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Christina Cantrill

UNC Charlotte Writing Project @ Facebook - 2 views

    Lacy's role here?
Christina Cantrill

Blog | UNC Charlotte Writing Project - 4 views

    Lacy is one of the bloggers on this site blog at UNCC WP. Site was also designed by Lacy.
Christina Cantrill

#engchat: #whyiwrite - 0 views

  • I write because as a teacher of writing, I want to experience the struggle, anxiety and pain of having to produce writing on demand. I want to remember the experience of feeling less-than-confident about what you've produced often at the request and demand of others. Over the past few years, my writing has become more public. This was not a natural evolution in my identity as a writer.  Even now, I have fears and hesitations about sharing my experiences as teacher and learner with the larger world.  Nonetheless, I find value in the feedback, the continuing conversations around a topic.  My ideas gets better when they are shared with others.
Christina Cantrill

#engchat: Archive for October 17, 2011 - 0 views

  • 1. How do you *directly
  • How do you *indirectly*
Christina Cantrill

#engchat: Archive for October 10, 2011 - 0 views

  • find the classics (or in CCS terminology "challenging works") to go down easier. We need to see this as a valuable connection to the activities we engage in and the "work" we do when we are impassioned about a subject. A
  • Which leads to the thought that we as educators need to wave our fan flags a little more often. Share what we geek out over, what we know a lot about -
Christina Cantrill

#engchat: Guest Post from Peter Gutierrez - 0 views

  • dent production), and generally a wider, more encompassing notion of what constitutes literacy. What's missing, though, is a concept that unites all of these goals, and more: being a fan
Christina Cantrill

#engchat: Guest Post from Sam Chaltain and Kirsten Olson - 0 views

  • Here is a great response from Deanna Burney following our conversation with Sam Chaltain and Kirsten Olson during #engchat
  • moments between adults and children, and between students, and fail to honor this moral contract.  We believe the best English teachers raise big questions students care about.     What are the big questions you raise your instruction?  How? Do you perceive the contract between you and students a moral one? What are the constraints to honoring the moral contract between you and your students, in your current educational environment? How have networked learning environments helped you become an initiator of important questions?
  • of School Reform" , Chapter 8:  For Whom Do Schools Exist?  Sarason argues that if we want schools to be places of academic rigor and inquiry for kids, that we have to create these conditions of learning for the adults so that they can create these conditions for our youth.
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  • eliefs, in order to build a professional environment with a strong normative culture. Before you even begin the conversation with our children, you must face each other as adults, and ask, Are you prepared to make your practice public?
  • paid in full so to speak, up front – how will you fulfill your side of the agreement? The relationships and conversations we have as adults must have empathy for the learner
Christina Cantrill

Youth Voices - 3 views

    A writing/sharing site for youth that Paul Allison manages and designs with colleagues and students. Read more about,
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    paulallison ( Member for 8 weeks 4 days About Paul Allison paulallison's picture I teach English at Bronx Academy Senior High in the Bronx, NY. I have been teaching and learning ever since I graduated from Hunter College, CUNY in 1983. After a few years in the desert (Utah), and a couple of years at the High School of Art and Design, NYC, I had a wonderful dozen years at University Heights Secondary School, Bronx, NY, where I learned that doing school better didn't have to be the same-old, with more effort. After that, I worked with English Language Learners at the International High School in Queens for three years. After 9/11, there was a lot of talk about doing meaningful work. At the same time, I was finding himself being seduced by new forms of literacy on the Internet. An opportunity to become a "studio teacher" of technology at East Side Community High School, NYC presented itself in the Summer of 2002, and I taught "New Journalism" at ESCHS for five years. In the Fall of 2007, I moved back the the Bronx to teach "New Journalism" in grades 6 -12 at East Bronx Academy for the Future, then I taught English for three years at the East-West School for International Studies in Flushing, Queens. Currently I'm proud to be an English teacher at the Bronx Academy Senior High. Another community that I am a part of is the New York City Writing Project. I was a participant in the NYCWP's Summer Invitational in 1985, and I have worked for the NYCWP in various ways ever since. I'm the NYC Technology Liaison for the National Writing Project.
    We are a site for conversations. We invite youth of all ages to voice their thoughts about their passions, to explain things they understand well, to wonder about things they have just begun to understand, and to share discussion posts with other young people using as many different genres and media as they can imagine! Youth Voices is a school-based social network that was started in 2003 by a group of National Writing Project teachers. We merged several earlier blogging projects. We have found that there are many advantages to bringing students together in one site that lives beyond any particular class. It's easier for individual students to read and write about their own passions, to connect with other students, comment on each others work, and create multimedia posts for each other. Further, it's been exciting for us to pool our knowledge about curriculum and digital literacies. If being part of such a community makes sense to you, we invite you to join us too. We welcome any teacher interested in having students publish online and participate in the give and take of a social network like Youth Voices.
Christina Cantrill

Fryer: Incentives should spur action, rather than reward scores | GothamSchools - 0 views

    In a report released today, he and a colleague from Harvard University's EdLabs offer instructions for designing incentives programs and argue that, contrary to what economic theory would predict, programs that reward "inputs" such as reading or completing homework are more effective than those that reward "outcomes" such as test scores, as New York's program did.
Christina Cantrill - A space, a community, an act #whyiwrite - 1 views

  • out writing; I wish we wrote more; I wish I could make it clearer to the kids I work with how much I value their voices in class, in writing, in programming, in drawing, in painting, in making, and in questioning and in their million other intensely-felt acts and utterances.
  • need to take with my students – to accomplish it. Writing is a s
  • me – and in its soothingness, writing is unique amongst my preoccupations.
Christina Cantrill Democracy in Action - 0 views

  • As thousands march to Wall Street in solidarity with the 99%, we are joining them in a nationwide virtua
    (model for occupy edu)
Christina Cantrill - Catching up - 1 views

  • bartering produce from the farms and gardens of the area to gain admission to see a play.
  • I guess what really I’m asking is this: what if you gave an entire community a voucher for the cost of its school system? What could or would it do then to build the system it wants, and how would the process of deciding what it wants move that community and public education ahead?
  • Work off of that assessment for a while.
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  • I continue to try and re-imagine the site as something other or more than a personal blog
  • sketch out a few ideas about schooling and accountability t
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