Signing Off...

And that just about wraps it up for another school year. It's funny, but I thought I'd have a whole boatload of profound thoughts and musings on this particular topic, but at the moment, I got nuthin'.

From now until September, this blog's postings aren't going to be on as regular a schedule as they were before, but fret not, loyal viewers (both of you), I'll be back on a weekly basis at the start of the new school year.

If I come across any interesting summer musings or educational articles, I'll be sure to pass them along. Have a great summer, everybody!

Better Late Than Never? Not Always...

So, it's the final week of the semester, and I'm meeting all sorts of new people! Except they're not technically, “new”; they're the people I should've met about four months ago – diligent students concerned about their academic future. All them them asking that ever important question: “Am I passing this class?”

First of all, I'm of the opinion that a student who doesn't even know the answer to that question probably has good reason to worry – so that's one strike against them. I've never had a straight-A student ask me that particular question. The might be worried about honor rolls of their valedictorian status; will that last test bring them down to a dreaded A minus or even (*gasp!*) a B+, but the issue of whether or not they are passing is never really in doubt.

That being said, I've heard this question three times in the last week – let's take a look at our Rogues' Gallery:

Student #1 is the Great Communicator – with everyone but me. I don't think I've ever seen her walk into class not deep in conversation – either on the cell phone which I am constantly reminding her she shouldn't have, or with a friend who should, in all likelihood, be somewhere else, as he/she (always someone different!) is not even in my class. Funny how she never seems to mind making them late to catch up on the latest gossip. In class, I am constantly reminding her to stay on task; when she's at her computer (we do a lot of computer-based work), I continually find her updating her Facebook and/or Twitter account (how she bypasses the school filters is a mystery to me) or, failing that, she's texting. In spite of my constant reminders, she's handed in precious little actual work. And now she wants to know if she's passing.

Students 2 and 3 are the Siamese Twins – always together; always at play. All attempts to separate them are in vain. On the rare occasions when one of them is absent, the other manages to be productive and resourceful – but together, they have no interest except joking with each other. The tragedy of it is that one of them is passing (due mostly to the other's spotty attendance), and it's the other one who has, only now, expressed concern over his grades.

Student #4 is the Phantom. I literally only saw him about 4 times in the entire semester. His name is on my roster only because I assume that he never formally withdrew from the class. Lo and behold, today he comes – on the wrong day, since his class doesn't meet until Thursday (a fact I assume he's long since forgotten), and, after reminding me of who he is, doesn't just ask if he's passing, he wants me to promise him that he is.

Lord, grant me strength – the strength not to laugh.

We need to instill in our students the value of diligence and hard work as early as possible – I'm no fan of grades; I'd rather see a student learn and enjoy learning than acquire arbitrary letters and numbers on papers and quizzes, but if a student is going to ask “Am I passing?” They should be doing it throughout the school year. Now is not the time to suddenly realize that “Well, you know, maybe all that slacking off I was doing is going to adversely affect me.” Ears that were deaf to their teachers' advice and admonishments will perk up quickly when they realize their names are not called at graduation.

It's tragic, but such students are the architects of their own failure. Teachers can point the way and encourage, but we cannot learn for them. Students who will not help themselves cannot be helped – certainly not in the last week of school.

Almost Summer

Not much of a post this week; things are winding down, most grades are in, just a few formalities to go in the next week or two.

Taking a week off, then. Final thoughts on the school year to come next week.

I could be myth-taken.

I recently came across this old mythology thematic unit I did way back when. I've used bits and pieces of it in the past, but never went through the entire unit. Perhaps next year...

The overall concept of this thematic unit combines Language Arts, Science, and Social Studies as the students explore the role mythology plays in answering questions about the natural world and shaping a culture. Students will be able to describe and discuss the cause-and-effect relationship between natural phenomena and a culture's beliefs, as well as the relationship between the actual event and the resulting myth. Students will be able to use language to describe specific literary terms as they relate to mythology, research and summarize the causes of natural phenomena such as earthquakes, hurricanes, etc., and compare and contrast the ways different cultures celebrate myths via holidays.

The overarching objective of the lesson is that students will learn about the origin of myths, the impact they have on the people who believe them, and the actual facts behind them. Each lesson contains its own assessment, which, when combined and averaged, will serve as an assessment for the entire thematic unit.

Lesson 1: What is a Myth?

Students will learn about how myths form by creating their own. They will then learn how myths shape a culture by inventing a holiday based on their myth.

CORE STANDARDS: Grades 9-10, W 2 a-f.

VOCABULARY: Myth, metaphor.

MECHANICS: SWBAT describe a process/event in chronological order

ASSESSMENT: Mythology Rubric, Holiday Rubric.

DAY 1: The lesson begins with a journal writing session in which students are asked to brainstorm (individually or in pairs) what comes to mind when they hear the word “myth.” After 5-10 minutes of discussion/writing, students then share their ideas with the class, with common ideas/themes put on the board.

After a discussion, students are given the definition of myth for the purposes of the thematic unit: A story, passed down over generations, that metaphorically explains something unknown. The concepts of metaphor and figurative language are discussed, in which students understand that a myth is not necessarily “wrong” if it's not literally true, because myths are not meant to be taken literally.

Students are told that the oldest type of myths are those which describe natural phenomena, such as the weather, the changing seasons, or natural disasters. These myths are called “divine myths,” because many times, a culture will credit natural phenomena to the work of a god or gods.

Students will be given an example: What causes the changing seasons? After a discussion on the reasons (tilt of the Earth, amount of sunlight received), Students are introduced to the myth of Hades and Persephone, and told that this is how the ancient Greeks believed the seasons changed:

According to an ancient Greek myth, Persephone was the daughter of Demeter, the goddess of the harvest. Hades, the god of the underworld, fell in love with Persephone and carried her off to his kingdom to be his wife. Demeter searched everywhere for her daughter. Finally, Zeus, the king of the gods, told Demeter where Persephone was. It was decided that Persephone would live with Hades for half the year and with her mother for the other half. During the time that Persephone lived in the underworld, Demeter was so unhappy that all the plants withered and died. But when Persephone returned each year, Demeter rejoiced and plants could grow again. According to the myth, this is the reason for summer, fall, winter, and spring. (http://www.eduplace.com/activity/changing_seasons.html)

The class ends with the students instructed to think about how to explain natural phenomena for next class.

DAY 2: After reviewing what a divine myth is, students are instructed that they will be creating their own divine myths in class. The class is divided up into groups, approximately 3-4 students per group, and told that each group represents an ancient civilization. Each group's first task as a “civilization” will be to give themselves a name. Then each group is told that their particular village/tribe/nation is plague by a specific natural phenomenon – for example, one group is plagued by earthquakes; another lives by a river which is prone to flooding. Since these ancient “civilizations” have no scientific knowledge, it is up to them to devise a story explaining who or what was responsible for the phenomenon, as well as how and why they cause it. Groups will share their myths at the end of the class.

Written assignment: Descriptive Essay.

DAY 3: After sharing their myths as a group, students are told that they will be working individually on a writing assignment. Students are asked for an example of a holiday, and how they celebrate it. Students are then told that the way people celebrate holidays, for example, Halloween, Easter, or New Year's Eve, are traditionally based on myths and beliefs, and that the traditions continue even after the original myth is long forgotten. Students are then told that they will invent a holiday based on the myth their group created. The holiday must involve some kind of traditional activity which must remind people of the myth, and give them a chance to (at least symbolically) participate in the myth. For example, if earthquakes are caused by an underground monster whose stomach rumbles when its hungry, once a year, families go out into the fields and bury a plate of food, thus “feeding” the monster, and hopefully preventing more earthquakes.

Students will be given time to brainstorm, freewrite, and/or diagram ideas for activities which could be symbolic of the original myth. Students will describe how the holiday is celebrated by describing the events in chronological order, explaining how each event is related to the original myth. To assist them in the writing process, students will make a two-column list, with events on the left side, and explanations on the right.

Activities	Reasons:
The holiday is celebrated on the first day of Spring Food is brought to a open field and buried Nobody speaks while the food is being buried.	In this region, earthquakes happen more often during the spring months; that's when the monster is hungriest. Feed the monster so its stomach won't rumble It's rude to disturb someone while they're eating.

DAY 4: Students will work on their essays in the Writing Lab, sharing rough drafts with one another for peer review. Students are reminded to check for grammar, spelling, and to make sure that the events are in the right order – one following the next.

Final drafts submitted to the teacher. If necessary, a second day in the computer lab can be used.

Group Myth Rubric

	Poor 1	Fair 2	Good 3	Excellent 4	Score
Group Name	No group name given			Group name given
Level of detail in group myth	Little to no detail given in the myth	Few details given, no names or histories.	Details such as names used to fill out the storyline of the myth,	Myth is well detailed, with names and actions used to create a well-formed story.
Group Performance	Little to no enthusiasm in performance, only one group member speaks.	Some effort made; more than one member in a speaking or performing role.	All members participate, some planning and enthusiasm shown.	All members engage in an active and enthusiastic performance.
Creativity and originality	Myth is almost an exact duplicate of an existing story.	Myth is very similar to another well-known story.	Myth is similar to story, but changes made.	Completely new and original myth.

Holiday Rubric

CATEGORY

4

3

2

1

Creativity

The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.

The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Relation to the myth

Nearly every detail in the description of the holiday is related to the original myth

Many details in the holiday are related to the original myth

Only a few details in the holiday celebration are related to the original myth.

There is little to no connection between the holiday and the original myth.

Organization

The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.

The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.

The story is a little hard to follow. The transitions are sometimes not clear.

Ideas and scenes seem to be randomly arranged.

Spelling and Punctuation

There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.

There is one spelling or punctuation error in the final draft.

There are a number of spelling and punctuation errors in the final draft.

The final draft shows little evidence of proofreading; spelling and punctuation errors exist throughout.

Requirements

All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met.

Almost all (about 90%) the written requirements were met.

Most (about 75%) of the written requirements were met, but several were not.

Many requirements were not met.

Lesson 2: How do we Celebrate?

Students draw upon their earlier discussion of their own holidays in order to write a compare-and-contrast essay on holidays and celebrations across different cultures.

CORE STANDARDS: Grades 9-10, RH 3, RH 9, WHST 8

VOCABULARY: Subject by subject comparison, point by point comparison, various transitional words indicating comparison and contrast.

MECHANICS: SWBAT use the Internet as a resource to explore traditions in other cultures, use transitional words and phrases to compare and contrast similar events from different cultures.

ASSESSMENT: Comparison and Contrast Rubric.

DAY 1: The earlier discussion of holiday traditions should have prepared students to discuss celebrations in different cultures. Students are given (or may choose; some students may even choose their own culture) a foreign culture and research either unique holiday or a unique form of celebrating a common holiday. A guided research session, preferably in a computer workshop, if applicable, can help students research their assigned culture. Each student is to look at how a particular culture celebrates a specific holiday, and compare and contrast it with America, or to choose a particular holiday, and compare and contrast different cultures' ways of celebrating. For example, how are birthdays celebrated in South America as opposed to North America? Compared to the Middle East? Africa? Asia? What about New Year's Eve? As with their own holidays, students will research what is done and why. Students will compare and contrast celebrations in t-chart form to later convert into a compare-and-contrast essay.

DAY 2: Students will share their charts with the class, discussing similarities and differences across cultures. Charts will be then be used as guides for compare-and contrast essays. The teacher will explain and model the differences between a point by point comparison and a subject by subject comparison, and advise the students that either one is useful, as long as the essay is organized and easy to follow. Students will be given class time for prewriting and drafting.

DAY 3-4: Students will be in the writing lab converting their t-charts into essay form, sharing drafts with their classmates for peer review before handing in a finished final draft.

Comparison and Contrast Rubric

CATEGORY	4	3	2	1
Purpose & Supporting Details	The paper compares and contrasts items clearly. The paper points to specific examples to illustrate the comparison. The paper includes only the information relevant to the comparison.	The paper compares and contrasts items clearly, but the supporting information is general. The paper includes only the information relevant to the comparison.	The paper compares and contrasts items clearly, but the supporting information is incomplete. The paper may include information that is not relevant to the comparison.	The paper compares or contrasts, but does not include both. There is no supporting information or support is incomplete.
Organization & Structure	The paper breaks the information into whole-to-whole, similarities -to-differences, or point-by-point structure. It follows a consistent order when discussing the comparison.	The paper breaks the information into whole-to-whole, similarities -to-differences, or point-by-point structure but does not follow a consistent order when discussing the comparison.	The paper breaks the information into whole-to-whole, similarities -to-differences, or point-by-point structure, but some information is in the wrong section. Some details are not in a logical or expected order, and this distracts the reader.	Many details are not in a logical or expected order. There is little sense that the writing is organized.
Transitions	The paper moves smoothly from one idea to the next. The paper uses comparison and contrast transition words to show relationships between ideas. The paper uses a variety of sentence structures and transitions.	The paper moves from one idea to the next, but there is little variety. The paper uses comparison and contrast transition words to show relationships between ideas.	Some transitions work well; but connections between other ideas are fuzzy.	The transitions between ideas are unclear or nonexistent.
Grammar & Spelling (Conventions)	Writer makes no errors in grammar or spelling that distract the reader from the content.	Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.	Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.	Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.

Lesson 3: What's the Real Cause?

Student groups switch natural phenomena with one another and embark on a research project to discover and describe the real cause of the event in question. Students must then prepare a persuasive speech, imagining themselves to be speaking to a group of believers in the original myth, explaining to them the real cause of the phenomenon is, and why they shouldn't believe in the myth anymore.

CORE STANDARDS: Grades 9-10, RST 2, WHST 1.

VOCABULARY: Argument, debate, rebuttal.

MECHANICS: SWBAT summarize a scientific explanation and deliver it in a persuasive form.

ASSESSMENT: Persuasion Rubric.

DAYS 1-2: Research. Students take their group's natural phenomenon (or switch with another group), and, using library or online resources, research the real cause. Field trip to library or computer lab for first day; in-class journaling for second day to compile and summarize notes. Students should be able to simplify and summarize the cause. Each student will be given 2-3 vocabulary terms specific to their event which they will have to be able to define as part of their research: for example, a student looking up volcanoes will have to learn the difference between magma and lava.

Students will write a brief (1-2 paragraphs max.) summary in their journals describing the cause of the event.

DAY 3: Discussion of persuasive writing. Journal question: How do you get somebody to agree with you? 5-10 minutes of writing; share and discuss answers.

Give out persuasion map handouts to help students plan persuasive argument. Alternatively, students can use interactive persuasion map online at http://www.readwritethink.org/files/resources/interactives/persuasion_map

Students will use persuasion maps to explain why their explanation is better than the myth. They must provide three positive reasons (using the vocabulary terms they learned on day 1) or two reasons and a rebuttal of the mythological explanation.

DAY 4: Students in the writing lab working on essays. Essays will be graded according to persuasion rubric. Visual aid (illustration, chart, diagram, etc.) is optional but not required.

Persuasion Rubric

CATEGORY

4 - Above Standards

3 - Meets Standards

2 - Approaching Standards

1 - Below Standards

Score

Focus or Thesis Statement

The thesis statement names the topic of the essay and outlines the main points to be discussed.

The thesis statement names the topic of the essay.

The thesis statement outlines some or all of the main points to be discussed but does not name the topic.

The thesis statement does not name the topic AND does not preview what will be discussed.

Evidence and Examples

All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.

Evidence and examples are NOT relevant AND/OR are not explained.

Accuracy

All supportive facts and statistics are reported accurately.

Almost all supportive facts and statistics are reported accurately.

Most supportive facts and statistics are reported accurately.

Most supportive facts and statistics were inaccurately reported.

Audience

Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader\'s questions and provides thorough answers appropriate for that audience.

Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience.

Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.

It is not clear who the author is writing for.

Closing paragraph

The conclusion is strong and leaves the reader solidly understanding the writer\'s position. Effective restatement of the position statement begins the closing paragraph.

The conclusion is recognizable. The author\'s position is restated within the first two sentences of the closing paragraph.

The author\'s position is restated within the closing paragraph, but not near the beginning.

There is no conclusion - the paper just ends.

Exams

Kind of a hectic week, here, so I'm taking off this time around. Fret not, I've make it up to you next time; promise!

Friend me! Friend me!

A few years back, I found an interesting article which I have since worked into my classroom:

Teachers face dilemma with Facebook

Educators find benefits, pitfalls when adding students as friends on the social networking Web site ERICKA MELLON, Copyright 2008 Houston Chronicle

Published 06:30 a.m., Sunday, December 21, 2008

What seems like an easy question — Will you be my friend? — is not necessarily so for teachers who have joined the Facebook phenomenon.

The social-networking Web site, whose popularity has grown from the college crowd down to teens and up to boomers, poses a prickly question for teachers who want to connect with their tech-savvy students yet maintain professional boundaries.
Should teachers become virtual "friends" with their students?
Opinions are mixed. Opponents fear innocent educators will be branded sexual predators for chatting with students online, while proponents caution against overreacting to a powerful communication tool.
The issue made headlines this month after police accused a 42-year-old former Magnolia High School aide of having sexual exchanges with a 16-year-old former student he contacted via Facebook.
Such rare stories can alarm a community, said Melissa Pierson, who teaches instructional technology at the University of Houston, but educators shouldn't be afraid to use social-networking sites.
"Outside the classroom, in terms of connecting with students, there are some exciting possibilities," said Pierson, who also directs UH's teacher education program. "It's just, teachers need to keep their educator hats on."
Most school districts, however, have yet to define the rules of virtual engagement. In the Houston area, many districts block access to social-networking sites on campus computers, but they don't have policies addressing after-hours use between educators and students.
Houston high school teacher Lesley Guilmart said she finally caved last year and, at the urging of former students, created a profile on Facebook.
"It's kind of addictive," she admits. "I'm interested in my students, and I like to hear from them. I have a couple of kids in college now who have sent messages thanking me for helping prepare them. I had a kid send me a message asking advice about picking a major."
So far, Guilmart has become virtual friends with several former students and even linked up with an old teacher from North Carolina. She said she wouldn't mind connecting with her current students at Houston ISD's Reagan High School — if they asked.
Aware of privacy concerns, Guilmart, 27, said she doesn't go searching for her students online.
"If they want to 'friend' me, they can," she said. "My Facebook is entirely PG. There's no cursing. There are no photos of me having a good time on the weekend — nothing like that."
Pierson, the UH associate professor, cautions teachers against becoming "one of the gang" with their students on Facebook, but said such sites can help humanize teachers, facilitate online learning and provide access to potential guest speakers.
Facebook launched in 2004 as a Web site exclusively for Harvard University students — a sophomore there created it — but now anyone claiming to be at least 13 can join. The site boasts more than 140 million users and has surpassed its predecessor MySpace in popularity. The fastest-growing demographic is people 25 and older.
For Facebook novices, here's how it works: Users can create their own Web pages, or profiles, post photos, share articles, and — the main draw — connect with others by soliciting or accepting "friend requests." Generally, only "friends" can see and comment on each other's pages.

Limited activity

Mike Feinberg, co-founder of the KIPP charter schools, where teachers are encouraged to give students their cell phone numbers, said he limits his Facebook contacts to alumni. "My personal threshold," he said, "is not to accept friends on Facebook from KIPP-sters until they are in college."
But one of his colleagues, Joseph Miller, has found Facebook a great way to keep in touch with current and former students. Miller runs the KIPP to College program, so he's responsible for keeping students on track once they've graduated eighth grade, even if they don't stay in a KIPP high school.
Miller said he begrudgingly joined Facebook but now jokes he's a "junkie,"with about 540 friends, including middle and high school students, alumni and co-workers. No parents have befriended him yet.
"We always look for avenues to get out and connect with the kids," said Miller, who has a daughter in elementary school. "It's a good way to just send a quick note. The kids are there, so why not be where the kids are to get and send information?"
Miller said he always sends friends a virtual message on their birthdays — Facebook provides a daily reminder — and he warns students not to post inappropriate information online because college admissions officers could find it.
In some school districts, students and teachers have been disciplined for questionable content on their personal Facebook or MySpace pages.
Gayle Fallon, president of the Houston Federation of Teachers, said she would advise members to avoid connecting with students on social-networking sites, though the Houston Independent School District doesn't have a specific policy about it.
"Ninety percent of the time it would be OK," Fallon said. "But what do you do with that one whose parent goes nuts: 'What do you mean you're my kid's friend?'"
Some school administrators expressed similar concerns and said they offer teachers other programs to create Web pages for class use.
"I consider Facebook to be like a giant family reunion or class reunion," said Alvin ISD Superintendent Robby McGowen. "Would you invite your students to your family reunion or class reunion? I would expect not."
Elsewhere, in southern Mississippi, the Lamar County school district made headlines this summer when it decided to prohibit teachers from communicating with students via text messaging or public social-networking sites. A state senator in Missouri is pushing a similar bill.
Even on Facebook itself, a group named "Teachers Need to Get the Hell Off Facebook" has formed for students peeved about schools patrolling for cyber-bullying.
Teachers have created their own groups, too. A recent search turned up "Houston Earth Science Teachers," "I'm a teacher and yes I do deserve my holidays" and "Primary Teachers — Resources, ideas, stress relief!"

Good way to communicate

David Johnston, the college access coordinator at Houston ISD's Lee High School, said he understands the need for setting boundaries online but sees Facebook as a fast, effective way to communicate with students and alumni.
"I would never ever interact with a student about a personal issue on a social network," said Johnston, 44. "But I can use Facebook to tell a kid, 'I haven't seen you in a few days and you have an important deadline coming up.'"
Johnston said he is working with a recent Lee graduate to build a Facebook page that will encourage Lee students now in college to network with each other and with those aspiring to attend.
"I think it's really helpful," Johnston said, "because when you are the first in your family to go off to college you can feel isolated."
Alberto Ramirez, a first-generation college student at the University of Texas in Austin, is a good example. The 2007 Lee graduate said he logs on to Facebook daily to keep in touch with his former classmates at Lee. They easily coordinated a road trip through the site, and when Lee Principal Steve Amstutz was coming to Austin for a conference, he reached out to former students via Facebook.
"The phone, you get a call, and you're like, 'Should I answer or should I not?'" said Ramirez, 19. "But Facebook is a place you can just relax. You can communicate when it's not something very, very serious."

I've found in the past that this article can prompt some interesting class discussions as well as essay topics from a variety of subjects ranging from privacy to the role of technology in the classroom. I offer it now as a potential resource.

Coma Toast Students Mall the Language

Not sure if I posted this before, but even if I did, it's funny enough to repost.


Coma Toast Students Mall the Language
by Julie A. Davey

 I was grading papers this weekend when I realized that, in addition to Ebonics and Hebronics, there is another non-standard English in which teachers need to be trained.

Stubonics.

This is a written and spoken language used by students that crosses ethnic, racial and gender boundaries. Example" One of my evening students wrote, in an article on travel, " When you go to Hawaii, you need to take along a lots of incest repellent be but mate." I thought it might have been a typo, when I called it to his attention, he stared blankly at me. And only a few in the class chuckled.

Grading another paper recently, I read the words "curb few" in an essay. After questioning the student who wrote the paper, she said, matter-of-factly, "You know, the law that says you can't stand around on the sidewalk after certain hours -- a curb few." She said that she thought it was some sort of gang-prevention law. Many nodded their heads in agreement.

A new term this year was discovered when a foreign student turned in a paper that used the words, "I mall." I asked her to use it another sentence for me. hoping I'd understand. She wrote, "I mall, like scared. ya know?" Then I got it right away. How silly of me not to recognize it as "I'm all like scared." I'd heard that a thousand times, but not as often as when I taught in the San Fernando Valley.

Teachers also need to know that, "He goes and then I go," stands for "He said, and then I said." Nobody is actually going anywhere.

Well-grounded is another term of which teachers need to be aware. "Students should take courses in art, music and dance so they can become well-grounded," one student wrote.

And just recently, I've learned that "thank you" now means that "I agree completely." The teacher says in a lecture on the media, "Watching too much television is thought to cause violent behavior." The student echoes, "Thank you," as if he were in church saying, "Amen."

Last semester I had a hard time keeping a straight face after I asked a journalism student to explain what it meant to libel or slander someone. She thought for a moment, and then blurted out, "I know, I know. Defecation of character." I had to agree with her, at least on a literal level.

Another legal term teachers may hear is "bail lift," as in: "The bail lift is the guy you pay money to when you want to get out of jail." And when referring to court terminology, "A rain mat is the time in court when you tell the judge your sob story."

Today, though, as I graded papers, I learned a new descriptive term I'd like to share with my colleagues in education.

A student athlete had written a commentary article for the college newspaper explaining how hard it is to arise each morning at 4:30 to make it to swim-team practice. "At that hour of the day, I'm in a coma toast state."

Aren't we all.

Thank you. 

 Source: Coma toast students mall the language. By: Davey, Jukie A., Black Issues in Higher Education, 07420277, 04/03/97, Vol. 14, Issue 3