may 27

Today is my last day of internship. I decided not to do it over the summer, because I'll be busy in the summer and fall, although it would have been fun.

Today I was doing a little office work, but spend the second half of the day (post-lunch) mostly running around the city.

When I finally got back to internship at the end of the day, we all had some gourmet lemon treats that I brought in. It was a lot of fun, especially since we toasted.

wednesday may sixth

no journal required today.

I was mostly "collaging" at work today, which is a fun word for cutting out itty bitty naked pictures and sorting them by model. It is very tedious work. Ryan circles the models he wants, and we cut them out. Some of them are extremely small and the exacto knife can be dangerous if one's not careful.

I stayed in the office all day today, which was a relaxing alternative, but still exhausting. Jeff and I relabeled the cases into which all the equipment is loaded for the road trips. That stuff needs to be organized and cleaned for the next trip.

Other than that, I mostly was putting and taking things out for people around the office. Overall, an okay day.

There's a new intern named Sarah.

I'm hopeful that if I stay at the internship long enough I'll be given more serious jobs, using photoshop and such. Patrick (another intern) was photoshopping a picture of Ryan for the entire day.

We had falafel for lunch. Everyone at the office knows how to have fun and get work done.

april twenty ninth

Because of how the last two weeks have been, I managed to get to work today. Two weeks ago I wasn't there because of spring break (I was on vacation---had I been in the country I probably would have gone in) and a week ago I had to leave early to visit college.

Last night I had a family event in Washington D.C., but both my mom and I had to get to New York by this morning for work, so last night we drove back. We made pretty good time, and I wasn't that tired.

So this week, I was mostly in the office. Everyone is afraid that they have swine flu. It's pretty hot in the office, so everyone thinks they have a fever. You can imagine that Marc (and all of us) is becoming increasingly attached to his hand sanitizer (family size this week!)

I took inventory of all the film (different types), which basically means counting and accounting for all of the different kinds of film, and marking how many we have of each. It's a little tedious, but not so bad.

I think they appreciated the effort I made to get to work today. When I am interested in what I'm doing, it makes work so much quicker. It doesn't feel like work when it can suck you into focus that way.

In other news, I got offered a summer internship! I want to waitress in the summer, so I want to keep it at one day a week (it's a big trip into the city) but it should still be a lot of fun. The summer is mostly interns since everyone else is busy on Ryan's annual road trip.

april twenty-second

Today I was at internship for only a few hours--the rest of the day I was visiting college.

I scanned some more photos, and picked up a bottle of hand sanitizer for Marc. He likes his hand sanitizer so much he has me pick up a bottle when the existing bottle is halfway full. He says he doesn't want to be caught in the transition without sanitizer.

I really like how much city experience I get on the days when I'm out a lot picking and dropping things off. I know how to use the subway, but it's still good to be in practice in terms of using hopstop and such. The subway is sort of a practice experience. I would recommend anyone that do this internship have at least a minimal knowledge of New York.

When I was going out last time to run some errands (which turned out to take a while), Marc told me that those trips are about accuracy, not speed. So if something takes a little longer than it should, that's okay, as long as it gets done. Before that I would nervously hurry along intern-style, worried that I would get in trouble if I were late.

april fifteenth

spring break this week--no entry.

april 8

Today I was mostly scanning photos and doing a lot of desk-work. I was asked to drop by the deli a few times to pick up a few different things; garbage bags, hand sanitizer (Marc is crazy clean).  It was definitely an exercise in multi-tasking.  And I also found that if you make a mistake that you should just say something. Bosses like people who can just tell them exactly what is going on.   Also, I have learned to not fear asking questions.  If I don't understand the directions, it's better to ask until I do--it's appreciated in the long run. 

It's nice; I'm getting used to the office. It's very laid back; they play music, make jokes, and take dance breaks.  It's a very creative environment and a lot gets done.  I was really happy to feel that the office feels they can ask me about my life, and to do things--it makes me feel like part of it. 

And today I met Ryan for the second time. It's sort of hard not to be star-struck by him, but he's really nice and welcoming. He remembered my name even though I only met him once and only work in his office once a week. I feel very privileged to be working there especially since I'm not even in college yet---I'm by far the youngest person in the office. 

I really like my internship  a lot. It's a lot of fun.  

I stayed a little longer until I finished the job I was on, which I think Marc appreciated.  I really love what I do.

april 1

Today was glamorous. I was asked to pick up a bag by Stella McCartney. I had to make a bunch of deliveries, among which was this very expensive bag.  They deal with it as if it's nothing--it's very interesting. Most of the people are pretty jaded as far as how glamorous something is.  I was oogling at the bag--it is worth about $1300.  I felt like I was being trusted with a lot.  Before that, I handled Ryan McGinley's passport and other extremely valuable things. I feel like an integral part of the office when they trust me with that much, that quickly.

By the end of the day, I was exhausted. I spent all day running around the city,  hopstopping my way around.  It's giving me a great experience as far as working out the subway, which I know, but not as well as I think I will in more time.

I was exhausted when the day was over.  But definitely worth it.

march 25

Today was my first day. I was a little nervous but I think I'm really going to like it here.  Marc was really welcoming. I met some of the people in the office--it's a very casual environment. I found out that mostly my jobs include scanning prints and logging them into the system, and picking up a lot of different things. If something needs to be dropped off,  they give me the key and I am on my way. It's a very fun internship in that nothing is ever boring--there's always something new to do. The hours are long, adn it takes a really long time to get home since we're so far downtown, but I feel like I fit.  I need to have a job where I fit.

march eighteenth

This is my last day at FAMS. Next week I'm transferring to a job at Ryan McGinley studios.

In Ms. Ohle's class:
The students are working on persuasive essays. From what I can remember those essays are a little monotonous, but that doesn't seem to be the case in this class. One of the student is considering writing about Facebook, which is encouraged by the teachers. If the students are allowed to and encouraged to write about things they're truly interested about, then they are introduced to writing as something that can be related to one's life. It doesn't have to be "should schools have uniforms?" SAT style, but it can be something that is very related to one's life.

In Ms. Ohle's second class, there is a new student. It's kind of an interesting curve to be thrown in terms of teaching. Ms. Ohle talks to him casually adn asks about the cirriculum at his old school. It makes him not "off limits" and not off limits to talk to him, while still being the teacher. Too much talking to him and it makes him seem like a teacher's pet, and diminishes his chance of ever becoming accustomed to the new school and new students.

march eleventh

this is nearly my last week at FAMS.

my first class was cohen's. we played a word video game. the game gives directions in very sophisticated language, about a magic forest, in which you are the main character. the object of the game is to get out of the forest and reach any sort of "next step". It's a great tool that both employs the new technology and embraces it as a way for the "digital natives" to learn about how story is written. Even the student who said that she didn't "like video games" was pulled into the project.

During Mr. Cohen's last class, I tried my hand at teaching. It's very difficult to do I must say--to keep their attention, and have plans to move if the said lesson plan does not work the way that you'd hoped. I think mostly what I hadn't accounted for was that these students are not my age. These are eighth grade students, and the maturity/interest level might not be the same as what mine might be. It was definitely an interesting thing to try and I think that maybe with a little more practice in the future it could be something I would consider for a job. I suppose before I go making big career decisions, I have to continue to study what I love, and explore things I think I might.

march fourth

Today, in Mr. Cohen's first class, a student didn't understand what "logging your reading" meant. She wrote a record of the amount of pages she'd read, and the time she'd done it in! It's funny, the kind of clashing there is between what the students have been taught up to this point, and what they are expected to do. A lot of the elementary and middle school cirriculum is about organization, rules, and having forms and folders. It's funny because, before they've entered Mr. Cohen's class, they are used to having one assignment, completing it the exact predictable way, and then getting the next assignment. This catches a student off guard when, they are handed several assignments, all due by the end of the month, and for the first time in a long time, they are asked to think.

The seventh graders are a difficult breed of people, especially since this is their first year of being exposed to this.

I stayed at Mr. Cohen's second hour, wrote a little bit, and helped a teacher organize some of her papers.

Third class, I visited Ms. Ohle's class. She's teaching a lesson about connotation. She's really getting really good at keeping them in tune, especially when you have to teach a lesson about connotation. She began the lesson with giving them names of different kinds of 1950's, 60's, 70's cars and asking them to name what they thought of. After sharing, they looked at pictures of those cars. She talked about what the names had implied, which is a great way to keep them in tune about word choice.

february eleventh

today was just another day at the office.
the kids are giddy and ready to be on their break

We will have to hold off on my paper mache lesson until after break because of their giddiness, and mostly because we haven't gotten to a point in what needs to get done to do that lesson yet. It will be soon, but also it must be well planned. It's good that I get some extra time; it will give me some time to think about what I want a room to look like when I teach as well as prepare myself mentally.

I know that I want to teach, it's just not going to be easy that first time. Thrilling, but not easy at all.

Today I visited both Ms. Ohle's classes and Mr. Cohen's classes, both of which are filled with students ready to jump out of their skin with anxoiusness to sleep in, go skiing or go to the beach for the next week. I don't blame them it's just difficult to know what to do with all that giddiness. How do you turn the energy into something constructive for class? Short of taking your class bungee jumping, there's not much that can be done to salvage your students--the warp of winter vacation has already sucked them in. You could always take them outside, or have them write about what they're excited about. The vacation next week is the elephant in the room--you can ignore it, or you can channel it into something positive.

february 4th

i'm preparing to teach any time now. currently, the students in Mr. Cohen's class are reading a book called "Haroun and the Sea of Stories" by Salman Rushdee. The book addresses the common question of "what is the point of stories that aren't true" that I even struggle with as an artist and a writer. The book is really imaginative and plays with language.

In that book, there is something called "process to difficult to explain" or a P2D2E. Next week, or the week after break, when a few things clear up in class, we will be building some of those out of paper mache.

First class (Cohen): I find that I really observe everything differently and perhaps a little more closely when I know that I'm going to have to be up there speaking soon. Today the class was really rowdy, as I'm sure they often are around this time of year when everyone is restless for a break. They had a double period. I just don't know how much can be done for a group of students like this--what can you really get out of it? Short of playing tag, is there anything you can do to channel that energy into something useful? Not even productive, but just useful?

Second class (Ohle): There was a substitute teacher in class today. Students really do a lot to try and get the substitute teacher to give them more of a break, but less so in middle school than in high school. Today there was grammar followed by the start to a new class book called "Cheater" by Michael Laser.

january 21st

I looked in on three classes, starting with Mr. Cohen's. I am really distracted with trying to think of something to teach. Mr. Cohen gave me some really helpful advice thoug--it's not about giving them information, but about creating an environment in which learning can happen. It's about encouraging learning, not writing a script for it.

The second and third class were both Ms. Ohle's language art classes. In both of her classes they're reading book reports. I really enjoyed listening to these, and I'm not sure why we don't do them as adults. They seem to get everyone involved and keep the class in a discussion format. To make sure the kid's aren't falling asleep, there's a quick quiz at the end of three things they learned or liked from the presentations. What I learned about this is that the kids really enjoy it and it really pulls everyone in, talking about literature.

In the third class, Ms. Ohle had a few students finish up their book report presentations. Then the students wrote about their parents and their own reaction to the recent inauguration. I think a lot of lit classes could learn from what's going on in Ms. Ohle's. Lit doesn't have to be something that's distant and foreign to the students--it's essentially the study of how we express ourselves with words. That leaves little excuse for boring lit curriculums that may have forgotten what it's about. It's about involving the students in learning about themselves--that's what 8th grade was for me anyway. I think a lot of the time there is distraction in the form of bombarding students with standardized tests and numbers. There's no bubble for what you should learn in an English, literature or language arts class.

december 10th

Today I observed both classrooms. It's interesting to see how different teachers will approach the same project. For example, before Mr. Cohen's class was working on a book called "Inherit the Wind" and now Ms. Ohle's class is doing the same. The book is based on the scopes trial that took place in 1925 in Tennessee. The differences in the two approaches toward this book are so incredibly different although both include the students reading the play aloud, which really gets some of the rowdier, more theatrical students involved.

In Mr. Cohen's class, they're working on video projects using an online video maker, which is a website that produces videos from tracks of your music with pictures. The website is really remarkable, and a useful tool for getting the students to really be part of the imagery in the literature. I'm gonna get registered so I can make a video from the pictures of the students fingerpainting.

The fingerpainting projects were designed to have the students "make a conversation in the paint." This communication through solely image is intended to strengthen the thought processes behind communication From their work, they will bring poems from image. This translation of media is supposed to enhance their ability to understand the relatability between what's happening in the different forms of communication. It's really deep stuff for eight graders, but very cool.

november twenty sixth

Half day today.

november nineteenth

Well--I'm back.

In Mr. Cohen's class, we began with a five minute write (we usually do) only today it was more structured.  Usually the kids are allowed to go wherever their pen takes them for five minutes. Today, the kids were asked to write about the story they're working on--as a kind of refresher.  More than just the story-- the kids are forced to think about how they want to approach it.  This early in life, this classroom they are already thinking about how they want to learn a story. There's something very unique about that. 

Also I wanted to document a few teaching techniques I learned today:

1) "I'll start the five minutes when it's quiet"  In this case, the student will write for five QUIET minutes.  This technique of waiting can be effective. It puts the pressure on the student instead of the teacher--the teacher just waits.  The emphasis of "who is learning here" is put.

2) "Hold your questions--write them down."  If Mr. Cohen is speaking to the student, there are certain times where he can't afford interruption. Sometimes questions can interrupt and fragment class discussion (especially with the distracted attention and guts to ask pretty much anything of younger people).  By telling the students to write them down, the teacher pushes the student's focus to what is being said, rather than the question they want to ask.  Holding a question also, nurtures a much needed virtue--patience.  Also, sometimes there just isn't time.

Another thing I noticed about this classroom that there is a HUGE use of new technology to enhance the learning;. They are making small videos in which they are creating and editing using new technology.

They're using Media Blender to make their storyboards for the movies. They are also using iMovie for editing their story.  The movies are as sophisticated as they need to be to still be about the writing and the kind of action that creates.

Today I learned about professional days--you don't use personal days for conventions, which is kind of a cool thing.

We were talking about specific student today.  There is one student he mentioned who gets fidgety in the classroom.   Mr. Cohen lets the student get away with it because this classroom is the first time he's engaged in an english class.  I forget what parts of your history play into your current place in a classroom.  There's a certain record already established for you even before your new instructor hands out the syllabus in September.

I also noticed that in this class, there is a lot of visual thinking in this class which is really in line with the things that I'm interested in.  For example, there's this graph, where the x-axis is event, and the y-axis is scale. The graph is used to show how in one of their projects, they will pick a trend to expand on--a transition between events as opposed to a single moment.

Another thing I learned is if a student walks away, you don't let them get away--if you do, you're instantly the pushover.

I am feeling more part of the class.  And wondering what kind of lesson plan I will create.  Or what I will teach.

november 12

No entry today--Mr. Cohen went to a smart board convention.

november fifth

I walk into the class--into silence.

Mr. Cohen has the students completely captured in what he's saying. The election was the night before. More than the issue of which candidate stands for what, Mr. Cohen was addressing the social implications of what having a president of African American descent be elected. He read a poem from Langston Hughes:

Let America be America again. Let it be the dream it used to be. Let it be the pioneer on the plain Seeking a home where he himself is free.

(America never was America to me.)

Let America be the dream the dreamers dreamed-- Let it be that great strong land of love Where never kings connive nor tyrants scheme That any man be crushed by one above.

(It never was America to me.)

O, let my land be a land where Liberty Is crowned with no false patriotic wreath, But opportunity is real, and life is free, Equality is in the air we breathe.

(There's never been equality for me, Nor freedom in this "homeland of the free.")

Say, who are you that mumbles in the dark? And who are you that draws your veil across the stars?

I am the poor white, fooled and pushed apart, I am the Negro bearing slavery's scars. I am the red man driven from the land, I am the immigrant clutching the hope I seek-- And finding only the same old stupid plan Of dog eat dog, of mighty crush the weak.

I am the young man, full of strength and hope, Tangled in that ancient endless chain Of profit, power, gain, of grab the land! Of grab the gold! Of grab the ways of satisfying need! Of work the men! Of take the pay! Of owning everything for one's own greed!

I am the farmer, bondsman to the soil. I am the worker sold to the machine. I am the Negro, servant to you all. I am the people, humble, hungry, mean-- Hungry yet today despite the dream. Beaten yet today--O, Pioneers! I am the man who never got ahead, The poorest worker bartered through the years.

Yet I'm the one who dreamt our basic dream In the Old World while still a serf of kings, Who dreamt a dream so strong, so brave, so true, That even yet its mighty daring sings In every brick and stone, in every furrow turned That's made America the land it has become. O, I'm the man who sailed those early seas In search of what I meant to be my home-- For I'm the one who left dark Ireland's shore, And Poland's plain, and England's grassy lea, And torn from Black Africa's strand I came To build a "homeland of the free."

The free?

Who said the free? Not me? Surely not me? The millions on relief today? The millions shot down when we strike? The millions who have nothing for our pay? For all the dreams we've dreamed And all the songs we've sung And all the hopes we've held And all the flags we've hung, The millions who have nothing for our pay-- Except the dream that's almost dead today.

O, let America be America again-- The land that never has been yet-- And yet must be--the land where every man is free. The land that's mine--the poor man's, Indian's, Negro's, ME-- Who made America, Whose sweat and blood, whose faith and pain, Whose hand at the foundry, whose plow in the rain, Must bring back our mighty dream again.

Sure, call me any ugly name you choose-- The steel of freedom does not stain. From those who live like leeches on the people's lives, We must take back our land again, America!

O, yes, I say it plain, America never was America to me, And yet I swear this oath-- America will be!

Out of the rack and ruin of our gangster death, The rape and rot of graft, and stealth, and lies, We, the people, must redeem The land, the mines, the plants, the rivers. The mountains and the endless plain-- All, all the stretch of these great green states-- And make America again!

This poem had them completely held. As he read this, the students were really thinking about what he was saying. The hope is that some of them were even realizing what all of this really means. When I was a student Mr. Cohen was teaching us "so what", which is what he calls how to make your writing matter to someone the way it already should matter to the writer. Even as a teaching assistant, I'm able to see how that same "so what" leaks into everything. To him, the "so what" is what makes art, science, literature--everything matter.

Later today, I sat in on two of Ms. Ohle's classes, which today, are in the computer lab. Middle school has really changed since I was a student in that everything is getting a lot more technological. Discussions, homework, and work can all be posted online. There's a lot more convenience in being exposed to these kinds of things so early. The fact is, the world itself is getting a lot more technological in most things that we do.

The discussions, which feature questions, comments etc., are available online in what is called a wikispace. To ensure safety, last names are not posted and although it is available for public reading, posting is exclusive to the classroom.

http://missohlesclass.wikispaces.com/message/list/home

Today though, the reason the class is in the computer lab is because they are beginning creating their blogs, on which they will post their works (right now they're working on persuasive writing). The assignment is as follows:

	Welcome! We will begin a project that will be similar to a writing journal. To begin, each student will be responsible for creating a personal blog. The first entry will be an abstract of your persuasive essay. Your abstract should include your thesis and three main ideas. Remember, your goal is to persuade your readers with compelling arguments. Once every student has posted their first entry, I will pair students to react to the writer's point of view and make constructive comments and counterarguments on the blog. Here are some guidleines: The blogs are only for work and writings associated with language literacy class. Do not reveal any personal information about yourself: full name, address, phone number, etc. Do not post anything that breaks a school rule: swearing, inappropriate content, gossip, etc. Do not post comments to this blog that are inappropriate or disrespectful. Immediately report any inappropriate comments left by others to your blog. Feel free to post personal writings that you want to share with others, as long as they relate to the language literacy curriculum. Please post a comment on my blog!

This is kind of a cool project because of the creativity it allows a student to exhibit. I don't know if they really feel it, because mostly the teacher is reading, but it is interesting that a student is--published. When a person's work is available online it's a weird feeling. They are published. When that first happened to me, there was a strange feeling that I had finally been recognized. I'm just wondering if they see that. Or maybe they think no one will read it and it's just another project--I'm just thinking.

Just as I'm typing this, the student next to me frequently glancing at my screen trying to read what I'm writing. It's kind of adorable. Then the student turns her screen away from me so she can show something to one of her friends.

october twenty ninth

A good teacher isn't afraid to push for something higher--when they don't get to where they want to go. I just find it really interesting the kinds of questions kids ask (says a lot about how they think) so I recorded a few from Mr. Cohen's class today:

"Isn't that a run on sentence?"
"Technically, yes."
"Then why's it in books?"
"Because it's art. You have to know rules--otherwise it's just random."

They have such an unashamed inquisitive nature about them that's really rare in any other age (except maybe senior citizens).

I also sat in Ms. Ohle's class, here are my notes:

The class started with the posing of the question, "what is persuasion?" Each of the students came at the questions so differently--at different angles, carrying what their motives are. Here are some of the responses:

Persuasion should...

• Be an argument
  
• Get you something
• Be about a world issue
• Be about ideas

At first they thought persuasion should be black and white--the classic one-sided "why our school shouldn't have uniforms" type of persuasion, complete with five paragraph intro-arguments-conclusion format.

With a little guidance, though, they stepped away from that rigid an explanation. I think the most interesting turn came from the last bullet, which illustrates when one girl turned persuasion to something that should be about ideas.

What's interesting about Mr. Cohen's relationship with Ms. Ohle as mentor to mentee is that when he was sitting in her classroom observing, there was a moment when he couldn't resist getting up and teaching something. That's what a teacher is I think--someone who can't resist speaking up about something. He wanted the ideas in her classroom to turn a certain way as well as the student to benefit from that.