have to give students credit for class participation.(31:04):I know a lot of professors still put that on their syllabus, and there's a percentage for it. Well, Furman has taught me that students can participate by being completely quiet in the room. And I had to listen to that, which is kind of ironic. And , I don't say that anymore. I don't say, "You have to speak in class, you have to participate this specific way." So I think one of our messages, I think has to be that, evidence is not simplistic. And the most important piece of evidence is the child in front of you.Matt Renwick (31:41):Thanks, Paul. Thanks, Mary.Debra Crouch (31:45):Can I ask a question, Paul? How do you simplify in a way, I guess, how do you talk to student-centered in a way that keeps it understandable for people who don't come at this from "Look at the child and recognize what children are bringing" and that sort of thing. How do we talk to that? Because I agree with you. I think that piece is huge.Paul Thomas (32:12):Yeah. And teacher education, that's one thing I do is I talk about artifacts of learning. I talk about things like, I really think music teachers, art teachers, coaches, that I think the average person understands that. So, there was a piece in Phi Delta Kappan many, many years ago, somewhere in the 1990s. And the guy said, what if we had two football teams line up every Friday night and take a multiple choice test to decide the football game? Parents would revolt, my hometown, the entire town would revolt. So, you know, in art class, we have a child actually draw an artifact of learning, and then we work from there. Until the child does a drawing or a clay sculpture, we don't have any way to teach them. We have children play instruments, we have children sing, we have children play the sport.(33:13):So I think putting it in terms of behaviors, having students do the thing, and I think that's where my holistic urge is. I was a soccer coach, I coached for quite a few years. And I love scrimmage. I was a big fan of scrimmaging. So you could end the moment, you could teach, of course we did some skills, but to be perfectly honest, that's not that effective. If people practice the same thing over and over incorrectly, they're not actually learning. They're getting worse. They're building the wrong tools. So, the joke of my teaching high school was I graded about 4,000 essays a year for 18 years. Wow. And I graded about 6,000 journals on top of that. So my joke was, it was volume, volume, volume.(34:07):Until a kid wrote a paper, I did not know what they needed, Until a player lined up as a centerback and played and played a soccer match, I did not know what he needed. So I do think we have to talk in terms of sort of holistic behaviors that we're trying to teach children to do. And then our job to me is mentoring. It is coaching. I love the word coach. I think the right kind of coaching, not the stereotypical United States coach that screams and cusses, but the kind of coach that goes, "Look, you did it this way, now do it this way." Like, here is why. One thing I loved about soccer is it's conceptual. You don't run plays and it's not very structured, the type the clock runs, and it's these concepts. So it's these holistic behaviors at the conceptual level, what should you be doing? But the key element is why are you doing this? I hope that answered your question, I feel like I did.Matt Renwick (35:12):Yeah. Thanks Deborah. Thanks, Paul. Joy, did you want to throw that question out of how did we engage in this? I think Paul spoke to that previously. Was there anything else that you wanted to follow up on though, Joy regarding how to engage in conversation around this time?Joy La Vay Taylor (35:35):The article that you put out, Paul, was really helpful, Mary and I will follow it a little bit better.Paul Thomas (35:51):A lot of this movement is public, so I think a lot of it is on social media. And there is a problem. I do think Twitter is not a good place for discussion. I haven't had good luck with it. I've had a few people try to. I had one person a couple times lately, very kindly say, would you mind, you know, let's have a discussion about this blog post. I don't. There's just not enough room. There is no chance for nuance. I joke and say the best way to deal with social media discussions is don't do it. But a more practical one is, are you dealing with a serious person? So probably six months ago, a woman who is an s o r person engaged with me.(36:42):She was patient, she was kind, she was clear. I did two or three tweets with her. I realized she was a serious person. We had a very long Twitter discussion. She didn't change her mind. I did not mute her. I did not block her. Everything was fine. The key was not that we agreed with each other. The key was that she was a serious person. And that's the hard part. I often check the Twitter bios. If there's four followers, probably not serious. If they've got the little hashtag, #amplify, probably not serious. Way too much of the science of reading movement is driven by the exact thing that Hanford is attacking. If it is in fact a problem that Lucy Caulkins has made money, which is an odd thing to accuse somebody of in the United States, then the science of reading, people who are driven by market intentions are just as guilty.(37:56):My home state and the most recent budget, 15 million for LETRS training, were a very small state. Can you imagine how much state money, tax money is being earmarked for LETRS training? I don't trust advocates of LETRS anymore than I trust anyone. I mean, we learned that the tobacco industry said cigarettes were okay. They had a market interest. So I do think we have to navigate public discussions with serious people. I do not mute people instantly. I generally give everybody one or two tweets. I give you a chance. Then it's it, and it's just little things, right? Are they selling something? Do they have almost no followers? I've got people out there. I know I muted them, so I didn't block them, but they can still do it. They say, don't listen to Paul Thomas. He works for reading recovery. That's just a blatant lie. There was an organization that blogged and said, don't listen to me because I'm not a teacher. I start year 40 in the fall. I've been a literacy teacher for 40 years, over five decades since the eighties. It's just a blatant lie. So lying means you're not a serious person. If if you're trying to sell something, you're probably not a serious person. So I just think navigating that space, we're looking for serious people and then we can engage.Matt Renwick (39:34):I had the pleasure of watching Paul have a panel discussion with other serious people. It was a research panel at the Wisconsin State Reading Association Conference. He was talking with a researcher at UW-Madison, a principal out of California, and they did not all agree. I think we talked about this later, Paul. You did not all agree on the same issues, but you all were respectful the way you talked. "I hear what you're saying. Here's where I'm coming from." It was very, it was just a good conversation. And I learned a lot. And I think, I thought it was a really good model for, for what this could be, but unfortunately, often is not.Paul Thomas (40:16):Right. And I really don't think we have to all agree. Like, there are people I love that I don't agree with everything about them. And that's not what we're looking for.Mary Howard (40:29):Yeah. And in a conversation like that, you have the opportunity to have a fluid coming back and forth. That's impossible. But one of the things that I looked for on Twitter, and I've only been recently really trying to dig into it, there are just certain catchphrases that people use over and over. And that to me is a dead giveaway because it's almost like they came out with a s o r attack list of these are the things you want to say. It really is problematic that you can't. There's a big difference to being able to look at someone in the face, for example, and listen to what they're saying and then come back and respond to that than it is. It's almost like the Twitter social media is a ping pong ball, and it's really easy to get caught up in it, you know, especially when emotions are involved.Paul Thomas (41:32):That's why I say the, the s o r movement is too similar to the anti CRT movement. They're both too often ideological. So when you're ideological it's very simplistic and narrow. So you do have recurring things to say that are just, they're just imposed onto the situation. They're not drawn from the situation. Someone I blocked, I mean, I muted. I didn't see them, but I saw the response. And apparently somebody on Twitter just in the last couple of days, said that they listened to Emily Hanford. Cause she's an expert. I'm not. And the interesting thing there is not only have I taught literacy for 40 years, I taught journalism for 13 years, and I've published journalism for the last 20. I have a level of expertise in both journalism and education. That's where you can tell somebody's not serious. This is not a serious comment. That is just a blanket imposed statement. And so I think that is the ideological problem. It's not everybody who's in the science of reading movement by any stretch. But there is a faction that is just, it's just an ideologue. And it's the same thing. You know, woke , woke by DeSantis, woke by too many Republicans, uh, c r t, these have just been catchphrases. They're not, again, they're not serious people. They're not credible people.Matt Renwick (43:00):This conversation's been great as always. Any closing thoughts or takeaways from anyone in the group that you'd wanna share out before we close things out?Joy La Vay Taylor (43:15):I'm such a novice, I feel like, at Twitter for sure. I was so focused on being in the classroom, working with teachers that I was so shocked when this whole s o r thing just seemed to slam in. And I hadn't, I didn't have time to be on Twitter. I shouldn't say I have time now, but I thank you so much all for all this information that you put out. And Mary, I love Mary and Matt is great. I don't know you too, but I'm sure you two are great too. .(44:15):Because I thought that all the information that you gave about politics and the movement of reading was so helpful for me. It just gave me a background. I kind of came in with balanced literacy when it was just kind of called balanced literacy. So all of that was helpful. But is is then, if we think about the purpose of being on Twitter to share information like you do, so is that the best way to think about it as a vehicle for getting truth out there?Paul Thomas (45:00):Yeah. I would say, I would say two things. One historically we have told teachers not to be political, which is a political demand, by the way. And we also keep classroom teachers way too busy. If you keep people with their head down, they don't see what's happening to them. So I do not expect teachers to sacrifice themselves. I don't expect K-12 teachers to speak out. Absolutely, that is not an expectation. If you do find the opportunity, I think you said it perfectly. Most of my work that I do on social media is to teach, it's an extension of my teaching. I cite, my blogs are heavily cited. I cite, I link to peer review journal articles on Twitter. So I think you have to perform on social media, not to change people's minds that you're speaking to, but to leave a trail for other people to learn.(46:03):I am rarely actually speaking to the individual I'm responding to. I am leaving a trail for other people to learn from. Nobody's asking K-12 teachers to sacrifice themselves. Nobody's asking K-12 teachers to lose their jobs. As a matter of fact, I don't want you to lose your job. I'm relatively safe. I'm even at a private university. If I were in Florida and I was at a public university, I would be toast. But my university is incredibly supportive. I'm a white guy, I'm tenured, I'm old. Let us do it, you know, let us take the brunt of the damage. But if you do engage, it's not to change people's minds, it's to teach.Matt Renwick (46:54):Well said Paul. And your policy brief, half the brief is citations. I mean, it's just so well resourced. And I remember Peter Aach speaking about your work too, and just said you were meticulous. I think that's one of the first people he brought up about how to be become more knowledgeable about this topic and stay engaged. So thank you Paul Thomas. Thank you everyone for being here. This has been great. We wish you all a good rest of the year if you're still going. Otherwise, we hope you are enjoying your summer break. Thank you.Paul Thomas (47:27):Thank you. A pleasure.Matt Renwick (47:28):Thank you. Get full access to Read by Example at readbyexample.substack.com/subscribe

Tonight we're chatting with David Bowles and Guadalupe Garcia McCall about their new book Secret of the Moon Conch, about a modern-day young woman and a young 16th-century Aztec warrior who each are going through their own adventures and learn they can communicate across time.David Bowles is an award-winning Mexican American author and translator from Texas. His books include The Smoking Mirror, Feathered Serpent Dark Heart of Sky, and They Call Me Güero. He has been published in the New York Times, School Library Journal, Strange Horizons, English Journal, Rattle, Translation Review, and the Journal of Children's Literature. In 2017, he was inducted into the Texas Institute of Letters, and in 2020, he co-founded #DignidadLiteraria, a social justice movement advocating for greater Latinx representation in publishing. Find him at davidbowles.usGuadalupe García McCall is the award-winning author of Under the Mesquite, Summer of the Mariposas, Shame the Stars, All the Stars Denied, and Echoes of Grace. She has received a Pura Belpré Author Award, a Westchester Young Adult Fiction Award, and the Tomás Rivera Mexican-American Children's Book Award, and was a finalist for the William C. Morris Award and the Andre Norton Award for Young Adult Science Fiction and Fantasy, among many other accolades. She advocates for literacy and diverse books. She lives with her husband in Texas. Find her at ggmccall.com. This show is part of the Spreaker Prime Network, if you are interested in advertising on this podcast, contact us at https://www.spreaker.com/show/4268760/advertisement

Get the book, The PD Book: 7 Habits that Transform Professional Development Visit Lori's website, www.LoriCohenConsulting.com Follow Lori on Twitter @consultinglori Follow Lori on Instagram @ConsultingLori Find Lori on LinkedIn About the Author Lori Cohen is an educator, writer, artist, and coach. Through her coaching, consulting, and professional development design and facilitation, Lori works to create the conditions for everyone to thrive. She has written for English Journal, EdWeek, the California Teacher Development Collaborative.

About Nancy and Elizabeth Jorgensen Elizabeth Jorgensen has been published in many popular journals, including the English Journal, Edutopia, Teachers & Writers Magazine, and many, many more. Her book on process-based assessment, Hacking Student Learning Habits, was published by Times 10 Publications in 2022, and her most recent book was released in October 2022, Gwen Jorgensen: USA's First Olympic Gold Medal Triathlete, which is our focus today, along with her co-author and mother, Nancy. She has presented nationally and is an award-winning writer and teacher and sought-after speaker. Nancy Jorgensen was a high school choir director for many years, she is the co-author of two music education books, Things They Never Taught You in Choral Methods and From the Trenches: Real Insights from Real Choral Educators. She is also the author of several essays and an Olympic blog, published in the Milwaukee Journal Sentinel. Very impressive teachers and family! What You'll Find in this Podcast Episode with Nancy and Elizabeth Jorgensen Listen to this incredible story of mother and daughter working in the same school and how Nancy (mom) was publishing articles and other work, and how she went to Elizabeth (an English teacher) to help with editing. Then, Elizabeth asked her to return the favor. They've been writing together ever since. Nancy explains why candor was critical with her children. There's no time to slow down to “be nice.” Don't miss what Elizabeth and Nancy say about ideation and staying on task, including the kind of feedback they want and expect from each other. We really liked the concept of the “beta-readers” to help with polishing work before publication. They get very granular about their writing and editing process. It's fascinating to hear how they can often lose track of who wrote the initial piece. The research behind why they wrote Gwen Jorgensen: USA's First Olympic Gold Medal Triathlete is fascinating. Their discovery: there aren't books available for young people about female athletes. One powerful theme in the book comes from how Gwen listened to a track coach even though she didn't consider herself a runner. Nancy and Elizabeth emphasized the power of listening and embracing what others see in us, even if we don't see it in ourselves. Elizabeth talked about the essence of feedback and how Gwen refined her skills to grow into an Olympic Gold medalist. Don't miss how school leaders can use these lessons in each and every classroom. The point about strength-identification is a powerful takeaway. Elizabeth's answer on the power of reflection and the activity of having students write letters is something every teacher can do. What Nancy says about student leadership in the choir classroom is profound. We were not surprised to learn that both of them follow Gwen as a positive force in their lives. In fact, they have to follow her on social media because she's so busy. The way that Elizabeth uses social media to praise and celebrate the people she follows is an awesome strategy. The goals that Gwen makes public about her olympic training is both vulnerable for her and inspirational for the rest of us. Elizabeth talks about the need for sleep. You need the Oura ring! Nancy talked about sticking to a schedule as a superpower. Nancy wants to learn how to run and do a 5K with Gwen. Liz suggested that hiring a coach is a game changer! Elizabeth talked about her desire to be more patient, compassionate, and kind. Especially in her response and delivery to others. Nancy used to think that she had an obligation to certain groups but now gives herself the freedom to say no. Let us know if there's a guest who you want us to have on the show by leaving a comment below or by contacting us at contact@theschoolhouse302.com. And don't miss our leadership content updates every week by subscribing on the site. We can't wait to hear from you. Joe & T.J.

In 2008, I co-authored an article in the English Journal called "The Five-Paragraph Essay and the Deficit Model of Education." I have not let up since on my mission to eradicate this "form" of writing so often used in schools. In today's episode I dive into: 1. What the 5-paragraph essay is2. Why schools use it3. The issues with it and why it actually doesn't help young writers4. How it may be impacting your book writing (or any writing) as an adultAs always, leave us a review so that more people see the podcast and get the writing support they need. Then, share your takeaways and this episode on IG, tagging me @shanahartman_ Remember, we are here to change the personal growth and biz strategy publishing world by activating our unique voices and stories.If you are ready to see if the Embodied Writing Mastermind is your next step for leaving your legacy and getting your core messages from business and life in an empowering book, then head HERE to apply for our next round. We have 3 books out this year. We want yours to be next!To work with us click this link! See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Following his article on a recent issue of ALIA's Incite magazine, in this creator chat Paul Metcalfe, coordinator of the Albany Campus Library of South Regional TAFE in WA, joins us to discuss how he introduced graphic novels to the campus' learning resource centre. He discusses at length how he fell in love with the medium, what prompted him to build a graphic novel collection and how he went about it. See below for a list of additional resources mentioned in the discussion and provided by Paul. To stay up to date with ALIA Graphic, subscribe to our blog: https://aliagraphic.blogspot.com You can also follow us on Twitter: https://twitter.com/ALIAGraphic​Hit the subscribe button for our podcast and blog and please leave us a glowing review, it will make you feel warm and fuzzy and every little bit helps.Websites:ALIA Graphic's Why Comics? section on our main blog.Graphic Novels in the Classroom: A Teacher Roundtable (20016, October 9). Cult of Pedagogy.Videos:Brenner, R. (2019, December 12). Teach Graphix Week: Teaching with graphic novels [Video]. YouTube.Yang, G. (2016, December 3). TEDx Talk: Why comics belong in the classroom [Video]. YouTube.Articles:Alverson, B. (2014). Teaching with graphic novels. School Library Journal.  Jacobs, D. (2007). More than words: comics as a means of teaching multiple literacies. English Journal, Vol.96(3).Sandford, S. (2021). ‘Graphic medicine': how autobiographical comics artists are changing our understanding of illness. The Conversation, August 11, 2021.Books:Abate, M. Torbox, G. (Eds).(2017). Graphic novels for children and young adults : a collection of critical essays. UP of Mississippi.Bakis, M. (2012). The graphic novel classroom : POWerful teaching and learning with images. Corwin. Jaffe, M. & Hurwich, T. (2019). Worth a thousand words : using graphic novels to teach visual and verbal literacy. Jossey-Bass.Kirtley, S., Garcia, A., & Carlson, P. (Eds). (2020). With great power comes great pedagogy : teaching, learning and comics. UP of Mississippi.Smith, S., & Alaniz, J. (Eds). (2019).  Uncanny bodies : superhero comics and disability. Pennsylvania State UP.Syma, C., & Weiner, R. (Eds). (2013). Graphic novels and comics in the classroom : essays on the educational power of sequential art. McFarland.

今日のスペシャルインタビューは、「アルク」の英語学習者向け月刊誌「English Journal」でのインタビューです。新刊「万能英会話フレーズ101」の発売を記念して、「English Journal」のスタッフの方々にインタビューしていただき、私のバックグラウンドや生い立ち、Hapa英会話の始まり、そして英語学習に対する思いなどをお話しさせていただきました。英語を教えること、特に日本人に教えることは私の大きな情熱であり、今日のインタビューでは、なぜ日本人に英語を教えることが私にとってそれほど重要なのか、その理由を説明しています。今日のインタビューは、8月6日に発売される「English Journal」の9月号に掲載されていますのでぜひご覧ください。スクリプト　→ hapaeikaiwa.com/podcast396 【Hapa英会話 Podcast Plus】Podcast Plusは新しいHapa 英会話のサービスで、このポッドキャストをより効果的かつ効率的に学習できるプラットフォームです。 Podcast Plusには、エピソード全体の英語と日本語のスクリプト、英語のみの音声ファイル、個別再生用の音声ファイル、そしてフルバージョンのLive Conversationなどが含まれています。 初月無料でお試しいただけますので、ぜひご活用ください。 Podcast Plusの詳細については、Hapa 英会話のブログをご覧ください。詳細はこちら → hapaeikaiwa.com/?p=23116 【Hapa Buddies】仲間と一緒に実践で使える英語を身に付けよう！Hapa Buddiesは、英語学習に励んでいる皆さんが学んだ英語を使って楽しく交流できる会員制オンラインコミュニティです。実践で使える英語が学べるだけでなく、実際に学んだフレーズや表現を使って自分の言葉でアウトプット練習ができるプラットフォームで、初月無料でお試しいただけます。Buddies(仲間)と一緒にあなたも話せる英語を身に付けませんか？ hapaeikaiwa.com/buddies/ 書籍第4弾『ネイティブが毎日使ってる 万能英会話フレーズ101』が、全国の書店にて7月11日に販売開始となります！今回の書籍では、ネイティブが毎日使っているのに日本人学習者がうまく使いこなせていない英会話フレーズ(Phrasal Verb)101個をご紹介。日常会話からビジネスまで、どんな場面でも使える「万能」英会話フレーズです。多様な意味を持つフレーズ満載で、グッと表現の幅が広がります!現在、Amazonにて先行予約販売受付中です。興味のある方は下記をクッリク！！https://www.amazon.co.jp/dp/4757439644

英語は「通じればよい」か「ネイティブレベルを目指す」かは、自分の発音をどうしたいかによりますが、「上達させたい」という方が多いのが「発音」です。 今回は発音を上達させるメリットや、発音記号を学ぶメリット、参考にすべき人のタイプ、発音レッスンなど、発音にまつわるお話です。 ※英語学習雑誌「English Journal」2022年４月号で「発音」の記事を担当しています。よろしければお読みください（Jay） ■ Useful Expressions： Every artist was first an amateur. (Ralph Waldo Emerson) -label -garage -cupboard -beer -American ●テーマのリクエストや番組へのご感想もお待ちしています！ jay@jay-toeic.com ●YouTube「Jayの英語ブースターチャンネル」のご登録 http://www.youtube.com/subscription_center?add_user=jayscoreup ●毎日配信ボキャブラリーブースターのご登録 http://boosterstation.jp/vocabulary/ ●ブログ「英語モチベーション・ブースター」 https://ameblo.jp/jay-english/ MP3 シェア用コードを表示

英語は「通じればよい」か「ネイティブレベルを目指す」かは、自分の発音をどうしたいかによりますが、「上達させたい」という方が多いのが「発音」です。 今回は発音を上達させるメリットや、発音記号を学ぶメリット、参考にすべき人のタイプ、発音レッスンなど、発音にまつわるお話です。 ※英語学習雑誌「English Journal」2022年４月号で「発音」の記事を担当しています。よろしければお読みください（Jay） ■ Useful Expressions： Every artist was first an amateur. (Ralph Waldo Emerson) -label -garage -cupboard -beer -American ●テーマのリクエストや番組へのご感想もお待ちしています！ jay@jay-toeic.com ●YouTube「Jayの英語ブースターチャンネル」のご登録 http://www.youtube.com/subscription_center?add_user=jayscoreup ●毎日配信ボキャブラリーブースターのご登録 http://boosterstation.jp/vocabulary/ ●ブログ「英語モチベーション・ブースター」 https://ameblo.jp/jay-english/ MP3 シェア用コードを表示

In this episode, Eva & Emma discuss the history of gender discrimination within the Canadian Indian Act, and the Indigenous women who have been fighting to overturn this sexism since the 1960's. Show notes: Indigenous authors and organizations: Settee, Priscilla. “Indigenous Women Charting Local and Global Pathways Forward.” The English Journal, vol. 106, no. 1, National Council of Teachers of English, 2016, pp. 45–50 Collaborative Process on Indian Registration, Band Membership, and First Nation Citizenship Fact Sheet, Government of Canada, Mohawk Council of Akwesasne Ontario Native Women's Association, Feathers of Hope Simpson, Audra. Mohawk Interruptus: Political Life Across the Borders of Settler States. Durham ; London: Duke University Press, 2014. Gehl, Lynn. 2000. “The Queen and I: Discrimination Against Women.” Canadian Woman Studies/Les Cahiers De La Femme Volume 20, Number 2 Borrows, John. 2016. “Unextinguished: Rights And The Indian Act”. University of New Brunswick Law Journal Volume 67. The Indian Act Said What?, Native Women's Association of Canada Ongoing Indian Act Inequity Issues- Enfranchisement & Marital Status, Native Women's Association of Canada Presentation to the Parliamentary Standing Committee on Indigenous and Northern Affairs Re: Bill S-3 – An Act to amend the Indian Act (elimination of sex- based inequities in registration) Submitted by Dr. Pamela D. Palmater Other sources: Gender discrimination persists in Canada's Indian Act, United Nations committee rules, APTN National News Bill C-31, Indigenous Foundations, First Nations & Indigenous Studies, UBC https://www.sac-isc.gc.ca/eng/1467214955663/1572460311596 Milloy John. 1991. “The Early Indian Acts: Developmental strategy and constitutional change.” In Sweet Promises: A Reader on Indian-White Relations in Canada, edited by J.R. Miller. Toronto: University of Toronto Press. Day, S. (2019). Equal Status for Indigenous Women— Sometime, Not Now : The Indian Act and Bill S-3. Canadian Woman Studies, 33(1-2). Retrieved from https://cws.journals.yorku.ca/index.php/cws/article/view/37770 Indian Act Sex Discrimination, Gwen Brodsky Women in Canadian History: Mary Two-Axe Earley, Rise Up Feminist Archive

In this episode, Eva & Emma discuss the history of gender discrimination within the Canadian Indian Act, and the Indigenous women who have been fighting to overturn this sexism since the 1960's. Show notes: Indigenous authors and organizations: Settee, Priscilla. “Indigenous Women Charting Local and Global Pathways Forward.” The English Journal, vol. 106, no. 1, National Council of Teachers of English, 2016, pp. 45–50 Collaborative Process on Indian Registration, Band Membership, and First Nation Citizenship Fact Sheet, Government of Canada, Mohawk Council of Akwesasne Ontario Native Women's Association, Feathers of Hope Simpson, Audra. Mohawk Interruptus: Political Life Across the Borders of Settler States. Durham ; London: Duke University Press, 2014. Gehl, Lynn. 2000. “The Queen and I: Discrimination Against Women.” Canadian Woman Studies/Les Cahiers De La Femme Volume 20, Number 2 Borrows, John. 2016. “Unextinguished: Rights And The Indian Act”. University of New Brunswick Law Journal Volume 67. The Indian Act Said What?, Native Women's Association of Canada Ongoing Indian Act Inequity Issues- Enfranchisement & Marital Status, Native Women's Association of Canada Presentation to the Parliamentary Standing Committee on Indigenous and Northern Affairs Re: Bill S-3 – An Act to amend the Indian Act (elimination of sex- based inequities in registration) Submitted by Dr. Pamela D. Palmater Other sources: Gender discrimination persists in Canada's Indian Act, United Nations committee rules, APTN National News Bill C-31, Indigenous Foundations, First Nations & Indigenous Studies, UBC https://www.sac-isc.gc.ca/eng/1467214955663/1572460311596 Milloy John. 1991. “The Early Indian Acts: Developmental strategy and constitutional change.” In Sweet Promises: A Reader on Indian-White Relations in Canada, edited by J.R. Miller. Toronto: University of Toronto Press. Day, S. (2019). Equal Status for Indigenous Women— Sometime, Not Now : The Indian Act and Bill S-3. Canadian Woman Studies, 33(1-2). Retrieved from https://cws.journals.yorku.ca/index.php/cws/article/view/37770 Indian Act Sex Discrimination, Gwen Brodsky Women in Canadian History: Mary Two-Axe Earley, Rise Up Feminist Archive

What can Appalachian fourth graders tell you about rural lives? A lot, it turns out. Rachelle Kuehl's dissertation at Virginia Tech focused on the analysis of fourth grade writing to get a better understanding of the role of reading and writing in perceptions of places. Of course long-lived Applachian stereotypes aren't true, and books and writing can go a long way in helping to rectify them. Hear more about empathy, stereotypes, self-awareness, and local pride in this episode. Rachelle Kuehl, PhD, is postdoctoral associate at Virginia Tech and project manager of the Appalachian Rural Talent Initiative. She is a reading specialist and former elementary teacher whose articles about writing instruction, children's literature, and teacher education have been published in such journals as the English Journal, Collection Management, Reading in Virginia, the Virginia English Journal, and the Teacher Educators' Journal. She is coauthor of chapters in What's Hot in Literacy? Exemplar Models of Effective Practice (2020) and the forthcoming volumes, The Bloomsbury Handbook of Rural Education in the USA and Gifted Education in Rural Schools. Learn more about the project. Check out some of Rachelle's Papers Bonus! See Rachelle's art.

In this special episode, recorded during our third and final writers group, we talked shop - writers workshop - with Tom Romano and Regie Routman.Tom is the author of several books on writing, including Write What Matters: For Yourself, For Others.Regie has also authored many professional literacy resources for educators, most recently Literacy Essentials: Engagement, Excellence, and Equity for All Learners. So get out your notebooks, settle in with a favorite beverage, and soak up the wisdom from two excellent teachers of writers and writing. Related ResourcesTranscript + AudioTom’s article we discussed: “Giant at Reds”Regie’s article we discussed: “Roaming Around the Known” (plus her website)A book Tom recommended about writing memoir: Inventing the TruthCheck this episode out on Apple below, and give the podcast a rating!Full TranscriptMatt Renwick:In this special episode recorded during our third and final writers group, we talk shop - writer's workshop - with Tom Romano and Regie Routman. Tom is the author of several books on writing, including Write What Matters For Yourself, For Others. Regie has also authored many professional literacy resources for educators, most recently, Literacy Essentials: Engagement, Excellence, and Equity For All Learners. So get out your notebooks, settle in with a favorite beverage and soak up the wisdom from two excellent teachers of writers and writing.Matt Renwick:Again, feel free to chime in, any questions or if you want to piggyback, for Tom or for Regie. And you both spoke to this just now, which is great. And in your pieces that I shared out too, involve story. Is that a great place to start with writing or do you see it as more than just a tool for your own writing purposes I guess? I'll start with Tom on that.Tom Romano:There is very little I write that doesn't have story in it some way. If I'm writing that piece about the night the giant visited, I mean, it's pretty much all story, except, I think the last part in the last paragraph and that version of, did I say about giants all around us and teachers, I guess there I'm being a little bit expository. But I can't imagine writing anything that doesn't have at least the kernel of story in it, because stories appeal to us all. They are how we know the world. I mean, think about the trial that just ended. There were two stories, two arguments, but here's the story of how this went down, here's another story of how this went down.Tom Romano:For me, it's just, the story is bedrock. I guess that's why I always, when the Common Core standards came out in Ohio, well, I guess they were nationwide, and then they got rid of them, and then pretty much states just use them anyway and call them their own standards. They seem to me to really disrespect story and how I know story work in people's writing. So what did I just read? I just read an Anne Lamott book that was published in 2017 or 2018. And she said, "Story abideth." Tom just ran out of gas here, go ahead Regie.Regie Routman:No, I agree with everything you said. A story for me, I'm looking at it in a little bit different way. I'm trying to be an anti-racist like everybody else, not just talking about it, but trying to do something. And one of the ways I think that's very powerful is valuing every child's story and having them write their story and honor that story, their language, their culture that goes with it through poetry, through a vignette from part of their life, writing about something that happened that, the story of their life. And using story in a way that even though that story that you've just written was very painful perhaps, you're working with older kids, your story is not foretold by what's happened so far. But your story can be changed. And using story in that way is a part of what I'm working on now, that you have the power to rewrite your story. That might seem preordained because of your circumstances, because of your housing, lack of resources, but it's not.Regie Routman:So I see our job as educators, as being opportunity makers. And one way to do that is to get kids to write and first to value their own stories, which is so, so powerful. And then I would model, of course I would share one of my stories that shaped me. And it would be probably about my grandmother who never went to school, but never got past fifth grade because she had to support her family and didn't consider herself a writer. But when I would stay overnight with her, she'd pull out this big brown box from the top of her closet, and she was writing her stories down, but didn't consider herself a writer.Tom Romano:Wow.Regie Routman:But she was.Matt Renwick:You both speak to a sense of self-empowerment too, with Tom writing in the study halls and your grandmother writing, but not identifying as a writer themselves. And I noted in Tom's book here on page four, just your first activity here, Tom says, "Give yourself 15 minutes long if you need it, write about why you write, what you get out of it, and what rewards writing holds for you. Maybe you've not articulated that before, don't be afraid to ramble, Joey wasn't. With faith and fearlessness write through to the truth." I've heard that phrase before, "Write through to the truth." Tom, can you say more about that?Tom Romano:Write through to the truth. From last June until January, I wrote a memoir that I'm trying to find a publisher to read, and that's not always easy since it's not really a Heinemann book, or a Stenhouse book, or Scholastic book. But a lot of times I'm just trying to tell things as truthfully as I can, the way I remember, the way that I imagine it. Like that giant story, I was thinking about that. I mean, I think there's truth in there. There's a lot that's made up. And what I mean is, I don't remember that... Like I say, Joe Keester, there's a character who said, "That's Paul Bunyan" right off the bat. Well, I don't remember that happening, but my dad had a friend named Joe Keester and I found out some way that that wrestler was Paul Bunyan. And so I invented that.Tom Romano:There's a book called Inventing the Truth and it's about writing memoir. So there's a lot of places in there where I think I did invent the truth. Although I stayed close to the emotions, I'm pretty sure I remember feeling. And some of the things that were indelible memories, like when he would, I think I wrote that, "He would put forward and all his hair would go over his face and then he would go like that and comment like that, and then push it forward." That's an indelible memory. I really believe in those for sure. Now I want to get kids, whether they're elementary school kids or graduate students in a class, I want them to start trying to find those indelible moments or indelible memories. They don't usually last very long. And I want them to write about those.Tom Romano:I think the last two or three things that I have published in English Journal came from me, writing in my college class with my undergraduates. I asked them to find indelible moments. And I did that too with them and develop that into a piece of writing, which I'm trying to stay close to how I remember and how I think. Yeah. Writing through to the truth.Regie Routman:I think one of the, I used to tell the kids the secrets of what writers do, is that when they write memoir, I remember working with fifth graders on this, that you can't possibly remember what was said, what somebody said five, six years ago.Tom Romano:No.Regie Routman:So you have to invent that dialogue, but the feelings are true. And as long as you stay true to those feelings, right, it's going to work because you can't remember exactly what happened. But you do, those feelings are there.Tom Romano:You mentioned dialogue, Regie. I always thought in schools, that's the great underused form of expression, that kids don't put dialogue in their pieces. And I love dialogue. When I'm reading a novel, I love turning the page and see those indentations. I want to invent that dialogue that moves my story along. I think that makes for good reading.Matt Renwick:Really reveal characters and what they're thinking, and then move things along and apply. And as you said, evoke that feeling. And you've both used journals, notebooks, I should say, how do you use them specifically? Everyone has a different method to help, not just document experiences, feelings, and moments, but also to generate more writing and document your reading. Regie, how do you use notebooks specifically and why do you...?Regie Routman:I specifically grab my notebook and let me just find it. Start with Tom or someone...Matt Renwick:All right.Tom Romano:I have friends, Penny Kittle and Linda Reef. Their notebooks are just beautiful. I mean, they write in them, but they also draw in them and they're aesthetically pleasing on their own, I think what they're creating. And I also know that Penny, a lot of times will, if she's writing the piece for Voices From the Middle or any other publication, that she will often draft in the notebook. I don't do that. I can't do that. If I have a piece I know I'm going to write, I might doodle a little bit in the notebook, but I would get out of a yellow pad. And part of the reason I use a yellow pad instead of drafting on the computer is because I like to drink coffee and I don't want it to get cold too quickly. So I could write with my left hand and drink coffee with my other hand.Tom Romano:The way I use the journal is pretty much to collect things. People say things I noticed rambling around in my thoughts. As I told you, that I would start to write on a note pad if I had something that I wanted to write for publication. I just thought of an exception to that. When I came home from Italy in 2018, my wife and I spent two weeks in Italy and we came back, I had some things to write about and I wrote about them discursively in my notebook, went on for several pages. When I was writing in this memoir and I came to the chapter that had to do with that subject matter, I went to my notebook and typed a lot of that stuff that I used for the chapter then. I guess once in a while, I might start an article or a chapter in there. Regie, what about you? How do you use that notebook?Regie Routman:Well, it depends what's going on in my life, right, at the time. So like the article that you have for me, Roaming Around the Known with an Adult Learner, I'm working right now twice a week, tutoring, a 54 year old man teaching him to read. And so that's been pretty fascinating. And so you've got the start of the story there. Now we've been working together for 10 months. And I've always worked like this. So I have a notebook and it's just messy. But every time that I'm working with them, I'm writing down everything that he's saying, everything that we're doing, thoughts that come into my head. This is like almost a full notebook just from working together.Regie Routman:And at some point, you can see just a lot of writing there. What happened, what I'm thinking. I use it a lot for reflection and I know I'm going to write something from that. I have no idea what it's going to be. But it's the only way I can remember. I used to tell teachers, "Even though you've got all those kids in front of you, tell them, show them your notebook." Okay. Kids take out your book. I write down what just happened because I don't want to lose it. You just can't remember even the actual words that somebody said. And a lot of the kids will start keeping their own notebook. I think of it more as a place to reflect. Then I go back and look at it.Regie Routman:But this is such an intense thing that I'm involved in right now. So I have a whole notebook just devoted to that. And that's been really helpful because there's no way I could remember some of the gems that he says, it helps me with my planning and also the writing. And then I feel like I have a body of work there.Tom Romano:I mean, who knows if I'll write another book. But when I'd have a professional book, I wanted to write, I would go back to my notebooks from where the last book ended. And I would read through everything for maybe three, four years just to see what I could pick up. And invariably, I picked up stuff that I had completely forgotten about, that I was able to then use in the book.Matt Renwick:This is great. I can listen to this all day. And normally when I have more time, I send the questions ahead of time for doing a podcast or something like that. But we can tell Tom and Regie had no problems speaking very knowledgeably about this topic. But does anyone else have any questions for Tom or Regie?Virginia Soukup:Not a question. I just wanted to comment about Regie's notebook, since you encouraged me last time to start one. I have. And so I keep one at school about the different things that teachers are doing just to... Because that's what I like to write about. It's the work. So you inspired me to start that.Tom Romano:Regie, what gave you the idea to start writing in a notebook regularly? When did you start that?Regie Routman:I have no idea. I don't ever remember being told that I was a writer. I always wrote poetry for some reason, but it was the rhyming poetry. Of course, it's all free verse poetry. I don't know. I think it was... When I started this first grade book flood, what was called this experiment in this school in Shaker Heights, where the kids were all failing in literacy, I just did it. I got introduced to Don Graves' work. Maybe it was something I read from him. I don't know. But it just seemed to make sense. I wasn't smart enough to remember everything. And so I had to write it down. What are the kids saying? What are they doing? What's the plan for the next day?Regie Routman:It wasn't a notebook in the sense of the way Penny keeps it. It wasn't like I'm thinking about writing ideas. It was, here's what I'm thinking about my life, about one of the things that I did because I want those of you that are teachers like me to also be bringing your life into the classroom. So in my last book, Literacy Essentials, I interwove stories, professional and personal stories into my book and then recorded them to speak them, which I think is really important because for... And you can find that on my website, if you wanted to see that. I think for kids whose stories are not valued, their culture is not valued, and even if they're having struggle with reading and writing, they can record their stories. That's so powerful. Oh my goodness, look, I'm a writer. And then they see it in writing and it makes them feel like they're a writer.Regie Routman:So it's been always important to me to bring my life, not separate my life like this and cooking from my husband and not having hugged my grandkids yet and what that's like to bring that into school as part of the stories that I tell. And that helps kids value. "Oh, she's just writing about hugging somebody. Well, I could write about that." Or just not to separate it as their school writing and then there's home writing. I think of it as teaching, learning and living and they all go together.Tom Romano:That is a good title, Regie.Regie Routman:I know. I'm thinking about my next book because I think we separate it too much. We separate it too much. And Matt knows. We've talked about this a lot because we've become good friends over the years, is always all about relationships. Kids are not going to bare their soul if they haven't developed a trusting relationship with us, right?Tom Romano:Right.Regie Routman:And so that's true with school and it's true with real life, right? Everything is about trusting relationships. So I think they all go together. And so I don't know, I just write whatever comes into my head. So then I don't want to forget it. And then I can go back to it. I have like this. I probably have about eight notebooks over... One notebook might last me, I don't know, six months, it might last me three months, it might last me two years. And I keep everything in one notebook so that I can find it. And then I just read. So if I go to a conference, my notes are there. So I can always find what I'm looking for by the date. So I think it's a little different than just whatever works for you. But they can also keep just a simple notebook and reflect on their life and ideas and what they're thinking. And it doesn't have to be complicated.Matt Renwick:Just get it down.Tom Romano:Can I say one other thing about that?Matt Renwick:Please.Tom Romano:I think that writing in a journal notebook taught me how to write better. I wish that a teacher had told me, that had me in high school, "Keep a notebook. Start keeping a journal." Because I didn't start writing in a journal until I was about, I would be about 24 years old in the summertime I was taking classes. I read Daniel Fader's Hooked On Books. And one of the things that, he had them reading paperbacks, huge new thing then, right. Having these juvenile delinquent kids read paperbacks, and then also keep a journal. And I thought, this is just the thing for... I had some kids in a class ignominiously titled Basic Skills for juniors in high school would not turn you on. But I thought, this is perfect for those kids to help them write a journal. And then I thought, well, I better do this myself if I'm going to have them do it. And man, I've been hooked on that ever since.Matt Renwick:Yeah. Both of you as the adults in the room or the teachers in the room, you go first and then the kids follow. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit readbyexample.substack.com

Overall the Barbados Bullfinch and Hummingbird are Birds. They are warm-blooded vertebrates constituting the class Aves /ˈeɪviːz/, characterised by feathers, toothless beaked jaws, the laying of hard-shelled eggs, a high metabolic rate, a four-chambered heart, and a strong yet lightweight skeleton. This intellectual conversation was very compelling and interesting because research has shown why birds are unique was composed and framed in two chapters, 249 pages and verbalized in ISBN978-1-63848-212-3WORKS CITED  Lasky, E.D. (March 1992). "A Modern Day Albatross: The Valdez and Some of Life's Other Spills". The English Journal. 81(3): 44–46. doi:10.2307/820195. JSTOR 820195.  Smith, S. (2011). "Generative landscapes: the step mountain motif in Tiwanaku iconography" (Automatic PDF download). Ancient America. 12: 1–69. https://en.wikipedia.org/wiki/Composition_(visual_arts) Manzi, M; Coomes, O.T. (2002). "Cormorant fishing in Southwestern China: a Traditional Fishery under Siege. (Geographical Field Note)". Geographical Review. 92 (4): 597–603. doi:10.2307/4140937. JSTOR 4140937Boime, Albert (1999). "John James Audubon: a birdwatcher's fanciful flights". Art History. 22 (5): 728–755. doi:10.1111/1467-8365.00184.Bond, William J.; Lee, William G.; Craine, Joseph M. (2004). "Plant structural defences against browsing birds: a legacy of New Zealand's extinct moas". Oikos. 104 (3): 500–508. doi:10.1111/j.0030-1299.2004.12720.xBosman, A; Hockey, A (1986). "Seabird guano as a determinant of rocky intertidal community structure". Marine Ecology Progress Series. 32: 247–257. Bibcode:1986MEPS...32..247B. doi:10.3354/meps032247.Botterweck, G. Johannes; Ringgren, Helmer (1990). Theological Dictionary of the Old Testament. VI. Grand Rapids, Michigan: Wm. B. Eerdmans Publishing Co. pp. 35–36. ISBN 0-8028-2330-0.Carson, A. (1998). "Vulture Investors, Predators of the 90s: An Ethical Examination". Journal of Business Ethics. 17 (5): 543–555. doi:10.1023/A:1017974505642. S2CID 156972909.Chandler, A. (1934). "The Nightingale in Greek and Latin Poetry". The Classical Journal. 30 (2): 78–84. JSTOR 3289944.Clark, Suzannah (2001). Music Theory and Natural Order from the Renaissance to the Early Twentieth Century. Cambridge University Press. ISBN 0-521-77191-9.Clarke, CP (1908). "A Pedestal of the Platform of the Peacock Throne". The Metropolitan Museum of Art Bulletin. 3 (10): 182–183. doi:10.2307/3252550. JSTOR 3252550.Clout, M; Hay, J (1989). "The importance of birds as browsers, pollinators and seed dispersers in New Zealand forests" (PDF). New Zealand Journal of Ecology. 12: 27–33.cockfighting-two-roosters-fight-picture-id536949893Cooney, R.; Jepson, P (2006). "The international wild bird trade: what's wrong with blanket bans?". Oryx. 40 (1): 18–23. doi:10.1017/S0030605306000056.Cyrino, Monica S. (2010). Aphrodite. Gods and Heroes of the Ancient World. New York City, New York and London, England: Routledge. pp. 120–123. ISBN 978-0-415-77523-6.Deacy, Susan (2008). Athena. London and New York City: Routledge. pp. 34–37, 74–75. ISBN 978-0-415-30066-7.Deacy, Susan; Villing, Alexandra (2001). Athena in the Classical World. Leiden, The Netherlands: Koninklijke Brill NV. ISBN 978-9004121423.Dorothy D. Resig, The Enduring Symbolism of Doves, From Ancient Icon to Biblical Mainstay" Archived 31 January 2013 at the Wayback Machine, BAR Magazine . Bib-arch.org (9 February 2013). Retrieved on 5 March 2013.Duncan, D.H. Johnson, T.H. Nicholls, (Eds). Biology and conservation of owls of the Northern Hemisphere. General Technical Report NC-190, USDA Forest SerSupport the show (http://www.buzzsprout.com/429292)

Kyle Stedman (@kstedman) reads the bad idea "Leave Yourself Out of Your Writing" by R. Joseph Rodríguez (@escribescribe). It's a chapter from Bad Ideas about Writing, which was edited by Cheryl E. Ball (@s2ceball) and Drew M. Loewe (@drewloewe). Don't miss the joke: the author of the chapter is disagreeing with the bad idea stated in the chapter's title. R. Joseph Rodríguez is a literacy educator and researcher in the Texas Hill Country. He is the author of Enacting Adolescent Literacies across Communities: Latino/a Scribes and Their Rites (Lexington Books, 2017), Teaching Culturally Sustaining and Inclusive Young Adult Literature: Critical Perspectives and Conversations (Routledge, 2019), and several academic articles and book chapters. Joseph has taught English and Spanish language arts in public schools, community colleges, and universities across the country. His areas of research include children's and young adult literatures, language acquisition, and socially responsible biliteracies. Currently, Joseph is a teacher educator at St. Edward's University in the Division of Graduate and Professional Studies in Austin, Texas. He is coeditor of English Journal, a publication of the National Council of Teachers of English. In addition, Joseph serves as a consultant in secondary public schools. Joseph enjoys cooking, hiking, kayaking, storytelling, and traveling with the love of his life and their cantankerous canine, Maxwell. Contact Joseph via Twitter @escribescribe. (2021 bio) As always, the theme music is "Parade" by nctrnm, and both the book and podcast are licensed by a Creative Commons Attribution 4.0 International license. The full book was published by the West Virginia University Libraries and Digital Publishing Institute; find it online for free at https://textbooks.lib.wvu.edu/badideas. All ad revenue will be split between the NAACP Legal Defense & Educational Fund and the Computers and Writing Graduate Research Network.

In this week's episode, we are joined by Dr. Lamar L. Johnson of Michigan State University to discuss Blackness - what it is and what it isn't - in the classroom. How Blackness is centered in English education and the field of English language literature. Dr. Johnson redefines Blackness to show its complexities and how that must be captured in our curricula. We discuss Black Lives Matter in School curriculum, the impact of Covid-19 on Black learners, and much more. Lamar L. Johnson is an Associate Professor of Language and Literacy for Linguistic and Racial Diversity in the Department of English at Michigan State University. He is interested in the complex intersections of race, language, literacy, and education and how English language arts (ELA) classrooms can become racial justice sites. Resources Baker-Bell, A., Butler, T., & Johnson, L. L. (in press 2017). The pain and the wounds: A call for Critical Race English Education in the wake of racial violence. English Education. Dumas, M. J., & Ross, K. M. (2016). “Be real black for me” imagining BlackCrit in education. Urban Education, 51(4), 415-442. Glass, K. “Black families were hit hard by the pandemic. The effects of children may be lasting” New York Times. 29 June 2020. Johnson, L. L., Jackson, J., Stovall, D. & Baszile, D. T. (in press 2017). “Loving Blackness to Death”:(Re)Imagining ELA classrooms in a time of racial chaos. English Journal. Johnson, L. L. & Bryan, N. (2016). Using our voices, losing our bodies: Michael Brown, Trayvon Martin, and the spirit murders of Black male professors in the academy. Race Ethnicity and Education, 20(2), 163-177. Johnson, L. L. (2016). Using critical race theory to explore race-based conversations through a critical family book club. Literacy Research: Theory, Method, and Practice, 65, 300-315. Love, B. L. (2016) Anti-Black state violence, classroom edition: The spirit murdering of Black Children. Journal of Curriculum and Pedagogy, 13(1), 22 - 25. Love, B.L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press. Parolin, Z., & Wimer, C. (2020). Forecasting Estimates of Poverty during the Covid-19 Crisis. Retrieved from New York, NY: https://static1.squarespace.com/static/5743308460b5e922a25a6dc7/t/5e9786f17c4b4e20ca02d16b/1586988788821/Forecasting-Poverty-Estimates-COVID19-CPSP-2020.pdf Roberts, D. E. (1999). Killing the black body: Race, reproduction, and the meaning of liberty. Vintage. --- Support this podcast: https://anchor.fm/racethrougheducation/support

This episode features: - Meagan J. Meehan, @artsycr8tor - University of Buffalo (SUNY) Meagan J. Meehan is an artist and author who holds a Bachelors in English Literature from New York Institute of Technology (NYIT), a Masters in Communication from Marist College, and is pursuing a Ph.D. in Curriculum, Instruction and the Science of Learning at University at Buffalo (SUNY). Meagan’s research focuses on using Entertainment-Education to increase vocabulary scope and application. - Sarah W. Beck, Karis Jones, Scott Storm, @swbook411; @karis_m_jones; @ScottWStorm - New York University Sarah W. Beck is a teacher educator and writing researcher based at NYU whose work with teachers and scholarship focuses on classroom writing assessment, writing instruction, and disciplinary literacy. Karis Jones is a PhD candidate in NYU's Teaching & Learning English Education program. She is currently working on her dissertation, which examines issues of power and transformation at the intersection of students' fandom and disciplinary literacies and implications for designing more equitable contexts for learning in English classrooms. Scott Storm is a doctoral student in English Education at New York University. He has taught students English in urban public schools for over a decade; he was founding English teacher at Harvest Collegiate High School where he served as Department Chair and Professional Learning Community Organizer. Scott studies disciplinary literacies, critical literacies, and adolescents’ literary sensemaking. His work has appeared in English Journal, Journal of Adolescent and Adult Literacies, English Teaching Practice and Critique, and Schools: Studies in Education. - Ted Kesler, @tedsclassroom - Queens College (CUNY) Ted is an associate professor in the Elementary and Early Childhood Education Department. He is Chair of the NCTE Poetry and Verse Novel Notables Committee. Recently, Ted’s research has focused on weaving children’s social semiotic resources into their classroom-based work, transforming writing workshop into composing workshop. - Sue Nichols, @suemarynichols - University of South Australia Sue Nichols is a literacy researcher and teacher educator, holding the position of Associate Professor at UniSA, Australia. While Sue’s research has often taken her out of institutional sites to explore diverse literacy practices and identities, she is also very interested in the preparation of multiliterate educators for inclusive, diverse, connected classrooms. - Jayne C Lammers, @JayneLammers - University of Rochester Jayne is an Associate Professor of Education at the University of Rochester’s Warner School of Education and Human Development. She’s the Director of English Teacher Preparation and a founding Associate Director in the Center for Learning in the Digital Age. She recently spent 5 months in Indonesia as a Fulbright U.S. Scholar learning about the digital literacies of secondary students in Central Java. This video was compiled by members of the W&L SIG Grad Student Board Podcast Team: April Camping, Karis Jones, Gemma Cooper-Novack, Alex Corbitt

EJを無料体験するにはこちらから: https://t.co/y2Firq6hYN Twitterはジューン K ( https://twitter.com/okome_tabenai )

Writing Matters with Dr. Troy Hicks is a Writable podcast. Learn how to grow great writers at https://www.writable.com/ Like and subscribe to Writing Matters on: ∙ Spotify: https://spoti.fi/2HcOcaP ∙ Apple Podcasts: https://apple.co/2XA5wwl ∙ Soundcloud: bit.ly/2SFbrwr ∙ Google Play: https://bit.ly/2SOrUOM ∙ Stitcher: https://www.stitcher.com/podcast/writable/writing-matters Learn more about Dr. Troy Hicks at hickstro.org and follow him on Twitter: https://twitter.com/hickstro About Heather Rocco: Heather Rocco serves as the K - 12 Supervisor of English Language Arts for the School District of the Chathams and an Associate Member of The Educator Collaborative, an education think tank that focuses on literacy instruction. Both professional opportunities allow her to pursue her commitment to creating learner-centered classrooms that honor students’ interests and learning needs. With over twenty years of literacy instruction expertise at the secondary level, Heather has worked as an ELA classroom teacher, supervisor, and education consultant in some of the highest performing schools in New Jersey. Heather has served as Chair for the Conference on English Leadership and on the Executive Council of the National Council of Teachers of English. In 2016, the she was awarded the English Language Arts Educator of the Year by the NJCTE as well as the Governor’s Award for Arts Education from the State of New Jersey. Heather speaks and writes passionately about issues and trends affecting teachers, leaders, schools, and, most importantly, students. She has presented at national, state, and local conventions, including NCTE, ASCD, CEL, and NJPSA. Her work has been published in the English Leadership Quarterly, Educational Viewpoints, and the New Jersey Council of Teachers of English Journal. For more information on Heather Rocco: Twitter: https://twitter.com/HeatherRocco **************************************************** Join the Writable community: ∙ Twitter: https://twitter.com/getwritable ∙ Facebook: https://www.facebook.com/getwritable/ ∙ LinkedIn: https://www.linkedin.com/company/writ... ∙ Instagram: https://www.instagram.com/getwritable/ ∙ Pinterest: https://www.pinterest.com/getwritable/ ∙ Medium: https://medium.com/writable

Writing Matters with Dr. Troy Hicks is a Writable podcast. Learn how to grow great writers at https://www.writable.com/ Like and subscribe to Writing Matters on: ∙ Spotify: https://spoti.fi/2HcOcaP ∙ Apple Podcasts: https://apple.co/2XA5wwl ∙ Soundcloud: bit.ly/2SFbrwr ∙ Google Play: https://bit.ly/2SOrUOM ∙ Stitcher: https://www.stitcher.com/podcast/writable/writing-matters Learn more about Dr. Troy Hicks at hickstro.org and follow him on Twitter: https://twitter.com/hickstro About Brian Kissel: Brian has been an educator for 20+ years as a literacy professor, former elementary school teacher, and former elementary and early literacy coach.  He graduated with his Ph.D. from the University of Virginia where he focused on early childhood development—particularly in the area of young children’s writing development. Currently he teaches graduate and undergraduate courses in literacy and serves the Department of Teaching and Learning as the Director of Elementary Education and ECE Programs. His research agenda has focused on three primary areas of inquiry: the writing processes of students in grades PreK-5, the practices teachers employ to teach those processes, and professional development in teacher education—particularly in the area of literacy coaching. He is the author of When Writers Drive the Workshop, co-author of The Literacy Coach’s Companion and co-editor of What’s New in Literacy Teaching, and Perspectives and Provocations in Early Childhood Education. He has authored chapters in several volumes including Research in the Teaching of the English Language Arts. In addition, he has published work in journals such as: The Reading Teacher, Language Arts, English Journal, English Leadership Quarterly, Talking Points, Voices from the Middle, Educational Leadership, Journal of Educational Research, Literacy Research and Instruction, Young Children, Journal of Early Childhood Literacy, Journal of Research in Childhood Education, and others.  For more information on Brian Kissel: Website: https://www.briankissel.com/ Research & Teaching: https://peabody.vanderbilt.edu/bio/brian-kissel Books: https://www.amazon.com/Brian-Kissel/e/B06Y2GNKFZ?ref=sr_ntt_srch_lnk_1&qid=1598296691&sr=8-1 Twitter: https://twitter.com/btkissel **************************************************** Join the Writable community: ∙ Twitter: https://twitter.com/getwritable ∙ Facebook: https://www.facebook.com/getwritable/ ∙ LinkedIn: https://www.linkedin.com/company/writ... ∙ Instagram: https://www.instagram.com/getwritable/ ∙ Pinterest: https://www.pinterest.com/getwritable/ ∙ Medium: https://medium.com/writable

Writing Matters with Dr. Troy Hicks is a Writable podcast. Learn how to grow great writers at https://www.writable.com/ Like and subscribe to Writing Matters on: ∙ Spotify: https://spoti.fi/2HcOcaP ∙ Apple Podcasts: https://apple.co/2XA5wwl ∙ Soundcloud: bit.ly/2SFbrwr ∙ Google Play: https://bit.ly/2SOrUOM ∙ Stitcher: https://www.stitcher.com/podcast/writable/writing-matters Learn more about Dr. Troy Hicks at hickstro.org and follow him on Twitter: https://twitter.com/hickstro About Tricia Ebarvia Tricia Ebarvia is an expert in adolescent literacy, with a focus on inclusive, student-centered practices through reading and writing workshop. Tricia is currently a high school English teacher and Department Chair in southeastern Pennsylvania. She began teaching after receiving her Masters degree at the University of Pennsylvania in 2001, and since then, she has taught world literature, American literature, AP English Language & Composition, AP Literature & Composition, AP Capstone, and has served as a faculty advisor for several student groups, including the Asian American Student Association, Students Against Gun Violence, and Students Organized for Anti-Racism. She is also a member of her district’s equity team. In addition to her work on various language arts, diversity, and technology committees in her district, Tricia is also a Co-Director for the Pennsylvania Writing and Literature Project (PAWLP) at West Chester University. In her work with PAWLP, Tricia teaches graduate courses on reading and writing in digital spaces as well as teacher inquiry. Selected as a 2016-18 Heinemann Fellow, Tricia’s action research examined the ways in which elementary reading and writing practices can be used to further adolescent literacy, specifically focusing on teaching comprehension strategies. Her work expanded to interrogate the ways in which readers’ varied and intersecting personal identities inform the ways in which students read themselves, texts, and the world. By helping students reflect on their experiences, and the biases that have emerged from them, Tricia hopes that this habit of self-reflection, coupled with critical literacy skills, will help students become more responsible and engaged citizens and members of their community. As a co-Founder of #DisruptTexts—an anti-bias, anti-racist effort to decolonize the language arts curricula and pedagogy—Tricia hopes that reading and writing can be a liberating force for justice in students’ personal and academic lives. As a teacher consultant for the National Writing Project and a member of the National Council of Teachers of English (NCTE), Tricia has presented at the NWP Annual Meeting, the NCTE Annual Convention and other regional conferences. In her work as a presenter and consultant, including her role at The Educator Collaborative, Tricia has discussed literacy topics that include: choice independent reading and classroom libraries, authentic mentor texts for writing, multi-genre research writing, student inquiry projects, adolescent reading strategies, digital tools and literacies, anti-bias pedagogy, teacher action research, and curriculum planning and design. Tricia writes online at her website, triciaebarvia.org, and has contributed to the Heinemann Blog, Moving Writers, and Write Connect Share (PAWLP). Her writing has also appeared in Education Week, Literacy Today, and English Journal. For more information on Tricia Ebarvia: Website: https://triciaebarvia.org Instagram: https://www.instagram.com/triciaebarvia Twitter: https://twitter.com/triciaebarvia **************************************************** Join the Writable community: ∙ Twitter: https://twitter.com/getwritable ∙ Facebook: https://www.facebook.com/getwritable/ ∙ LinkedIn: https://www.linkedin.com/company/writ... ∙ Instagram: https://www.instagram.com/getwritable/ ∙ Pinterest: https://www.pinterest.com/getwritable/ ∙ Medium: https://medium.com/writable

Welcome to the Writing & Literacies SIG podcast series "Scholarship Spotlight"! This episode, titled “Publishing Across Modalities and Communities,” is Part 2 of our two-part interview series with Professor Tananarive Due and Dr. Ebony Elizabeth Thomas. Professor Due and Dr. Thomas discuss how they work in academic and fan communities to publish work across a variety of modalities. They conclude the interview by citing writers and scholars of color who continue to inform their thinking. Tananarive Due is is an award-winning author who teaches Black Horror and Afrofuturism at UCLA. She is an executive producer on Shudder's groundbreaking documentary Horror Noire: A History of Black Horror. She and her husband/collaborator Steven Barnes wrote "A Small Town" for Season 2 of "The Twilight Zone" on CBS All Access. A leading voice in black speculative fiction for more than 20 years, Due has won an American Book Award, an NAACP Image Award, and a British Fantasy Award, and her writing has been included in best-of-the-year anthologies. Her books include Ghost Summer: Stories, My Soul to Keep, and The Good House. She and her late mother, civil rights activist Patricia Stephens Due, co-authored Freedom in the Family: a Mother-Daughter Memoir of the Fight for Civil Rights. Dr. Ebony Elizabeth Thomas, Associate Professor at Penn GSE, studies how people of color are portrayed, or not portrayed, in children’s and young adult literature, and how those portrayals shape our culture. She regularly reviews children’s books featuring diverse heroes and heroines, teens and tweens caught between cultures, and kids from the margins for the Los Angeles Times. She has a particular interest in young adult fantasy literature and fan culture. A former English and language arts teacher, Thomas also explores how teachers handle traumatic historical events, such as slavery, when teaching literature. Dr. Thomas has published her research and critical work in the Journal of Teacher Education, Research in the Teaching of English, Qualitative Inquiry, Linguistics and Education, English Journal, The ALAN Review, and Sankofa: A Journal of African Children’s and Young Adult Literature. Her work has also appeared in Diversity in Youth Literature: Opening Doors Through Reading (ALA Editions, 2012), her co-edited volume Reading African American Experiences in the Obama Era: Theory, Advocacy, Activism (Peter Lang, 2012), and A Narrative Compass: Stories That Guide Women’s Lives (University of Illinois Press, 2009). Dr. Thomas is a former NCTE Cultivating New Voices Among Scholars of Color Fellow (2008-2010 Cohort), serves on the NCTE Standing Committee on Research (2012-2015), and was elected by her colleagues to serve on the NCTE Conference on English Education's Executive Committee (2013-2017). Her early career work received the 2014 Emerging Scholar Award from AERA's Language and Social Processes Special Interest Group. In 2014, she was also selected as a National Academy of Education/Spencer Foundation Postdoctoral Fellow. This Scholarship Spotlight Series is brought to you by the The W&L Graduate Board Podcast Team: Karis Jones at New York University, Alex Corbitt at Boston College, Gemma Cooper-Novack at Syracuse University, Jessica Lough at West Virginia University and April Camping at Arizona State University. Special thanks to Alex Corbitt for his thought leadership and video editing work on this episode!

Nancy Schwalb is the founder and Executive Director/Artistic Director of the DC Creative Writing Workshop. She has an MFA in creative writing from George Mason University and has been teaching creative writing at Hart Middle School since 1995. Her work has been published in the GW Review, the Washington City Paper, Vanity Fair, Barragua, Argus, and the English Journal. She has served as a teaching fellow for the Kennedy Center and is a six-time Larry Neal Award winner. Schwalb also founded the Youth Poetry Slam League.

【Comedy Podcast】 English Journal Onlineに寄稿しました→ https://ej.alc.co.jp/entry/20200710-ej-ear-06 コメディポッドキャストについて熱[...] The post コメディーポッドキャストのおすすめ番組【ENGLISH JOURNAL ONLINE】 first appeared on 世界のねじを巻くラジオ【ゲイのねじまきラジオ】.

Welcome to the Writing & Literacies SIG new podcast series "Scholarship Spotlight"! This episode, titled “Representation and (Re)Writing Speculative Fiction,” is an interview with Professor Tananarive Due and Dr. Ebony Elizabeth Thomas about their histories and critical involvement with(re)writing the genre of speculative fiction. In Part I of this two part series, they answer the questions: How does your work rethink or resist the conventions of speculative fiction? What conventions of speculative fiction need to be reworked, and how are you as scholars challenging these conventions in similar (or different) ways? Tananarive Due is is an award-winning author who teaches Black Horror and Afrofuturism at UCLA. She is an executive producer on Shudder's groundbreaking documentary Horror Noire: A History of Black Horror. She and her husband/collaborator Steven Barnes wrote "A Small Town" for Season 2 of "The Twilight Zone" on CBS All Access. A leading voice in black speculative fiction for more than 20 years, Due has won an American Book Award, an NAACP Image Award, and a British Fantasy Award, and her writing has been included in best-of-the-year anthologies. Her books include Ghost Summer: Stories, My Soul to Keep, and The Good House. She and her late mother, civil rights activist Patricia Stephens Due, co-authored Freedom in the Family: a Mother-Daughter Memoir of the Fight for Civil Rights. Dr. Ebony Elizabeth Thomas, Associate Professor at Penn GSE, studies how people of color are portrayed, or not portrayed, in children’s and young adult literature, and how those portrayals shape our culture. She regularly reviews children’s books featuring diverse heroes and heroines, teens and tweens caught between cultures, and kids from the margins for the Los Angeles Times. She has a particular interest in young adult fantasy literature and fan culture. A former English and language arts teacher, Thomas also explores how teachers handle traumatic historical events, such as slavery, when teaching literature. Dr. Thomas has published her research and critical work in the Journal of Teacher Education, Research in the Teaching of English, Qualitative Inquiry, Linguistics and Education, English Journal, The ALAN Review, and Sankofa: A Journal of African Children’s and Young Adult Literature. Her work has also appeared in Diversity in Youth Literature: Opening Doors Through Reading (ALA Editions, 2012), her co-edited volume Reading African American Experiences in the Obama Era: Theory, Advocacy, Activism (Peter Lang, 2012), and A Narrative Compass: Stories That Guide Women’s Lives (University of Illinois Press, 2009). Dr. Thomas is a former NCTE Cultivating New Voices Among Scholars of Color Fellow (2008-2010 Cohort), serves on the NCTE Standing Committee on Research (2012-2015), and was elected by her colleagues to serve on the NCTE Conference on English Education's Executive Committee (2013-2017). Her early career work received the 2014 Emerging Scholar Award from AERA's Language and Social Processes Special Interest Group. In 2014, she was also selected as a National Academy of Education/Spencer Foundation Postdoctoral Fellow. This Scholarship Spotlight Series is brought to you by the The W&L Graduate Board Podcast Team: Karis Jones at New York University, Alex Corbitt at Boston College, Gemma Cooper-Novack at Syracuse University, Jessica Lough at West Virginia University and April Camping at Arizona State University. Special thanks to Alex Corbitt for his thought leadership and video editing work on this episode!

Join us for a discussion on strategies that help students develop greater self-awareness, the ability for self-reflection and a stronger sense of who they are. #classroomstrategies Follow on Twitter: @ASCD @a_rebora @bamradionetwork @sallyoventura Sally Ventura is a high school ELA teacher in Olean, New York. She has published in The English Journal, The English Record, Teachers and Writers Collaborative, College Association Critic, Earth’s Daughters, and Midwest Quarterly. She is a past-president of NYSEC, the New York State English Council.

It's a big deal to share what your journey has been like. It's not easy to share the difficult moments you've had to make you the person you've become. I should know—it took me six months to get over myself, publish my book, and share it with the world! Despite all of my personal growth work, and even though I felt my connection to Source very deeply, I was still afraid to move forward with the next big step in sharing my story with others. Sandra Marinella, author of The Story You Need to Tell: Writing to Heal from Trauma, Illness, or Loss, joins me in this episode for a conversation about the story you need to tell. She's a writing teacher of thousands of students and an author from Chandler, Arizona, and her articles have appeared in The English Journal, Seventeen, Wellbeing Journal, Psychology Today's blog, and more.   DOWNLOAD THE RAISE YOUR FREQUENCY MEDITATION NOW!   During her battle with cancer, Sandra discovered that writing about her experiences was therapeutic for her. Today, she teaches veterans and cancer patients at Mayo Clinic how to write and share their amazing journeys. She wrote the book The Story You Need to Tell: Writing to Heal from Trauma, Illness, or Loss. I asked Sandra onto The Soul Frequency Podcast because of her incredible, scientifically proven work. The stories that we carry with us are what carry us through life, and that's what this episode is all about. Sandra talk and about what we can learn about our own fears, how to confront them and overcome them through writing, and how journaling can heal the traumatic experiences we've had in life.  Ready to write? Listen to this episode!   What we discuss in this episode… Life lessons to be discovered by journaling through your fear The stages of writing and healing—what happens when you start to become vulnerable How telling your story can transform your ending… Turning down the volume of your inner critic Our brains work because of… stories!     Additional resources for you… Learn more about Sandra's writing and storytelling resources at StoryYouTell.com Follow me on Instagram @TheSoulFrequency Order my book The Soul Frequency at TheSoulFrequency.com/Book Join The Soul Frequency VIP Tribe on Facebook   LISTEN TO MORE SOUL FREQUENCY SHOWS! Send me your questions and show topic requests to info@thesoulfrequency.com.  Follow me on Facebook and on Instagram. WANT TO SHARE THE SHOW? –  share this show through iTunes and many other podcast directories. WANT TO LEAVE US A REVIEW? – leave us a review in iTunes!  I would love to hear from you!! As always, my hope for you is that you love big and live abundantly! xo

In this episode I talk about the new year and the new decade. I talk about OSU Football and Basketball. I talk about the OKC Thunder, pursuing your passions, and I also read some excerpts from my English Journal, circa 1995. Enjoy this beautiful mess of a podcast I'm trying to figure out... --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/releaserotation/message Support this podcast: https://anchor.fm/releaserotation/support

In this episode I talk about the new year and the new decade. I talk about OSU Football and Basketball. I talk about the OKC Thunder, pursuing your passions, and I also read some excerpts from my English Journal, circa 1995. Enjoy this beautiful mess of a podcast I'm trying to figure out... --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/releaserotation/message Support this podcast: https://anchor.fm/releaserotation/support

ヒアリングマラソンの中の、スピーキングコーナー(冨田三穂先生)、English Journal 2019年12月号のロンドン記事(川合亮平先生が取材)のご紹介

Christine Gentry joins BBQ on the list of good things to come out of Texas. She holds a Ph.D. in English Education from Columbia University and currently serves as Visiting Assistant Professor and Residency Director for the NYU Teacher Residency in Corona, California. In what little spare time she has, Christine likes to write short stories, perform in oral storytelling shows, and produce/host shows around the country for The Story Collider. Her writing has been published in English Journal, The English Record, and Printer's Devil Review magazines, and her oral stories have been featured on the TEDx stage, The Moth Radio Hour, and This American Life. She is also a Moth Mainstage performer and two-time Moth GrandSLAM champion.   http://www.christinegentry.net/     StoryHinge http://storyhinge.com Where we dig deeper into story and story creation.  We amplify personal stories to consider more possibility and realize more potential and happiness in life.

Steven Willis uses his writing background to creatively articulate the intricacies of African American culture. With art heavily influenced by urban life and religion, Steven mixes elements of hip hop and performance with formal teachings of history and anthropology to help express his eclectic personal narrative. Willis began doing spoken word at the age of 15 as a participant of Louder Than A Bomb and has performed for the likes of Hip Hop artist David Banner and Olympic Track Gold Medalist Sonya Richards Ross. Wills is a contributing writer to the BreakBeat Poets Anthology, NYU’s National Council for Teacher of English Journal, Manhattanville College’s Graffiti Magazine and is a 3 time Individual World Poetry Slam finalist. He is currently an MFA Candidate in Theatre at the University of Iowa. Connect with Steven Website: www.stevenwillispoetry.com Twitter: @stevenawillis Instagram: @stevenantoinewillis Are you looking to find your purpose, navigate transition or fix your relationships, all with a powerful group of men from around the world? Check out The Alliance and join me today.  Check out our Facebook Page or the Men's community. Subscribe on Apple Podcasts | Google Podcasts  | Spotify For more episodes visit us at ManTalks.com | Facebook | Instagram | Twitter    Did you enjoy the podcast? If so please leave us a review on Apple Podcasts or Stitcher. It helps our podcast get into the ears of new listeners, which expands the ManTalks Community Editing & Mixing by: Aaron The Tech

In their first full length episode, Kristina & Jackie share their thoughts the article "Teacher Clarity: It's about Purpose, Focus, & Letting Go" by Patti Forster from English Journal, June 2019. Check out the article here: https://drive.google.com/open?id=1zp7xLFv-vqdQIgts5uiNkrKQ_9dwIHHa ~Coaches Off the Cuff

Dr. Carmen James gave up her job as a General Practitioner (GP) as she could no longer work within the system that was governed by the big pharma's and where most people that came to see her where sufferers of chronic diseases which ultimately must be cured not through "cover the symptoms" type medicines but by sound advice that gets to the root cause of the disease. This cuts to the very heart of people though as telling them that their eating and other lifestyle habits need to drastically change to cure their disease is not something they want to hear, and what is worse is that change is not quick and people want a quick fix for their sleeping disorders or other ailments. But a more holistic and natural approach would be for people to do the hard work in transforming their lives by forming better thought habits, better eating habits and better activity habits. Dr. James also spoke about morning routines such as journaling, meditating and yoga and her enlightenment on a trip to the Far East #loveyourself #lifeshotpodcast #alternativemedicine Transcription:  Interviewer: Carmen O. James, I've seen your website, carmenojames.com. So you have to tell us what that middle name is in a minute. Welcome to the LifeShot podcast. How are you doing?  Interviewee: I'm very well thank you. And thank you so much for inviting me. It's awesome to be here. Interviewer: It's convenient because you're in the country. And normally, you live in? Interviewee: Durbin, South Africa. Interviewer: Durbin, South Africa and you're here in England. What's your reason for the visit? Interviewee: Okay, so Carvin's friends are getting married, which is the primary reason why we came. But then I was also offered a little opportunity to do a little talk at one of the churches. A family friend of ours invited me as well, so I got to do that while I'm here and Carvin also did a show. So we've been really busy.  Interviewer: It was really awesome for me to find out that you actually like the same things that I like. I was like "Awesome!" I want to ask you just straight off the bat, what is the main message of the Carmen James brand?  Interviewee: Good question. I've started this, trying to formulate a personal brand around the things that I value and one of the things I think that encapsulates everything that I stand for. And one of the things that I'm really passionate about is self-love. And so, for me, everything that I want to do through the brand is to help people learn to love themselves. I really, truly believe that once we can get that done and once everybody's on board with that, will be better people for it, will be in relationships, will rock up in relationships even better as better human beings. And I think the way we do everything, going on from there, is going to be way better. I think that if you have a good relationship with yourself, you have good relationship with other people and the world basically is built on relationships.  Interviewer: Where's that borderline where it goes into narcissism? Because some people say, "Oh, that might be a little bit selfish". If I look after myself a lot, I may neglect my family. How do you talk to people about that? [00:02:19] Interviewee: So often, this is the misconception about self-love, that it's very selfish and that it's very inward pointing and inward focused, kind of navel gazing, I guess. But the way I see it - and I think the way we need to be seeing it - is first and foremost, looking at what our opinion or our idea of love is in the first place. And I think the problem is that we have a very selfish opinion of love. We love people because of what we can get out of them. I love you because you give me things or you make me feel happy and comfortable and it's kind of like this relationship where you're getting something out of the relationship all the time. As opposed to it being an unconditional love, where it's open and it's not tied down to what I can get out of it. It's an expression of who you are. And so, narcissism is very different to self-love, because narcissistic people actually have very low self-love. They actually have low self-esteem and they need other people to validate and improve their opinion of themselves. Interviewer: And they might put others down. Interviewee: In the process, exactly. So they actually build themselves on the downfall of other people. They manipulate, they put people down. They do all kinds of things that really disadvantage other people as opposed to being self-loving, which is, I believe, a way of taking care of yourself. And I truly believe that. It's like when you go in a plane, right? And they say, "Oh, if we lose cabin pressure, put your oxygen mask on before you help other people", I truly believe if you take care of yourself and if you are in a good relationship with yourself, and if you know and accept and love yourself, then the way you show up in your relationships and the way you interact with other people and from the way you do your job to the way you raise your children, for example, I think that that spills over from a place of genuinely, unconditionally loving yourself.  Interviewer: I read on your website that you're into integrative medicine. And I've never heard that term before, what is that? [00:04:33] Interviewee: I've been practicing general regular medicine for almost 11 years now, I think. And I became incredibly disillusioned with the model. I really, truly felt that when it comes to chronic disease, we weren't doing enough or all you have time for in a consult, you pretty much have 15 minutes to see a patient. And all you can do in that time is fix the symptoms, give them some medication, barely scratch the surface with some of the lifestyle things that they can do and then send them out on their way and they come back six months later for a repeat prescription, that's basically the model. And really, we're tackling the symptoms. We're not tackling the root cause. So the difference between traditional Western medicine and integrative medicine is that in the integrative approach we are more holistic. So we look at every component of the person's life, from their spirituality to their career, to their relationships, to the level of physical activity, to the food that they're eating, what's actually going on, their previous trauma. Things that, if we were to break it apart like that and focus a little bit more on each individual piece of the puzzle, you can actually achieve healing in a more well-rounded, in a more holistic way. So integrated medicine really focuses on things like: What's the patient story? What are the stories that they're telling themselves and what has actually happened in that patient's life to lead them to the disease process that they find themselves in?  Interviewer: So the chronic diseases sometimes are built up over time. You don't necessarily know that you're doing bad to yourself but it eventually manifests itself in your body, saying "Hey! Please, wake up". [00:06:18] Interviewee: Yeah, exactly. And I mean chronic, as the name suggests, it's something that actually builds up over a period of time. And that's the thing, when you're sitting in a doctor's office and I test your blood sugar and I tell you, "Hey, Clint, you have diabetes", at that point, the wheels have fallen off and this is now a life changing diagnosis that I've just given you. And my next step is to tell you, "Here's the medication that you're going to take". We are not even scratching the surface with regards to, "Well, how did Clint actually get into the situation? What is his lifestyle? What is his family situation like? What are his stresses? Is Clint sleeping? Is he taking care of himself? What is his relationship with food?" And all these things are vital. If you think about health, we often think that health is the absence of disease, right? So you're not sick, so you're healthy. And then until that moment, you get the diagnosis and then you're like, "Oh whoa, I didn't realize, all the while". Things are building one on top of the other and at the end of the day we're hoping to just give a magic pill and make it all go away.  Interviewer: So when I spoke to you on Saturday night, this was an issue that I was eluding to, because I thought "I might save it for the podcast". When I heard that you had walked away from the usual GP practice, it's interesting to hear you say that and I thought that might've been what it is. All the doctors have obviously got a good heart and they want to help people, but they are just stuck in that system. What should we do? [00:07:50] Interviewee: So the system is actually designed - unfortunately, this is the big problem - the current system is based on the pharmaceutical model. And the pharmaceutical model holds the keys to the kingdom. So they call the shots. It's all about the money at this stage. It's really not the doctor's fault, as you say. Doctors, they go into medicine with the intention of helping people. You don't often get people going into medicine where it's "Oh yeah, I'm just going to go and make money". No, usually the intention behind it is, "Okay, I'm going to go and do my bit to help people". But you get into this model and the whole structure is based on pharmaceutical drugs. And the pharmaceutical industry runs everything, from our food, to our advertising, to health care. So ultimately, when you're in the system that's based on pharmaceutical drugs, it's very difficult to break out and be like, "No, I'm not going to prescribe these drugs". It's not a popular position to hold. The tide is changing, slower in South Africa than it is in the rest of the world, but it's still very much... I once spoke to a doctor who said to me that medicine or being a doctor is not just a profession, it's an identity. And so people, when you immediately walk into a room and tell them "I'm a doctor", the mood changes. People just look at you in this light. And a lot of doctors have built their identity on what they do. And to come in now and tell them that, "Hey, there's maybe something a little bit broken with your model", you're stepping on the toes of giants in the field and it's like, "Whoa, what is this new thing, that new age kind of thing that you're coming in with now that we don't really have much science about?" And that's a lot of the argument. Interviewer: In control over it, I suppose?  [00:09:53] Interviewee: Yeah, exactly. I basically got to a point where I couldn't with a clear conscience continue to do something that I believed was going against what my value system is based in. Interviewer: And this reminds me of a talk I listened to with Gregg Braden, and in one of his books called 'The signs of self-empowerment'. And in there, he speaks about the scientific evidence that suggests that humans - as we know them in our current form - suddenly appeared 200,000 years ago on the earth. And there is no link between the Neanderthals and humans. Now some people, they are like, "What are you talking about? Evolution is a fact", but actually, he speaks about it and says, "I know it's not". And that challenges all those people who have built their careers based on this evolutionary theory that Charles Darwin put forward. And I suppose it's similar in medicine. So it's like, "Well, this is what we are used to. This is what all the books say". Now how do we break out of that model? [00:10:55] Interviewee: Yeah. And I guess the problem or the issue here is that, traditionally in medicine, I remember when I was in medical school, things like homeopathy and naturopathy and acupuncture and all those things were kind of like "You guys are playing games here". I remember being once on a ward round, and the consultant was reviewing the chart of a patient and he was creating the antibiotic dose that the doctor had prescribed. And he said, "Are you prescribing homeopathic doses of this antibiotic?" And so, we've been kind of brainwashed to know that the way we do things is the right way, and it's the only way. And everything else, it's kind of like, "Where's your science? Where's your proof? Where are your randomized controlled placebo studies?" And so, ultimately in medicine, we've had this kind of inflated ego. And now what's happening is that science is actually catching up, the studies are now to prove the benefits of meditation and mind/body healing, energy healing, that kind of stuff is actually now starting to come through with scientific studies that are showing, "Hey, look!" and case studies. Things like spontaneous remission for example. Interviewer: Spontaneous remission?  [00:12:24] Interviewee: Yeah. So there's a whole body of evidence of people who've come forward saying, "Hey, I was diagnosed with such and such condition and now I don't have it anymore". And more and more people are coming out with all of these radical stories of... Interviewer: A miracle healing? Interviewee: A miracle healing, right. So then where do you put that? And you go and tell the doctor, "Oh, it's gone now". And they're like, "Nah, there was something wrong with your results", or "The lab got the test wrong", or "Maybe we mixed up your radiology results, you didn't have that tumour to begin with". So we're still quite closed minded and we're still kind of egotistical in "This is our territory and this is ours and you can't have it". And I really think that the way we should be moving forward - and I think it is starting - is that we need to be much more open minded. I'm not saying that there's no place for traditional western medicine, because if I get into a car accident and I break my leg, I want an orthopaedic surgeon. [laughs] But if I've got a chronic medical disease, then it's different. And the majority of the stuff that walks into a GP's office is chronic disease. And we just, the model is broken. We're just not serving patients properly. Interviewer: I got into a little bit of Wim Hoff. I don't know if you've ever seen Wim Hoff? So he put himself up for science. He's called the iceman.  Interviewee: Oh yeah? Interviewer: Yeah, so he swims under ice sheets and he says that if you do meditation - what he calls concentration - breathing, and then cold showers or ice baths. So there are three pillars to the Wim Hoff method and he reckons you'll never get sick again. It's a lot to say, you won't get sick if you do this. I've been doing it for a while. I started in January doing the Wim Hoff method and I must say, I'm feeling pretty healthy, but you don't always see the immediate benefits of doing things. You just give me a pill, it works straight away. Whereas if I have to do concentration, meditation, ice baths and whatever, on top of integrated medicine that you're talking about, it takes a while, doesn't it? So how do you consult people and say, "Listen, just give it a while. Maybe you'll see some benefits"? Do they see them immediately, after two months, three months? What do you think it is?  [00:14:56] Interviewee: So this is the problem. We live in a society of immediate results. We want the quick fix. You have a question, you go on Google and you get the answer. We don't really want to do the hard work that is necessary to get the results that we're looking for. And pills have been proven and shown that they will give you results almost instantaneously. So my answer to that is twofold. The first part of that is yes, the pill may help to alleviate your symptoms. You're going to feel better, your pain is going to go away, your sugar is going to come under control. Blood pressure numbers will come down. But if you haven't dealt with the underlying cause of your symptoms, it's only a matter of time before your body continues to destroy itself, essentially. So, in other words, if you're going to start taking the pills and not do anything to change your lifestyle, then literally you can expect that for the rest of your life, you're going to continue to add more diagnoses onto your list of chronic disease. It was not uncommon for me to see patients coming in with three, four chronic diseases clustering together and having at least I'd say between seven and ten prescription medications that they took every single day. So ultimately, that's the way it's going to work. Today, you have hypertension, a couple months or a couple of years, maybe you're going to have diabetes and then after that you are going to have cholesterol, then your heart's going to be the problem. Basically, if you continue on that continuum, it's pretty much guaranteed. As opposed to, if you look at it the other way, where you do the work necessary to change your lifestyle. The point is not adding years to your life. It's adding life to your years. Because I don't want to be a 90-year old person who's shrivelled up and can't function and is relying on ten medications to keep me alive. That's not life, right? You want to be able to be vital. You want to be able to have energy. You don't want to be tied down and thinking, "Oh, I can't go here, I can't do that, because I need to inject myself with insulin every few hours". So doing the lifestyle work is harder. That's the problem. People don't want to do the hard work.  Interviewer: Yeah, it takes work, doesn't it? [00:17:13] Interviewee: Yeah, however, if you look at the projection going that route, ultimately the benefits far outweigh that hard work that you need to do. Because in the beginning it's difficult. Anytime you change, it's hard, it's uncomfortable. But once you get into a lifestyle and once you start eating healthy and you start looking after your body and you start doing all these things, meditating, practicing all kinds of reflection and that type of thing, it becomes natural to you. Interviewer: Yeah, it becomes almost a routine. So I want to talk to you about morning routines. But before we do that, I was thinking, gratefulness and reflection. So I was also reading a few of your blogs on your website and a few of your 'about' pages and also through watching all the videos I'm watching on YouTube and such, Dr Joe Dispenza, talking about being thankful. And be grateful about things. So what is your stance on being grateful and reflection and all that? [00:18:17] Interviewee: So what I've found is that gratitude is the ultimate mood stabilizer. You can't be disappointed and be grateful or angry and be grateful or frustrated and be grateful. And it speaks to our emotional intelligence, when you are experiencing something that's putting you in a very negative head space, one of the easiest things to pull you out is to reflect on the things that you can be grateful for. And so, it has an almost immediate effect on changing your state. Because yes, things could be worse. And maybe things are bad at the moment, but ultimately if you have things that you can focus on and say, "Wow, I actually woke up this morning and I can breathe on my own, there are other people who are dependent on oxygen", for example. Or "I have the use of all my limbs". Interviewer: Small things to be thankful for. Interviewee: Yeah. And for me, gratitude is something that helps to lift your mood, it improves your state of mind, your mental state. But it also helps you to kind of put things into perspective. Oftentimes we are bombarded with negativity. People on social media, for example, this compare and despair cycle that keeps happening, right? You look at people on social media, "Oh my gosh, this person has a perfect life". You're comparing your whole life to a snapshot of a person's life and you think, "Oh, I wish I had that". But then we forget to focus on what we actually do have. And there ultimately are a whole bunch of people - not to say that you are putting yourself on a pedestal and saying, "Oh, I'm better than these people because I have all these things". But really, it helps you to put your whole life into perspective, if you able to focus on the good. Interviewer: People don't always make the distinct or the connection between gratefulness and health. So how does great gratefulness actually help our health? [00:20:20] Interviewee: So gratitude has been shown to increase your mood and elevate your mood. Which ultimately helps you to do things like relax and also to have better sleep. I think Oprah started this thing of keeping a gratitude journal. And before you go to bed, list five things that you're grateful for. Oftentimes I used to have patients who would suffer from insomnia. This is an actually increasing thing that we're starting to see, lots and lots of people just coming in, "I need medication to help me to sleep at night". And you'll find that a lot of those people, if you tease it out of them, the reason why they are unable to sleep is because of their thoughts spinning around in their head. So they're ruminating, they're constantly thinking of the same thing over and over and over again. "What if this happens? I haven't done that. I'm stressed about this". And because the mind is in the active state of running over things over and over again, what ends up happening is that the mind can't shut off. And part of writing five things down that you're grateful for is a way of reflecting, of actually putting your thoughts out onto paper so that you can see them. But that helps you to stop that cycle in your mind, that keeps going and it's keeping you awake. I'm a big fan of journaling. Journaling of any kind.  Interviewer: What do you journal? I mean, what type of things do you journal?  [00:21:46] Interviewee: So gratitude journaling's really awesome. Listing the things that you're grateful for. I really love that. But then also things like, there's a practice that I read about called 'morning pages', I don't know if you have ever heard about it. Basically, immediately when you wake up, take a journal and you write three pages, whatever's going on in your mind. Whether it's writing about what you dreamed the night before or what you've been thinking about, or how you're feeling, what's going on in your life. Something powerful about reflecting on your life and putting it out onto the page and putting it out onto paper. Especially in that early stage of waking, when the mind is kind of still floating between the conscious mind and the unconscious mind, has a tremendous potential to open you up to the things that you maybe didn't even realize were going on or that you were processing in your mind. I started doing that practice of morning pages as part of my morning routine and literally just writing three pages. And you would think like, "Oh, what am I going to write about?" But it's amazing how, just in that reflection, you're able to process. I feel like what happens is that we get stuck. Our minds kind of just get into this loop and you keep thinking about the same thing over and over again. But once you see it on the page, you're able to say, "Oh, hang on. This is actually what I'm thinking about. What am I going to do about this? Oh, this is how I actually feel about that". And something about still coming out of that sleep phase, an unconscious way of tapping into like, "Okay, what's really going on in my mind?" So I enjoy that. And then I also enjoy just trying to figure myself out. For example, you're dating somebody or you're just getting to know somebody, you want to spend all this time with them. You want to figure out, "Oh, who is this person? What do they like doing? What makes them tick? What are their aspirations or goals or dreams in life?" You spend a lot of time focused on getting to know the person better so that you can create a connection with them. So part of getting to know ourselves is reflecting and trying to answer those questions for ourselves. That's how you get to know yourself. It's a fantastic opportunity to get to know yourself better. So reflecting on, "Okay, what are my goals? What do I want to do today? How am I feeling? What are the things that I enjoy doing? Let me do more of that". And just getting into that relationship with yourself. Journaling is a fantastic way to take care of yourself.  Interviewer: So in the morning you wake up, you do your journaling. What else do you do in the morning that's part of your routine? [00:24:42] Interviewee: I do meditation. I use an app called 'one giant mind', literally just for the timer. The way I practice meditation, it varies from time to time. Sometimes it's just focusing on a word and usually the word is love. Other times, it's a process of visualization, what do I want to see in my future? Trying to bring the things that I want to see happening into the present moment.  Interviewer: So you're projecting your future self and saying, "That's what I want to be"? Interviewee: That's what I want to be, that's where I want to go. That's how I see myself in the future. I meditate about 15 minutes in the morning after I've journaled. And then another thing that I do is my devotions. So I read the Bible and I do a daily devotional plan. Sometimes I get it on an application, other times I have just a little book that I go through. And then I also do some exercise. Robin Sharma, 'The monk who sold his Ferrari' author, he speaks about doing 20 minutes of exercise first thing when you wake up. 20 minutes of reflection and then 20 minutes of reading. And then another guy that wrote a book called 'The miracle morning' speaks about something called 'life savers'. Where 'savers' is an acronym, S for silence. So that would be meditation, A for affirmations, V for visualization, E for exercise, R for reading, and then S for scribing. So basically a combination of reflecting, meditating, calming the mind, and then exercising. I usually do some yoga in the morning. I'm not a big exercise person, unfortunately.  Interviewer: I was impressed, I was training my skills last night, "Check me out, I'm 40 and I can still do this". [00:26:48] Interviewee: [laughs] My old gymnastics days I suppose helped me, which is why I like yoga. I really feel like it helps me to kind of connect again with my body and some of the stretches and the things that I used to be able to do when I was a gymnast. It kind of feels similar to that. So I really, really enjoy doing yoga in the morning as well. And that's basically what my routine is like.  Interviewer: Do you travel a lot?  Interviewee: I used to, so I used to work on the ships. So I used to travel while I was working then. And then since coming back from the ships, I've tried my best to make sure that I do a bit of traveling every year. I'd say I don't travel as much as I'd like to. But I'm hoping that that's going to change. Interviewer: The reason I asked is because traveling kind of messes up your routine. Not just traveling, I work in London sometimes and then I've got to be up earlier and then I'm like, "I can't do my routine this morning". So it messes it up a little bit. I suppose you just have to be disciplined and wake up earlier.  [00:27:57] Interviewee: That's it. And Robin Sharma speaks about the 5:00 AM club. I'm not a morning person at all. I've never been, I don't like waking up in the morning. But one of the things that I needed to do while I was still working and trying to figure out my life and figure out where I wanted to go. And then I started studying health coaching. So there was work that I needed to get through and I found that by the time I came back home from a day's work, I couldn't study. I was just completely tired and there was just nothing that was going to go into my brain. So I started waking up at five o'clock in the morning to do this morning routine and to study and that kind of thing. I think that the momentum is important, because if you're going to create a habit, they say takes 66 days to form a habit. Before it used to be 21 days. Interviewer: Yeah, the number keeps changing.  Interviewee: Yeah, the number's changing. But I think it's English Journal that came out with the 66 number, 66 days to form a habit. So say for example you are traveling, I do find it difficult when I'm traveling as well to stick to a routine. But I think even if it is just for five minutes, just to keep the momentum going. Even if you are traveling and you wake up five or ten minutes earlier, just do a little bit of meditation and maybe a little bit of yoga, just to keep the momentum going, I think it's important. Interviewer: By the way, thanks for introducing me to the word 'ikigai'. And that's Japanese for 'a reason for being'. You said you had an experience. [00:29:30] Interviewee: I first came across the word 'ikigai' when I was working in the ships. I was reading this book called 'The happiness equation'. And they were speaking about all different parts of the world and what is happiness to different people. And they mentioned the word 'ikigai'. So it kind of was in my brain in some way. And then when I came back from the ships and I was doing this journey of self-discovery and watching all these things and people like Jay Shetty, the ex-monk, speaking about ikigai and that kind of thing. And so, a reason for being, very important, because they voted on studies on the blue zones and some of the Japanese people live in the blue zones. They're centenarians, so they live until over a hundred years. And aside from their diet, the fact that they are still active etcetera, they have a reason for being or purpose, basically, it can be translated into that. And the way Jay Shetty broke it down is: What are you good at? What do you enjoy doing? What does the world need? And then what can you get paid for doing? And kind of where those four circles intersect would be your purpose, your ikigai, your reason for being. And so, I was randomly just doing a search on the internet, came across this website called lavendaire.com, downloaded this worksheet and literally filled out all the circles and then put it away. And I just didn't think about it again. I was just like, "Okay, this is just one of the things I'm doing in my journey of self-discovery. I'm not really going to pay much attention to it". Fast forward a year later, I look at this thing and I'm now studying health coaching and I'm trying to eat better and trying to be a more conscious person. And some of the stuff that I wrote down there, I was like, "Wow, it's almost manifested". A year later, I could definitely see parts of it taking shape. And so again, it comes down to self-reflection. Because we don't often ask ourselves those questions, "What am I good at and what do I think my purpose is in this life?" Interviewer: Some people might feel like "I'm not good at anything", because they don't have self-esteem.  [00:31:56] Interviewee: Yeah. And they don't value themselves. Part of that is that we believe the lies that other people tell us and the things that we've been told as children, for example.  Interviewer: And even like "We're just matter and there's nothing, we're meaningless".  Interviewee: That's it. Yeah, so what's the point? Exactly. And so, part of that is coming back to trying to figure out, "Okay, I'm here and the time is going to pass anyway. What am I going to do with that time?" I suppose that's essentially what came of the ikigai thing for me. But I think it is important for us to ask ourselves those questions. Because ultimately, you can choose to live a life that essentially, yolo, doesn't matter what I do with this life. But I feel like, if you have the opportunity to make a difference and to do awesome things, why wouldn't you choose to do that? Interviewer: Some people are happy just to wake, do their nine-to-five, come home, I mean, it's not for everyone what we're talking about, I suppose. I think it is for everyone to be healthy and to love themselves. But I think some people don't want to necessarily change the world, which is fair enough.  [00:33:06] Interviewee: I don't think it's everybody's place to change the world. I think there is place for people who are doing those tasks that need to be done and serving in their own way. But I definitely feel like there's a way of showing up to a nine-to-five that fulfils you and another way of showing up that brings you a lot of anger and a lot of dissatisfaction and disillusionment, that causes you to be sick. It doesn't matter what your ultimate purpose is. And people say, "Find your purpose", like it's this huge thing that everybody's supposed to do. Interviewer: And they might be stressed about finding their purpose. Interviewee: Correct. And really, I think that that's missing the point. Because we each have a role to play. And whether that means you're stay at home mom, taking care of your children, that's huge. It's one of the biggest jobs, but we don't view it like that because it doesn't have all the status and everything else that comes with it. And so, it comes down to, "Okay, what's my opinion of success? What do I actually think success is?" And then showing up as the best version of myself to do the role that I'm called to do.  Interviewer: So let's talk about your interest in women's wellness. Because I think that's one of your aims or one of the branches that you go down. Why women in particular? [00:34:25] Interviewee: Firstly, being a woman, I think I can relate a lot to some of the issues that women go through. Health coaching and wellness coaching is a broad thing to tackle. And I felt like I needed to zone in on a particular group of people. So part of the reason was because of that. But also, I feel strongly that women are for the most part - and that may be a controversial statement to make - but for the most part, the traditional role - I hope I don't step on people's toes by saying this -  has been to be nurturing and to care for the home, for the family, for the children. And one of the things that I care a lot about is how we are growing up our children. And in particular how we are teaching our children to love themselves and how to eat. Sitting in the GP practice and seeing so many children come in overweight, to me it was heart-breaking. Because I felt like we're missing the opportunity here. And this is really the grassroots level, where the foundation has been laid. It's incredible how much you can get done by starting off on a good foundation and a good footing. And a lot of the parents would come in to me and this is a sensitive topic to discuss with parents. Because people generally tend to get defensive about "They are my children, I'll do what I feel is the right thing to do". But I would raise things like junk food, etcetera. And they'd say, "Well, my child doesn't eat vegetables. They only eat this type of takeaway food". Then the question becomes, "Okay, but where did the child learn to eat that?" Because a child cannot go to a fast food chain and buy the food for themselves. Not in a judgmental way, but I feel like we need to start taking more responsibility for that at a young age. Because it truly does lay down the foundation. Interviewer: And mothers are vital, they are so important because they spend the most time with the kids. [00:36:39] Interviewee: And they are responsible most times with the meals that are prepared in the home. I think there was a study or something like that, that said, "If you educate a woman, you educate the village", because they take that education and they don't keep it to themselves, but it gets passed on to children, to their families, to their friends. Women love speaking about, "Oh, I'm trying this new thing". The word kind of spreads quite rapidly with women. So that's I guess the reason why my focus was primarily on women as a target audience. Interviewer: So, Carmen, if people want to get to know you more, to find it about what you do and get in touch, where do they go?  [00:37:28] Interviewee: So I've got a website, carmenojames.com, my middle name is Odette. So that's why the O is there. And then I've got another website called dare2loveyourself.com and then on Instagram I'm @dr.carmenjames. Interviewer: We're not here to promote products or anything, but I do want to know, are you working just in one place in South Africa? Do you see people face to face? What is this personal brand that you're building? Is it going to be international and digital?  Interviewee: Oh, I hope so. I really hope so. Well now, when I get home after this trip, it's really going to be doing the hard work. Because the vision is to have group sessions, workshops, seminars and retreats for people to just learn about health and wellness. And so, I'm hoping that that will also translate into online courses and books and hopefully that will be available internationally. That's my dream. Interviewer: So Dr. James' next book is... [00:38:43] Interviewee: Yeah, I do have a book actually coming out. I'm not quite settled on the title yet, but I'm in the process of writing it. It's pretty much written, I'm editing it at the moment. It's about self-esteem. It's about loving yourself. It's about not comparing yourself to others and just literally living the best version of yourself without feeling like you're not good enough, basically.  Interviewer: And people from different backgrounds will relate to those topics, it's not a religious thing? Interviewee: No, it's not religious. It's got little anecdotes about my life, which do have a religious tone, but it's not a religious book at all. But I definitely feel that it's a book that is more for women. I guess women would relate a little bit more to some of the things that I discuss. But it's not strictly for women.  Interviewer: Brilliant. It has been great having you on the Life Shot. Interviewee: Thank you so much for having me, I appreciate it.  Interviewer: Thank you. 

Stories Today's featured guest is Sandra Marinella. The topic is "Stories." Let the show begin. Guest Bio Sandra Marinella, MA and MEd, is an award-winning writing teacher and author from Chandler, Arizona. She has taught thousands of students and presented hundreds of writing workshops. Her articles have appeared in The English Journal, The Arizona English Bulletin, and Seventeen. When Sandra faced breast cancer, she turned to her personal writing to help with healing. The experience inspired her to teach writing to heal to cancer patients and veterans. As she watched storytelling and writing help others transform their lives, she wrote her new book, The Story You Need to Tell. Her pioneering work shows us the power of finding our stories, sharing them, and writing our way out of the darkness toward resilience and renewal.

さあーって先週のエッジのたたたないさんは？ということで、またもや1週遅れですみません。しかも内容は先月の話題だという遅さはむしろウチの番組の個性としてうけとめていただきたい。だめですかそうですか。 関連リンク： Spotifyの有料会員が7000万人突破　上半期中にIPOか - ITmedia NEWS Spotify、ピンチなの。大手音楽ライセンス社から1800億円の損害賠償を求める訴訟を起こされる | ギズモード・ジャパン 音声コンテンツの復権 ー ポッドキャストに再び注目集まる　Spotifyも参入・中国4.5億ユーザーの事業も | TechWave（テックウェーブ） #WAVE 動画への転向ではなく、テキストへの転向：収益の25%をポッドキャストで得るスレート | DIGIDAY［日本版］ ついにFMラジオデビュー。多様性を追求する英語学習誌『ENGLISH JOURNAL』のおまけポッドキャスト、「勝手にENGLISH JOURNAL!」が FM軽井沢で2018年1月31日から放送開始｜株式会社アルクのプレスリリース Ubuntu 18.04 その36 - デフォルトのディスプレイサーバーをWaylandからXorgに変更 - kledgeb Ubuntu 18.04 その37 - デフォルトのミュージックプレーヤーをLollypopに変更する提案 - kledgeb Wine 3.0 arrives on Android to let you run Windows apps on your phone News Up 少女はなぜ裸の画像を送るのか | NHKニュース 情報セキュリティ10大脅威 2018：IPA 独立行政法人 情報処理推進機構 Spotifyの有料会員が7000万人突破　上半期中にIPOか - ITmedia NEWS Spotify、ピンチなの。大手音楽ライセンス社から1800億円の損害賠償を求める訴訟を起こされる | ギズモード・ジャパン 音声コンテンツの復権 ー ポッドキャストに再び注目集まる　Spotifyも参入・中国4.5億ユーザーの事業も | TechWave（テックウェーブ） #WAVE 動画への転向ではなく、テキストへの転向：収益の25%をポッドキャストで得るスレート | DIGIDAY［日本版］ ついにFMラジオデビュー。多様性を追求する英語学習誌『ENGLISH JOURNAL』のおまけポッドキャスト、「勝手にENGLISH JOURNAL!」が FM軽井沢で2018年1月31日から放送開始｜株式会社アルクのプレスリリース Ubuntu 18.04 その36 - デフォルトのディスプレイサーバーをWaylandからXorgに変更 - kledgeb Ubuntu 18.04 その37 - デフォルトのミュージックプレーヤーをLollypopに変更する提案 - kledgeb Wine 3.0 arrives on Android to let you run Windows apps on your phone - THE NEXT WEB News Up 少女はなぜ裸の画像を送るのか | NHKニュース 情報セキュリティ10大脅威 2018：IPA 独立行政法人 情報処理推進機構 ネタ帳はこちら エッジのたたないポッドキャスト ネタ帳 オレオレ詐欺なんて年寄りがやられるヤツでしょ？なんて思っているととんでもないわけで、企業としては全社員にこういう事例紹介や啓蒙教育が必須になるんだとワタシは思いますけどね Music From: Megaminute / Akcija (License CC-by) 43 Days / Kemi Helwa (License CC-by) Z / robbot (License CC-by) Two Heads R Better / Robert Meyers (License CC-by)

Sandra Marinella is an award-winning writing teacher and author from Chandler, Arizona. She has taught thousands of students and presented hundreds of writing workshops. Her articles have appeared in The English Journal, The Arizona English Bulletin, and Seventeen. When she discovered she had breast cancer, she rewrote her personal story and began working on “writing to heal” with cancer patients and veterans.      For the show notes? Visit www.mysevenchakras.com/238 Like this episode? Please leave an honest rating on iTunes. Ratings and reviews are extremely helpful and greatly appreciated! They do matter in the rankings of the show, and I read each and every one of them. P.S: Just takes a minute! :-) SUBSCRIBE ON ITUNES  Click here to leave us a rating & review on iTunes Follow us on social media:  | Facebook | Twitter | Join our Facebook Tribe

Brooke Cunningham and Katie Thomas talk about the Youth Lens, a way of thinking about youth and their portrayal in literature complexly and applying that lens to the classroom. References: Text Complexity with Carol Jago Video - https://www.youtube.com/watch?v=Pj7HkZzgFFc&noredirect=1 Youth Lens Theoretical Piece- Petrone, R., Sarigianides, S. T., & Lewis, M. A. (2015). The youth lens: Analyzing adolescence/ts in literary texts. Journal of Literacy Research, 46(4), 506-533. Youth Lens Application Piece- Heron-Hruby, A., Trent, B., Haas, S., & Allen, Z. C. (2015). Using a youth lens to facilitate literary interpretation for "struggling" readers. English Journal, 104(3), 54-60.

Alison's body is changing, Greg's answering the siren call of adventure and we all learn a little more about life in a Mormon Singles' Ward. Plus Alison had a career meltdown but pulled herself out of it and also dropped three to five boxes of popsicles at the grocery store. And we offered some advice, got news about apples from a man on the inside, did a round of Just Me Or Everyone and talked about an adoptable dog named Pumpkin.

番組パーソナリティ Naoki の紹介をインタビュー形式で行いました。 Show Notes 記念すべきエピソード１のライブ配信が先週ありましたが、お聞きになった方はいたでしょうか？ Machikane FM on iTunes Handai Walker 20周年記念号に大阪大学北米センターが掲載されました！ 大阪大学ニューズレター2016夏号を発行しました オープンキャンパスの参加予約受付が6月30日から順次始まります 大阪大学とパナソニックで人工知能共同講座を開始 大阪大学 基礎工学部 情報科学科 大阪大学 大学院情報科学研究科 NHK ラジオ 実践ビジネス英語 アルク ENGLISH JOURNAL Mainichi Weekly The Japan Times University of Illinois at Urbana-Champaign Department of Computer Science, University of Illinois at Urbana-Champaign F-1 Optional Practical Training (OPT) 2016年8月20日(土) 岡山版「大阪大学の集い」 2016年8月22日(月)から9月3日(土) 科学技術の商業化に関する人材育成プログラム「G-TEC2016」 2016年9月10日(土) 2016年北米同窓会10周年記念講演会・総会 2016年7月22日(金)から24日(日) J-POP Summit 2016

THE MONTHLY ENGLISH JOURNAL..PUTTING IT TOGETHER NCTE's "English Journal" editors Professors David and Julie Gorlewski are our guests... choosing content for English teachers nationwide

Race and class are often unspoken issues that teachers must deal with whether we are prepared to or not. Hw can we best manage race and class issues in schools? Follow: @plthomasEdD @NBCTeacherMommy @larryferlazzo @bamradionetwork P. L. Thomas, Associate Professor of Education (Furman University), taught high school English in South Carolina before moving to teacher education. He is currently a column editor for English Journal and co-editor of Social Context Reform (Routledge). Ashanti Foster serves as ASCD Emerging Leader and Academic Dean at Oxon Hill Middle School in Prince George's County, Maryland. She is a wife, mother of six and national board certified teacher.