What's up with Welsh

Ever since the Industrial Revolution, "progress," as defined by technological advancement, has been exponentially growing. First came new means of power, and through that came new means of production, and through both, new technologies are created, s(t)imulated, and promoted. Even since the birth of the Internet, technology has grown exponentially, and will continue to do so. In the podcast "The Internet of the Good, the Bad, and the Ugly," danah boyd communicates that as an early internet kid who was first exposed to the internet through her brother's frequent use of the dial-up modem, the rapid growth that has resulted over the subsequent decades has been incredible. But should this necessarily be surprising, considering the data trends? Thereby, the birth of the Internet is a natural fallout in this renaissance of technological development. As technology in general has grown, means of interpersonal communication and information sharing became streamlined. I...

Personally, I believe writing comes from the heart. I believe that writing makes one vulnerable, as it forces one to reveal their thoughts and preserve them in paper or pixel. Often what follows with thoughts are emotion, for emotion informs and influences thought. Yet because of this, the best writing is writing informed by thought and emotion, for we as humans are emotional creatures and thus best understand each other through our thoughts and feelings. Therefore, how do we teach students to reign in the fire that are their emotions and create pieces that are meaningful to them? As Christensen suggests, and as I've come to believe, "teaching students to write with power and passion means first immersing them in curriculum that matters, getting them fired up about the content so that they care about their writing," because "when students write for the teacher instead of writing out of a compelling need to speak out, the writing is often tedious, not worth writing,...

Generally speaking, I don't really know how I feel about standards. I know that there is an obvious need to have benchmarks for measuring student learning and growth, but teaching is such an interpersonal act. These benchmarks must be evidence-based and data-driven to validate student growth and learning, but how can they account or adjust for the interpersonal emotion-based interaction that is teaching? As a "pre-service teacher" who is learning how to develop his own pedagogical philosophy, I find that the NCTE standards outline what teachers should do, such as teaching students to read a variety of texts across genres, apply their understandings to new texts and interactions, and use their knowledge for their own personal use in the future. I believe that these naturally accord with what an English teacher should do as a dedicated educator, and I find that it also accords with Bloom's Taxonomy through verb similarities; an important thing we must unpack as Wormel...

Since yesterday was my first attendance at the Rhode Island Writing Project, I was not sure what to expect. I knew only a few details--that teachers from across the state would be in attendance, that there would be workshops, and that lunch would be provided. Not only were these ignorant and vague expectations met, they were far exceeded. Upon my prompt arrival (a rare occurrence), I was met with a plethora of people, many of whom I knew. I saw many of my past professors, fellow peers, colleagues from OASIS, and in general, some of the brightest people I've met in my academic career. For me, this was an excellent opportunity because not only was I intellectually interacting with peers and professionals, we were all engaging in the collective task of bettering our practice of social-emotional pedagogy. When I read the program, I was immediately taken aback by the workshop offerings. I had assumed that we'd be doing workshops as a whole group (like in previous professional de...