Fruit of the Vine
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Of Course, don't feel you need to wait until then to visit.
Have a good day!
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Labels: Scuppernongs
activity reports, opinions expressed, information exchange, exhortation and rumination
Labels: Scuppernongs
I entered the staff workroom and encountered a retired teacher, whom I knew, mentoring an ROTC instructor. After greeting pleasantries, she introduced me to Air Force Lieutenant Colonel _____. After back and forth "nice to meet you" responses, I suggested to him that if he needed a testimony to potential recruits, please let me know. I explained why I was the right person by giving him a brief sketch of my active duty years in the 1960's and my service as a "boots on the ground" soldier in Vietnam. After he listened, he asked "will today work for you?" We compared schedules and my planning period coincided with his class of high school juniors so I accepted his invitation to address the class.
Labels: Woodworking
Labels: Woodworking
Labels: Woodworking
Labels: Woodworking
I spent two days this week sawmilling the nicest pine logs of my fifteen years experience. You may ask what makes a log "nice"? A prime log is big in diameter, round, long, negligible taper, and no limbs. I sawed nine such logs. If you have the least bit of interest in trees, lumber, wood, sawing, and the process from stump to lumber, then return here next Tuesday when I begin a series using pictures and words to describe converting logs to lumber.
Labels: Books
I break the silence by standing and saying it's time to discuss the book. Students' heads rise and some body movement begins. It looks as if everyone emerges from underneath water for a breath of fresh air. I call a name from the roster and the student sheepishly identifies himself. I move down a row to the center of the class. I tell everyone to pretend we are best friends, we're in our favorite coffee shop, and you can't wait to tell me about this exciting book. Everyone looks at me with a "yeah, right" look. I ask the first student an easy question. "Without looking at the book, tell me the title, the author, and the date first published"? He responds "Lord of the Flies, William Golding, 1954". I praise him. The next student I ask to tell me something about the author. "He lived in England" was the answer. Several more students raise their hand to add more about the author. Some blurt out answers without being recognized to speak. Some add that Mr. Golding had been a teacher and military pilot. I ask the next student about the setting of the story. The reply is "on an island". I ask "where is the island"? Nobody knows exactly, but everyone agrees it's a tropical island. "Who was there and how did they get there" I ask the next student? "There was an airplane crash and it was a group of young boys from a school" is the answer. "What are the names of the leading characters, I ask next"? Several students contribute names of the boys. Then they go on to tell me about the boys' electing one as their leader, about the pig, and about the boys getting hungry. My questions and their answers continue for about twenty minutes until I notice many looking at the clock. There is less than a minute of period remaining. I move to the front of the class and get everyone's attention and say to them in a declarative tone: "You have been a good class! Thank You! You have a bright future ahead of you!" As the students re-pack their book bags, some say "thank you, Mr. Mabe". The bell rings, the students begin leaving, I feel good, and the cycle starts over in five minutes.
After roll call, I tell the class that our assignment is to read chapters seven and eight of "Lord of the Flies". This is a ninth-grade English class and this book is required reading. They have already read the first six chapters if everyone is on schedule. I hear a couple students say they are further along than chapter eight. Each student has a copy of the book as they begin reading silently. I tell them we will read for thirty minutes and then stop to discuss the book. I tell them I will call random names from the roster and ask them to respond to questions I plan to ask about the book.
Labels: Math and School
My weight is equally distributed on each foot as I stand in front of the class. In the last five minutes twenty-five to thirty ninth-graders have evacuated the room and twenty-five to thirty different students have moved in to refill the desks. Some of the students are carrying book bags big enough to contain supplies to camp and hike the Appalachian Trail. The period start bell has rung and I look out across the room of faces and make eye contact with many as I introduce myself and explain that I'm their substitute teacher today. I'm holding my neon-green clipboard that I have come to learn is impressive to some students. The clipboard contains the class roster and perhaps written instructions from the regular teacher about the class lesson plan. I have already written my name and the assignment on the classroom board. I announce the assignment and lesson plan for the day after I focus on getting certain students who are standing or talking to settle into their seat. I tell them they should be in their regularly assigned seat. Many students see a sub teacher as a day of play and not much work so I must take command early or risk letting the class get out of control. As quietness begins to cascade across the room, I begin calling the names for the attendance record. I call first names only because it's a waste of time to sound out last names since they know their position on the alphabetical listing. I try to call names in rapid succession as they respond by saying "here" or by raising their hand and with a "here". Calling roll is a time when many think they can talk quietly to their neighbor and noise level can resume if it doesn't move quickly.
Labels: Math and School
Labels: Woodworking
On Sunday May 4, 2003 I attended morning services at Newman Catholic Student Center Parish in Chapel Hill. Fr. Phillip Leach delivered the homily. His message was on the topic of "sin". He said "he had recently completed a thorough study of past scholarly works and derived definitions on sin". I will attempt to summarized his message here. These are paraphrases of his message as I heard it.
Labels: Math and School
Labels: Books
I rise each day around 4:30 AM. When I'm asked why I get up so early, I respond " I believe seven and one-half hours of sleep is enough". As far as I can remember into my childhood, I have always gone to bed early and waked early. I realize that I'm out of sync with most people when it comes to time spent in bed. During the State of the Union address this past Tuesday, I was experiencing RIM sleep. When my children were teenagers and going out at night, I was often getting ready for bed as they departed the house to join friends to do whatever. Can you sleep that way?