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Penultimate evening

  Last night I spent some time reading people's postings. I was truely impressed by the quality and variety  of everyone's style. After reading early postings and then postings from the last two weeks, I could see the progress we have all made.It is nice to see that we are all works in progress. Unfortunately, due to technical (or maybe it was personal) problems, I was not able to post comments.
  It has been and honor and privilege to work with the staff and other teaching experts during this workshop.  I learned a lot about my abilities, how they can be improved with the help of peers, as well as being able to practice (edit and rewrite).
    Thank you all and have a wonderful rest of your summer.
Sincerely
Mark L Dunn

Posted by Mark Dunn on July 15, 2005 at 10:47 AM in 4Mark Dunn | Permalink | Comments (0)

Letter to my school's Pricipal

Dear Rick,

            This past summer I was fortunate to be involved with the Workshop: Oregon Writing Project (OWP). I spent four weeks working with the knowledgeable staff and teachers from around Oregon. I was impressed with the variety of materials we were exposed. We learned, shared, and practiced a variety of strategies and techniques to make the writing process easier and thus more enjoyable for students. With the information, I learned I believe these strategies and techniques can be adapted and modified for students of all levels and abilities.

             The OWP provided the opportunity to be an active participant in a variety of writing and reading models, strategies, and techniques. The active participation enabled me to further my professional expertise in teaching writing and reading in my classroom, in Language Arts, Social Studies, and even Math. I thought I knew how to write before entering the OWP workshop, but I quickly realized that I had the same fear and loathing of writing as my students. I felt the frustration and angst of being put on the spot to write on a given topic with a time limit (just like our students). It made me realize just how difficult it must be for our students, especially those who struggle to get their thoughts out on paper.

              The workshop introduced numerous techniques and strategies to guide students (big and small alike) through the thinking and writing process, which can seem like a daunting process to the uninitiated. I now know that I any writing project can be modified or adapted. The most salient feature of all the techniques was they were relatively fun and enjoyable, which made the writing aspect of the techniques much easier.

             As a Special Education teacher, I know that I am supposed to be a resource for the regular education teachers in the knowledge and skills to help students with special needs. Now I can help teachers with techniques and strategies to engage all students in writing across all curricula. I developed a few presentations that I will be using in my class and would gladly share them with the
Monroe staff. The techniques and strategies could be presented in a few short (quarter day) sessions, provided it does not cut into my class time (you know how I feel about substitutes). Not all the teachers may find the strategies and techniques to be relevant and may not want to attend. However, I strongly feel that these techniques have practical value in enabling every and all students to put down on paper what is on their mind (either in words or in pictures).

The workshop: OWP helped me realize that all students need to relax and feel comfortable with the topic before they start to write. Before the workshop, I had a difficult time wanting to write but the variety of strategies, techniques, and methods showed me how easy the writing process could be. I know that I will be adapting and using many of the strategies I learned in my classroom because they engage the student in the process of writing. Moreover, they enable students to become a part of the writing process and appreciate the work they accomplished.      
                See you in the fall.

Sincerely,
      
          Mark L. Dunn


           Mark L. Dunn

 

Posted by Mark Dunn on July 13, 2005 at 02:22 PM in 24th Paper, 4Mark Dunn | Permalink | Comments (0)

A Morning in Yellowstone

3rd Paper:

     The fire had been roaring through the forest for days. With tens of thousands of acres of pristine forest downwind, there did not seem like anything could stop the building inferno. The fire had started out small enough, a small lightning strike in the middle of nowhere. Unfortunately, it was in tinder dry grass along the ridge of a remote mountain within Yellowstone National Park. The ember smoldered for days. As the prevailing storm moved out of the area, the wind suddenly picked up. Like a sparkler sputtering to life, the smoldering embers exploded in every direction. Bits and pieces of burning grass and glowing embers were detonating as soon as they fell on the tinder dry fuel.

     The campers as well as the backpackers were unaware of the impending threat that smoky morning would bring. There is an old sailor’s rhyme that goes ‘Red sky at night, sailors delight. Red sky in morning, sailors take warning’. Well, the morning sky, at least what you could see of it through the thick haze, was a dark blood red. Thick plumes of smoke rose in the distance, the air almost opaque, hid the sun. It was going to be a long hot hellish day for those awakening in the park.

     Park Rangers were having a difficult time getting a handle on the situation. Calls were streaming in from all over the park on every mobile band (radio and cell phone). Fire crews dispatched to the most populous and the most fragile fire areas. However, they could do little under the circumstances. People quickly awakened in the campgrounds, cabins, and resorts were hastily ushered out of harm’s way along specific roads in a one-way procession of motorcycles, cars, RVs, and buses. They ended up in the western park entrance town of West Yellowstone, Montana, expanding the small town’s population by sevenfold. The park escapees were smoke-covered and exhausted, but they were safe.

People packing in the backcountry were another story. Rangers hurriedly searched for these individuals using helicopters and motorcycles (something unheard of under normal conditions in the backcountry, but this situation was anything but normal); horses were useless. Time and was running out and the fire continued to rage on. Backpackers, who were located, were quickly removed from the area. They were scared and grateful for the help of the searchers. Adding to the danger was the fleeing wildlife as the animals spilled out of the hills and woods looking wild-eyed only to wander the roadways seeking refuge from the fast moving fire. Others were not so lucky, though rescue crews worked frantically searching for everyone. Those hikers not located would have to fend for themselves; maybe they would make it to the river.

     The fire consumed everything in its path and left little in its wake. Land that had not seen fire in more than 50 years was ripe for the burning with dead trees, brush, and duff covering on the forest floor. The simple chemical reaction of some carbon-based material with some heat not only destroys but also creates. The fire quadrupled in size producing its own wind. The enormous fire was moving fast and as it did, it created its own weather patterns, triggering swirling wind from every direction. The smoke and haze got thicker as the wind shifted. Anxiety rose among the Rangers and visitors alike.

     The unfound backpackers and I knew it was going to be a rough morning when they awoke because smoke filled the valley all the way down the river. There is another old saying, ‘where there is smoke there is fire’. The air was thick making it hard to see and difficult to breathe. They had seen the lightning strike on the far ridge during the night, but thought little about it. After all, it was only one lightning strike, but the smoky morning sky foreshadowed a different story. The backpackers were undecided as to what to do. Some thought about trying to retrace their steps back to the main road, but that meant moving up hill and that is where the smoke was coming from. Others contemplated staying put and hoped for a rescue. I was not really listening to the others; I was watching what was going on around me trying to access a situation that I had never encountered before.

    The escaping wildlife, at least what we could see of it, was moving toward the river. As we watched, the animals started wading in and just standing in herds. Common sense took over and I suggested we follow the animals because they seemed to know what they doing and they were incredibly peaceful toward one another. The river already held deer, moose, bison, and even cototes, all trying to do the same thing- survive.Now it was going to hold a group of humans Luckily, there were no bears or wild cats, predators of the rest of us. Our thought was to be downriver from the herds so not to upset them. We left our camping equipment, taking only emergency essentials, and maneuvered along the bank to position ourselves down river and down wind.

    The scene was both eerie, frightning, and tranquil at the same momment. The sound of the roaring and exploding fire was louder then any jet plane or rock concert I had ever heard. Nevertheless, the combination of the two scenes was incredible; the fire, smoke, and chaos that was happening on the land versus the peaceful setting of the diversity of wildlife (not normally seen together under ordinary conditions) and humans all hanging out in the river. Eventually the fire passes without harm to anything or anyone in the river. The wildlife actually saved our lives. The wildlife started to depart in small groups until we were the only animals left in the river. We all looked at each other; laughed, hugged, and splashed around in the water. Looking around at the devastation as well as the animals walking away, I said, “It’s truly is a sad and beautiful world”.

Posted by Mark Dunn on July 07, 2005 at 02:33 PM in 23rd Paper, 4Mark Dunn | Permalink | Comments (2)

Compare & Contrast

Todays presentations were great and inspiring. Here's my C&C of:

   

Independance Day & War

            Fireworks
            Bombs

          

Noisy as reports ring out

            Pretty
            Ugly

         

   Loud

            Bottle rockets
            RPGs and tracers

            

Smoke

            Happy
            Sad

       

    Expectations

           Celebrate
            Devistate

            

Families get together

            Reunions
            Burials

            

Thinking

            Show is over
            My lfe is over

            

What's Next?

Posted by Mark Dunn on July 05, 2005 at 12:02 PM in 4Mark Dunn | Permalink | Comments (1)

OCF

Preparing for the

Oregon

Country Fair (OCF)

 

     Main Camp seems to open sometime in the mid to late spring from the way the wind blows through the trees. Bipeds and some quadrupeds come from all around to look at the land so that OCF can come alive in early July. From up high, it seems the humans are reclaiming the land from the long wet winter and the overflow of the Long Tom River like the natives ground walkers of long ago. The land seems askew with brush that needs clearing, dead and dangerous trees, (and limbs) that require removal to ensure the safety for the humans who scurry along the paths below. There are fences to rebuild so that the scurrying critters below do not fall into a creek or river (it is also a way to keep the parasite critters from entering the fair without some just reparation), as well as the broken down critter booths where the forest animals (squirrels, deer, field mice, and the like) hang out.

     These strange bi- and quadrupeds show up for work. In return, they get food in return, and a chance to receive one of the coveted and prized camping passes. That is not too bad of a deal, but forest types would rather hunt for food through the forest canopy and floor and sleep where they please. Slowly at first, the walking or riding critters show up, 25 or 30 the first week. The second and third week, the strangely colored crowd grows to 400. Finally, by the weekend before the OCF, there are close to 1000 multicolored tie-dyed dressed humans wandering the land getting it ready for the 40,000 or so humans who will roam the domain of the forest dwellers.

     Main Camp is where it all begins and ends. The day starts early, the kitchen staff set up breakfast around 8:00 AM (coffee, tea, and juices are available at all hours) and dinner happens by 8:30 PM. Lunch falls somewhere in between. You see, the humans work and live on OCF time; it is all relative. In addition to Main Camp, there is the permanent facility (an old farm with lots of out buildings, a blacksmith shop, an organic garden, and communications center), the Quartermaster (in charge of all supplies), Construction (in charge of all brush clearing and rebuilding of structures), first aide center, lost & found, and the open air kitchen. Also seen below is a hand washing station and a smoky fire pit where the colorful and strange make funny noises at each other in some form of communication ritual. There are also long picnic tables (some covered to protect the colorful people from the liquid Oregon sunshine) where the colorful ground walkers gather for their meals. They must not have a sense of timing for eating because they gather for food by the cheery sound of a wafting ancient Tibetan bell that floats through the trees (like the butterflies and bees).

Main Camp is a gathering of family, friends, and neighbors. The colorful, tie-dyed ground movers get together once a year in a migration of humans who look like they stepped out of the past. The gathering lasts for a few weeks, while the actual OCF lasts for only three days. They clean up, put everything away, and return the land to its original wildness. The land is quiet, the forest empty of strange voices, and the permanent forest dwellers get to have their land back.

Posted by Mark Dunn on June 30, 2005 at 08:53 PM in 4Mark Dunn | Permalink | Comments (1)

Reality & Expectations

Mark Dunn

 

Expectations and Reality

I walk into my new classroom as a first year teacher full of expectations of a nice bright room with windows, maybe even a view of the field. However, as I walk into the room, the reality settles in as I see it for the first time and realize that it is situated in the darkest, dankest part of the school. No windows, old stained carpet, old desks, and flashing fluorescent lights. I think, “What a dungeon.”

I meet my mentoring teacher, Anne; she seems nice; very relaxed and comfortable with her job. She says she is setting up an office space next to the room that I am teaching in, “The Dungeon.” I think this should make my job easier.

Anne says, “There’s a lot of confusion and frustration the first few weeks, if not months and being close to your files, computer, and supplies will make your job go much smoother. It will also appear to the students that you are organized.”

I respond, “That’s a great idea, unfortunately they’ll understand me soon enough, I just need to figure them out first and do it quickly.”

I find that most of the files are not very adequate and tell me little about each student and their individual needs. I immediately look through the books the last teacher left and find some things that will work for assessing my new students. I go in search of the copy machine, which is located in the IMC (the back part of the library). As I introduce myself to the library/IMC staff, I discover that one of them is my assistant for Math Foundations (a mix of 6th, 7th, and 8th graders).

She says her name is Margot and further tells me, “I’m a right wing republican, a born again Christian, and I take meds for ADD.” My first thought is “wow”! She seems nice enough and I need to be able to need along with everyone. I also notice that Margot wears a hearing aid. I ask her about it and she responds, “How nice it is to tune out the world, only when you need, of course.” I like her; I think we will work well together.

I am starting to feel overwhelmed and a little anxious. I think to myself, “I just finished college and now I am here about ready to be effective or just affect my students.” I feel like college really did not prepare me for the reality of the classroom. The college taught using modern state of the art equipment and programs. As I scan my new classroom, I start to uncover the computers and realize that they are Apple IIIs, circa 1984. Oh my gosh, these computers are 8 years or so older than most of my students. I am faced with the prospect of limited technology. Then I get to the TV cart and laugh as I uncover a Laser Disk player. All I need now is a BETA machine but is relieved when I find a regular VCR.

The book situation is a disaster. The Block teachers say I need to use a specific 6th grade social studies and language arts books, but since I am special education teacher, I try to explain, “That I do not need to use the same books as you, as long as I work with in the state benchmark standards.”

This did not go over too well as the Block teachers tell me, “You need to follow the standards of the school.” I reply, “I am following the school, district, and state standards. They are just different from the regular education curriculum. I know what the law is and what is expected of me.” I could tell from people’s body language that they were not too happy with my decision. Nevertheless, the way I look at it is that I am here for the students not for the teachers.

While sitting at my desk, my other teaching assistant introduces herself and then continues to talk about what seemed like nothing. Although I could tell she was talking about what she wanted to do, I could not hear the words coming out of her mouth. She spoke many words but said very little. When she finished moving her mouth and went to her desk, I sat back in my chair and thought to myself, “This is my reality. What happened to my expectations?"

Posted by Mark Dunn on June 23, 2005 at 11:24 AM in 4Mark Dunn | Permalink | Comments (2)

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