“I used to give in. I used to have a 4.0 GPA. I used to do ALL of my homework. I used to copy ALL of the PowerPoint notes. I used to turn in ALL my work on time. I used to feel on the top of the world when I got an A on exam or a paper. Then it hit me. Then I asked one simple question, “why?” I started to wonder what this was supposed to do to me. I had a 4.0 GPA, but I have never been, nor will ever be, a perfect student. I don’t even consider myself smart for having those high grades because it was so simple to me—just do all the work and “Wow! You’re a genius! You memorized a word on a paper and saw the same word on another paper, and WOW! You somehow managed to make this Einstein level connection to get an A on your tests! WOW! You sure are one heck of a scholar Mr. Isaac! I mean just OH MY GOSH. You can get into any university you want for this amazing feat! I can’t believe you can actually memorize words like that! Kudos to you, Good Student!” This realization that, to a school’s eyes, I was someone more intelligent than another individual who had lower grades upset me. I was no more deserving a teen for giving in. I was no more entitled to be more successful of a person than someone who didn’t care to memorize words.”—Learning to Think and Question (By Student Christian Isaac) « Cooperative Catalyst (via adventuresinlearning)
Facilitator calls out commands (step, jump, run, etc) and players have to follow them. If they call a number, players have to make groups of that number. If a player isn’t in one of those groups or doesn’t follow a command, they’re out. Facilitator can call “One” for players to raise their hand. The last to raise their hand is out. Facilitator can also make up commands (crawl, Dougie, Cha Cha slide, etc).
Source: Korey from Mr. Gels 8th grade Theatre class!
Players walk around the space. The facilitator calls out a command, saying “Let’s ____” (ex: “Let’s be pirates!” “Let’s be kittens!”, etc) and players enthusiastically respond, “YES, LET’S!” Players then continue moving around the space and interacting as the new characters.
3 Players are on stage planning a party and come to realize that they’ve accidentally invited Charlie. Charlie is a terrible friend! The 3 players endow Charlie with different characteristics (“Charlie always speaks in that annoying fake French accent!” “Every time Charlie enters the room, he throws the nearest plant against the wall!”). A 4th player, Charlie, enters the party and has to portray each characteristic. At the end of the scene, all 4 players say, in unison, “That’s Charlie!” like a title sequence of a cheesy sitcom.
Players form a grid and hold their arms out horizontally when the facilitator calls “Alleys!,” vertically when they call “Streets,” spin when they call “Tornado,” and drop to the ground when they yell “Earthquake.” One player is the cat who chases another play, the mouse, through the streets and alleys. The facilitator calls out to keep the cat away from the mouse by switching the direction of the arms and thereby blocking the cat.
when you ask inane questions of your students, you’re not going to get answers. the silence doesn’t mean that they don’t know the answer. the silence means they think you/the question is fucking stupid.
these three posts are from my personal blog. it’s what i was experiencing during a class when i really shouldn’t have been on my laptop. as a teacher-in-training, have you had frustrating experiences with your current professors?
if a website doesn’t identify a webmaster, you shouldn’t trust it and you can’t learn anything from it. many major, important websites don’t/can’t identify ONE webmaster/author. if a website is bias, it can still often be useful in a paper.
also, if i ask you a fucking question in class, don’t tell me TO GOOGLE IT JESUS CHRIST YOU’RE THE TEACHER.
academia teaches kids that their own thoughts and ideas are not valid and not to be trusted. they are taught that scholarly books and articles are the only things that can validate what they already know to be true. students’ own experiences don’t count for shit. without a paper written by someone with a doctorate degree, your ideas are false. and in my experience at college, i’ve seen that people with doctorates can still be total morons.
A number of players sit, forming a line. The middle player is the Master; the others are his servants. The master is planning something (a party or whatever) and is giving his servants instructions. Whenever the master is not looking at a particular servant or servants, these try to make faces behind the master`s back. If they are caught they are fired and replaced by another player. The idea is for the servants to take really big risks; and for the master to play this very strict, showing no mercy, creating a sense of danger.
Everyone in a circle. We are going to say a pattern, one word per player, going clockwise. It goes like: • One Duck, two Legs, Quack • Two Ducks, four legs, Quack Quack • Three Ducks, six legs, Quack Quack Quack And so on, till someone misses. Keep the rhythm!
Players form pairs and sit on the floor. They establish a very simple rhythm by slapping their knees then either pointing their hands up/down/left/right. The players continue this till they do the same action at the same time. If they do, they replace the pointing action by making a fake water gun and making a “ksss” sound effect. The point of the game is to keep focus and rhythm.
One player is the queen (or king) and stands at one end of a room. Other players line up at the other end of the room and approach the queen one a time to offer a “gift.” The queen can tell them to “die” (if she’s not interested), “freeze” (if she might be interested), or “continue” (if she is interested). The first person to reach the queen wins.
Players stand in a circle. One player becomes the middle of the bunny and the two people next to them hold their arms up as the bunny’s ears. They jump up and down and say “BUNNY BUNNY BUNNY” together then throw the turn to another player in the group. The game should be fast paced and funny!
The first player starts an activity that would clearly define where they are (example: Washing up shows they are in the shower). The other players come in as objects that would be found in that environment and the first player “uses” those props.
Players create “houses” (two people stand facing eachother with their arms up and hands touching) with a “creature” inside (another player crouched beneath their arms making a silly creature face). When the facilitator calls “house,” the players making a house find a new creature to cover. When the facilitator calls “creature,” the players crouching as creatures must find a new house to dwell in. When the facilitator calls “flood,” everyone runs around to find a new role (houses can become creatures and vice versa).
Silly concentration game and great warm-up. All players in a circle. We will count numbers clockwise, except that: • any number that is a multiple of 3, or contains a 3 (like 13) becomes `Fuzzy` • any number that is a multiple of 7 or contains a 7 (like 17) becomes `Ducky` • any number that is a multiple of 3 and 7 (like 21) or contains both 3 and 7 (like 73 and 37) becomes `Fuzzy Ducky`)
Players choose a volunteer from the audience and ask them a series of questions about their day. Players then improvise a scene based on the answers. Each time the players get something “wrong” in the scene, the volunteer yells, “DONG!” The players must repeat the section of the scene they got wrong until they get it right. When they do, the volunteer yells, “DING!” and they move on.
Players all stand on a large tarp that is a “magic carpet.” The twist is that the map to where the group is going on the magic carpet is on the underside of the tarp! Players have to work together to turn the tarp over while they are all still standing on it.
This improv game is played by 2 players. One holds a (mimed) black box, which has 3 buttons, one of which is red. These buttons control a player; one button might be the `jerk your leg` button. The exact functions of each button are not defined. The other player enters and asks if he can play with the box. Player 1 agrees, but adds something like “Whatever you do, don`t push the red button”. Player 2 begins to play with the buttons, controlling player 2. Then, we slowly work up to the use of the dreaded red button, which will make player 2 do something not-so-obvious. This can be anything, but it should not be preconceived. The red button might become a Mood swing button, a Start Screaming, Start Giggling, Sing Opera, or Switch-to- Gibberish button.
To play this improv game, ask for a topic for a TV interview. Then 2 players do the interview backwards. That means that the first sentence uttered is the last one in the interview, perhaps something like: Thanks for that enlightening explanation. (to the guest) To all of you viewers at home, thank you for watching, and see you next week. And then players work their way backwards. Various gimmicks can be played. For example, in your responses, you can prompt players. Examples would be: “Thank you for that very energetic answer to the question”, prompting the other player to do something very energetic.
Players walk around and “fill the space.” They are instructed to make groups (or touch someone on the shoulder) based on various things. Examples: Get into a group with people who have the same eye color/height/pants/etc. (Touch someone on the shoulder who is wearing something you’d like to try on. Touch someone on the shoulder who looks like they know something you want to know. Touch someone on the shoulder who feels the same way you do about broccoli/the beach/actual world issues/etc.) You can have this done with words involved or silently.
Players hold up their ten fingers. They go around the circle and say “Never have I ever…” and say something they’ve never done. If another player has done that thing, they put down a finger. The first person to put all their fingers down loses (or wins, depending on your perspective). It might be important to tell students to keep the game school and age appropriate.
Players form pairs and give their partner a “personal object” (it could be something that is actually important to them or not). Players form a circle as a group. Each player improvises a story about why the object is so important to their partner.
Connecticut authorities have filed theft charges against Tanya McDowell, a homeless woman, alleging that she used a false address to enroll her son in a higher-income school district, The Stamford Advocatereports. If she’s convicted, McDowell may end up in jail for as many as 20 years and pay a $15,000 fine for the crime.
McDowell is a homeless single mother from Bridgeport who used to work in food services, is now at the center of one of the very few false address cases in the Norwalk, CT, school district that is being handled in criminal court—rather than between the parent and school. Authorities are accusing McDowell of enrolling her 5-year-old son in nearby Norwalk schools by using the address of a friend. (Her friend has also been evicted from public housing for letting McDowell use her address.)
Yeah, let’s throw the woman in jail for 20 years because she wanted her son to go to a better school. A school that might actually help him succeed. That makes sense. /sarcasm