tag:blogger.com,1999:blog-25952024154335227432024-02-19T15:07:58.208+13:00Simon's Journal<i>In relating the circumstances which have led to my confinement within this refuge for the demented, I am aware that my present position will create a natural doubt of the authenticity of my narrative.</i>Unknownnoreply@blogger.comBlogger287125tag:blogger.com,1999:blog-2595202415433522743.post-21938464822526177262018-07-23T12:53:00.002+12:002018-07-23T12:53:26.362+12:00Waking up... again...Looks like some very old blog entries are no longer around. I'll see what I can do about that. Meantime, what shall I write about?<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2595202415433522743.post-86183216278076519332016-06-18T16:55:00.003+12:002016-06-18T16:55:20.652+12:00Failing!<div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; line-height: 20px; margin-bottom: 10px;">
I'm at the stage where I am seriously questioning the decision to do this course - the question was asked when I signed up. Back then I thought that I mainly needed to update core knowledge, and a bit of classroom management practise. It should be like riding a bike - and I "knew" this because I had taught a class a few years ago (having been absent for a decade) and, though I had a bit of a wobbly start, I recovered and all the old intuitions came flooding back.</div>
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This time it is not happening. It is as if I've forgotten everything I ever learned about classroom management. I seem to have some nascent feel for the senior classes, but the further down the worse it is. I know nobody finds them easy but I'm talking about how someone looks when they have had no experience at all.</div>
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On the upside, my feedback so far is that everything else is fine to excellent. I seem to be able to get a rapport with students quickly and this has saved me from real catastrophe so far. I can produce a range of lesson strategies which keeps the seniors happy ... but I'm sluggish to respond to surprises and the year 9 class is............ nuff said. Curriculum, knowledge, etc is not a problem. This does not feel like much of an upside since classroom management is just about everything. It's upsetting because it used to be almost effortless.</div>
<div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; line-height: 20px; margin-bottom: 10px;">
I do not think I will be fit for teaching at the end of this practicum.</div>
<div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; line-height: 20px; margin-bottom: 10px;">
To come back to teaching I believe I need more extensive coaching in classroom management ... is there such a thing?</div>
<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2595202415433522743.post-48780682778048650792016-06-12T21:14:00.001+12:002016-06-12T21:14:14.200+12:00Y9 Sci NCEA4-5Starting Y9 science this coming week.<br />
<br />
This is a mixed ability group with an unconventional teacher (Anton Ford). Last week his teaching style suddenly snapped into focus and made sense: he assigns exercises to expose students to the information then runs literacy lessons (focussing on vocab) so they can talk and write about their experiences. It turns out that almost all the students can perform to merit, even if their language is a bit shaky.<br />
<br />
I have 8 lessons to plan but have the first 4 mostly mapped out.<br />
These will be a roundup of work to date on sound and light.<br />
<br />
Lesson 1 is a practical: I'll draw on prior learning in the unit concerning reflection to see if they can discover the pattern relating the angle between two adjacent mirrors and the number of images produced. ie 90deg = 3 images etc.<br />
ie. If the angle is A, then (360/A) - 1 = N ... but I don't expect a math statement out of these folks. I'd be happy with an algorithm or a flowchart.<br />
They know how mirrors can change the direction of light. I'll be concentrating on "object" and "image" relationships (they still call the image "the reflection" so they think the object is being reflected in the mirror - which is common language: need to reinforce the scientific use.) Other lit vocab: "scattering" (vs reflection, refraction, and absorption)<br />
<br />
Lesson 2 is theory: some back-and-fill on using formulas from the earlier lesson because some students are still confused. Maths literacy is a bit wanting - I may have to run some science maths lit skills lessons. But some are strong and there will be finishing-off exercises in their books and maybe a ray-tracing handout so they can get merit (min) and write up the practical.<br />
<br />
Lesson 3 is a computer exercise: I could set a treasure hunt, say, why does a mirror reverse left and right but not up and down? What would it take to become invisible? That kind of thing. This is more half baked because I really need a google classroom login so I can see the resources properly.<br />
<br />
Lesson 4: wrapup - the Scipad books have a chapter closing exercise many will have started in lesson 2.<br />
<br />
The main focus for my own learning is classroom management - which is mostly revolving around routines.<br />
<br />
Well that's the plan anyway. Securing enough plain mirrors is turning out to be hit and miss. I'm trying to order some through a local glass company and I've heard that the school's wood-mounted mirrors have been found so, fingers crossed, there will be enough at least to work in threes.<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2595202415433522743.post-10813175601271108482016-06-12T20:54:00.001+12:002016-06-12T20:54:18.381+12:00Math L1 NCEA L6 Started some structured teaching for senior maths early - this is because next week (when I would have started teaching) the seniors are all on external exams so no classes. I have a Y11 Math (this class), a Y11 Physics, and a Y9 Science. I'll try to get an extra Y8-9 maths class if I can, and observe another junior science while exams are on. That way I can get some more teaching in no the sly.<br />
<br />
What ho: The class is finishing the unit on "chance and data" for the finals. My task was to teach a series of statistical literacy exercises for the 1st 20mins of each period, then revision exercises using worksheets which are team-taught with the regular teacher (Sam Yasli).<br />
<br />
These results were encouraging - I seem to be able to build a rapport with the class quickly, which is useful for when I make mistakes. The exercise has proved popular - students asking for more, and asking questions about how the exercise fits with the rest of their education.<br />
<br />
All I'm doing is putting a photo of a statistical statement with evidence on the board and student are given 2mins to figure out the author, what the main claim is, what evidence is being offered for the claim, if the evidence actually supports the claim, and what should have been provided.<br />
<br />
They were a bit slow to get it, but, on the last lesson, managed to do the exercises smoothly and confidently. Later on I'll have to try more complicated texts - some where the evidence does support the claim, and some with more than one key claim.<br />
<br />
Sam has provided useful feedback - mostly about managing the class, how I should not let this early apparent success go to my head etc. Organization and resource tips. We seem to jell - automatically bouncing off each other as a team. We will need to be careful with that when I have to solo-teach though: it is too tempting to jump in.<br />
<br />
In the last week, I'll be teaching them full-time from scratch in a new unit: Algebra. Ooh er.<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2595202415433522743.post-27458507299096328432016-06-06T19:36:00.002+12:002016-06-06T19:36:30.442+12:00Queen's birthday thoughtsLast Fridays was a "Teacher Only Day" at WHS - this was a day set aside for professional development - in this case, a series of seminars and workshops and um stuff on "<a href="http://www.restorativeschools.org.nz/restorative-practice">Restorative Practice</a>" from the Institute of Professional Learning people from Waikato U.<br />
<br />
This produced some robust conversations around frustrations applying the more "touchy-feely" RP methods to the somewhat anarchic students at the school, many of whom are happy to game the system. I was curious to discover there was a name for the kind of management system I was trying out, and discovered I lacked follow-through: how to hold the student to account for improving their behaviour. Something that seems common.<br />
<br />
I have settled to classes - I have a y11 maths, y9, sci, y11phys, and a form class ... going for a 0.8 load. The only trouble is that the seniors have external assessments in the 3rd week of my practicum, so I will be doing some teaching next week. Doubly unfortunate, the regular teachers are concerned that their students are prepped for the assessments - so the style I can use is going to be somewhat restricted with a focus towards revision. But there is still some flexability there.<br />
<br />
The Y11's will get L6 stats: "statistical reports". This is basically a literacy exercise. We'll see.<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2595202415433522743.post-16419428754518001932016-06-02T14:21:00.001+12:002016-06-02T14:21:57.012+12:00New ResourcesGoogle Classroom<br />
<a href="https://support.google.com/edu/classroom/answer/6072460?hl=en">https://support.google.com/edu/classroom/answer/6072460?hl=en</a><br />
... it's Google.<br />
<br />
Census at School<br />
<a href="http://new.censusatschool.org.nz/">http://new.censusatschool.org.nz/</a><br />
... school statistics resources.<br />
<br />
TES (Times Educational Suppliment)<br />
<a href="https://www.tes.com/teaching-resources">https://www.tes.com/teaching-resources</a><br />
... meant for the UK curriculum but many are compatible.<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2595202415433522743.post-424660537711574212016-06-02T14:15:00.002+12:002016-06-02T14:15:29.539+12:00Practicum Day 4Towards the end of a week; tomorrow is a "teacher only day" - which is for prof development etc which I will attend and reflect on but for now...<br />
<br />
The stand out today was a volunteer to supervise three students who refuse to do any work.<br />
They had a work-sheet on manipulating fractions, which produced a lot of resistance until they realized their calculators could handle fractions. School policy is that students should use technology to solve problems. So the exercise (not set by me, or anybody present) was defeated.<br />
<br />
As a content area, is fractions even a thing now? Seems to me it is like times tables after 4-function calculators became common. Students need to know what fractions are and the basics of the manipulation. Perhaps fractions have become a kind of notation for algebra and the standard division symbol should be depreciated?<br />
<br />
Y9 Science class has the widest range of ability possible. Todays class was computer based and ope ended: make a 4min presentation for Y7 science on "How does light work?" which managed to cater for all levels nicely. This was via google classroom. I noticed a gender divide in organization: girls laid out their presentation first while the boys looked for information, but were reluctant to produce anything.<br />
<br />
The school has strong ITC integration and most students have smartphones and access to laptops.<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2595202415433522743.post-65311354150998846862016-05-31T09:17:00.002+12:002016-05-31T09:17:41.741+12:00Reflections: Practicum Day 1You know when you've been away from some familiar place for a long time and you think you've forgotten everything but when you get there the old map of the place keeps asserting itself? It's like that.<br />
<br />
It's been a hectic weekend: spent a chunk of it in hospital, coming in sleep deprived etc etc.<br />
<br />
Reception is warm ... the atmosphere is laid back, focussing on meeting people and re-establishing old contacts.<br />
<br />
Proper reflection re module 2 to follow. It says;<br />
<ul id="yui_3_13_0_3_1464519134606_277" style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 0px 25px; padding: 0px;" type="disc">
<li id="yui_3_13_0_3_1464519134606_276" style="border-bottom-style: none; line-height: 20px; list-style: disc outside none; padding-bottom: 4px; padding-top: 2px;">You are also required to provide evidence of effective practice and reflection in your e-portfolio. EVIDENCE MUST BE ACCOMPANIED WITH ANNOTATION IN RELATION TO TEACHER OR STUDENT LEARNING</li>
</ul>
<br />
<blockquote class="tr_bq">
New source: <a href="http://nzip.org.nz/">NZIP</a></blockquote>
<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2595202415433522743.post-65986542925075475292016-05-24T18:48:00.001+12:002016-05-24T18:49:38.802+12:00Wait... wait... PANICDisaster - I got distracted with personal issues and missed the deadline for assignment 2!!!<br />
I am 1 day 19 hours late getting it in because of this... I can only hope it's going to be OK. After all, had I submitted two days ago, incomplete, I'd just have got an extension past today. <sigh></sigh><br />
<br />
I am having a hard time understanding the exemplars - don't know why. Everyone else seems to just get it.<br />
<br />
Mean time - I am supposed to have started practicum last week ... all ready to go, with a school lined up, but a burocratic snafu is delaying things. Probably just as well considering crisis.<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2595202415433522743.post-6667299447872566452016-05-05T14:15:00.000+12:002016-05-05T14:15:28.826+12:001st module compete (sort of)I am in the Coffee Club on Commerce street using their wifi because Imperial Lane, which is comfier, has a jack-hammer running right outside their door. Just proofed and tweaked the assignment for module 1 ... at some stage I have to stop and submit the project to the client for feedback.<br />
<br />
It's more a discussion of a unit than a formal unit plan like I'd normally do ... so it is almost all annotations - so I just stuck them in the body. This may make it hard to mark.<br />
<br />
It's also a physics investigation into the forces involved in saving an egg from breaking in a 1 story fall. This may be a little short ... may have been expected to run a whole unit on "collisions" or something to last 5-10 weeks. But that seems excessive to me - just from a teaching perspective: that's about half the available course time or something. There are other subjects.<br />
<br />
I'm probably panicking for nothing.<br />
<br />
Worst case: I get it back for resubmission ... inquiry teaching right?<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-2595202415433522743.post-45752964114606964422016-05-04T02:08:00.000+12:002016-05-04T02:08:52.944+12:00Dangers of analogies in teaching science<br />
... and other issues.<br />
<a href="https://www.lhup.edu/~dsimanek/scenario/analogy.htm">Analogies</a><br />
<a href="https://www.lhup.edu/~dsimanek/scenario/miscon.htm">Misconceptions arising from teaching</a><div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2595202415433522743.post-3491368481227355372016-05-02T15:41:00.001+12:002016-05-02T15:41:07.565+12:00Reflection on Assignment 1Worries about a friend have been distracting me and now I'm concerned my unit is not the size of the others. It's a physics investigation... I wonder if science units tend to be small?<br />
I'll have to get something basic finished so I can get feedback.<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-2595202415433522743.post-1957932868747505462016-04-27T10:36:00.000+12:002016-04-27T10:36:00.197+12:00Physics of CatsThere has to be a lesson in this someplace! Meanwhile I need to keep the link handy.<br />
<a href="https://lostinscience.wordpress.com/2011/01/25/how-cats-land-on-their-feet/">How do cats land on their feet and other marvels.</a><div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2595202415433522743.post-61837266474720694732016-04-26T12:42:00.002+12:002016-04-26T12:46:46.986+12:00<br />Imperial Lane in the CBD has great coffee and free WiFi ... ANZAC weekend done and dusted, I can start plowing through the 1st assignment.<div>
<br /></div>
<div>
This is a unit plan - I could just write one from scratch but it may work out more efficient to annotate one someone else did. Hunting resources:</div>
<div>
<br /></div>
<div>
<a href="http://pamhook.com/free-resources/solo-curriculum/">PamHook</a> has a bunch of SOLO resources from all over. Looks like commercially sourced materials.</div>
<div>
There is always stuff like: <a href="http://www.info.com.au/Physics%20Lesson%20Plans?cb=60&cmp=2424&gclid=CjwKEAjwgPe4BRCB66GG8PO69QkSJAC4EhHhCqGwdlyzXR_OnKXWkCpr_J8kGv4eIQ0LXTgecHIu_hoCxivw_wcB">Info.com</a> agregating overseas lesson plans to pour over.</div>
<div>
<br /></div>
<div>
I kinda like the idea of a practical unit like the <a href="http://tse.unl.edu/trc/lesson_view.php?lesson_id=139">egg drop</a> lessons - the link goes to a 3-lesson plan for US students. May be a bit short - but can be extended to multiple trials to refine the designs. I was sketching out one of these in class as the assignment was being explained.</div>
<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2595202415433522743.post-66440459164903795682016-04-23T16:30:00.003+12:002016-04-23T16:30:37.780+12:00Weekend...Going over the materials from the last week and making hand-written notes for the 1st assignment. Bioclock woke me up at 6:20am...<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2595202415433522743.post-72643535049128425272016-04-22T18:37:00.001+12:002016-04-22T18:37:34.427+12:00TER: Day 5 ReflectionsLast F2F Day at Epsom;<br />
Activity: Bus stop ... getting kids to draw on each other's posters still feels like something for the more disciplined or I risk a cock-n-balls on everything, or tagging. Found:<br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/nn0fMWWuaxg/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/nn0fMWWuaxg?feature=player_embedded" width="320"></iframe></div>
<br />
<br />
... maybe year 10+ or where more than one teacher is available or when I can film the students.<br />
The TKI lesson plans look like that to me.<br />
<a href="http://tekotahitanga.tki.org.nz/Media/Files/Module-6a-Workshop-activity-15-GEPRISP-Bus-Stop-Activity">http://tekotahitanga.tki.org.nz/Media/Files/Module-6a-Workshop-activity-15-GEPRISP-Bus-Stop-Activity</a><br />
... "divide the teachers so there is at least one per bus stop".<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2595202415433522743.post-47155981666957512312016-04-21T19:42:00.002+12:002016-04-21T19:44:13.961+12:00Mini-Simon make things go boom!What I used to get up to in High School ... I think this was 1984.<br />
This was pretty much on the edge then and probably illegal now. I didn't get any assessment credit either.<br />
<a href="https://www.youtube.com/watch?feature=player_embedded&v=x0CoyeFbrXE">https://www.youtube.com/watch?feature=player_embedded&v=x0CoyeFbrXE</a><br />
<div class="separator" style="clear: both; text-align: center;">
<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/x0CoyeFbrXE/0.jpg" src="https://www.youtube.com/embed/x0CoyeFbrXE?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
<br /><div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2595202415433522743.post-19610174212442044792016-04-21T18:39:00.003+12:002016-04-21T19:44:30.210+12:00TER Day 4: ReflectionsI am slammed. Outside life keeps demanding attention ... I have to get this sorted before practicum starts and deal to the first assignments, which I have yet to work on outside class.<br />
<br />
Lots of time setting up IT systems - interacting with IT help staff was interesting exercize in communication... they know about the servers and the network setup, but not gnu/linux. Considering digital divide issues in many schools, and the use of free/open source in addressing this, it seems surprising but still... once tech support understood that expertise could be shared, we were able to collaborate to something of a solution. I'd like to do this faster but without scaring people so much.<br />
<br />
It's been a while since I looked at the software re learning. I know a couple of strong MS advicates are in class ... I heard that a basic licence for windows and the basic tools for students (word, excell etc) comes to about $400 ... to be paid periodically in most cases (unless they have access via work).<br />
Since many schools don't seem to directly pay for their IT this could be a hidden impact on students later.<br />
<br />
However, commercial products should be seen as the alternative to free/libre offerings ... and many schools around Aotearoa/NZ (practise official language) are seeing things that way...<br />
<a href="http://www.catalyst.net.nz/news/new-zealand-open-source-software-now-used-1000-nz-schools-myportfolio">http://www.catalyst.net.nz/news/new-zealand-open-source-software-now-used-1000-nz-schools-myportfolio</a><div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2595202415433522743.post-19874571870257216772016-04-20T12:14:00.002+12:002016-04-22T18:38:14.282+12:00TER day 3 reflections<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIv0zmEN1LGPjFoSHiRGp1oDxvCZqzH6z7UynGa6VtCpTa-kNUF6XQS5nQezMyVTWeCQCPxox0GI9NifNwN4x-2vyX9686MR_Ahx9jHbZ-XSL4s6erwG_tGuZjBOGR-QjPXhCoelg_OuRn/s1600/20160420_120531.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIv0zmEN1LGPjFoSHiRGp1oDxvCZqzH6z7UynGa6VtCpTa-kNUF6XQS5nQezMyVTWeCQCPxox0GI9NifNwN4x-2vyX9686MR_Ahx9jHbZ-XSL4s6erwG_tGuZjBOGR-QjPXhCoelg_OuRn/s320/20160420_120531.jpg" width="320" /></a></div>
Inquiry approach applied to teaching... most people followed something like this.<br />
I feel this sort of thing is a strength - after all: it's scientific method with less rigour.<br />
I have a few examples of the others, where they differ, which I'll upload later.<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2595202415433522743.post-15685462525638139262016-04-19T21:17:00.001+12:002016-04-21T19:44:53.027+12:00TER Day 2: ReflectionsToday was dull ... I've always been able to modularize things and tend to get into trouble for thinking out of the box so todays "turn you ideas upside down" stuff is just some expert telling me to do what I've always done. This is making me a bit nervous though - I'm not used to being mainstream.<br />
I guess, if you sit still long enough, everything does come to you ... to paraphrase Sidartha.<br />
<br />
Some cute stuff - jigsaw reading as a way of getting students through a wall of text. I've seen it before, but not so dynamically expressed. Reminds me of the times I jigsawed (thank you for the term) practical classes in biology and chemistry: dividing up a lot of experiments so they could all be done in one day, then having students do presentations on what they find. It's a preferred mode of teaching but I'm reflecting I could make it more dynamic too.<br />
<br />
Kahooter - interactive app: are phones the new "calculator"?<br />
<br />
The Curriculum work feels like the 90's stuff - explaining levels and years and achievement outcomes etc. To avoid going to sleep I had to engage with the others who were more confused by all this language that was new to them.<br />
<br />
One of the vids resonated: it has to be OK to be "wrong".<br />
<a href="https://www.ted.com/talks/kathryn_schulz_on_being_wrong">https://www.ted.com/talks/kathryn_schulz_on_being_wrong</a><br />
<br />
Frustration: it took just over an hour of travelling to get to the course. Surely that's not right!<br />
<br />
<br /><div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2595202415433522743.post-69146408979414825682016-04-19T21:05:00.001+12:002016-04-19T21:05:39.749+12:00Education BloggingThe catalyst for my re-emergence from blogger purgatory (also known as social media - facebook and g+ yes yes I know... but at least I have resisted the pull of twitter) is the start of the TER course ... so I am seriously ditching acting and getting a hair cut and a real job. What can I tell you, I'm getting old.<br />
<br />
Anyway - this means I will need someplace to use as an online portfolio. That will be here for the near future ... which means the posts will lose a lot of their more daring dodgy edginess for a few months. Post above this line will be "suitable for a more politically sensitive audience".<br />
<br />
People visiting from the Education World should be pretty unshockable: they all work with children after all - however, they should be warned that below is a wide range of topics, some more on edge than others. Most in the name of good fun but some serious. Explore with caution, you may learnm more than would be strictly healthy.<br />
<br />
And what have I been doing in the meantime?<br />
Believe it or not, I've been slaying dragons and rescuing damsels in distress (well, helping them rescue themselves). I've also been studying ethics.<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2595202415433522743.post-42578733554496832422016-04-19T20:57:00.002+12:002016-04-19T20:57:28.712+12:00New ComputerActually a couple ... a wee while ago my beloved hp envy 14 died the final death. This is a shame because the graphite and magnesium case is a work of art I may frame it. What I would love is a laptop form-factor that has exchangeable insides ... I'd be prepared to spend a lot on a very nice case and never mind the razor thin look ppl seem to want. Ahem.<br />
<br />
Anyway...<br />
<br />
As a quick and dirty replacement I bought a hp probook with Ubuntu pre-installed off Albany Sen College and hated hated hated it: what have they done to Ubuntu?? Then the battery stops charging so now I can only use it on AC ... OK, so, new machine ... luckily for me, Dick Smith decided to go belly up so I grabbed a 1/3rd price whatever was left after the mad stampede. I felt a bit giddy walking out of the store without my usual meticulous research so fingers crossed...<br />
<br />
This one is an Acer Aspire E15 - come with Windows 10 and the new UEFI/EFI boot stuff.<br />
<br />
The last windows I had any real familiarity with was Win98 ... so I not have no feel for how windows works at all. The new boot system means I have to go through windows to reconfigure the computer for a new OS ... i.e. in order to get out of a deal with the devil I have to make a deal with the devil.<br />
It was a drama - the dozer struggled and screamed and warned but now I am in the process of installing brand new state of the art Linux Mint 17.3 Cinnamon. The installer is online happily downloading language packs.<br />
<br />
I was using the cinnamon desktop to make the Ubuntu installation more palatable - with luck, today will be the last time I need to use this piece of junk.<br />
<br />
I have a big paper about the benifit of Open Source to Education someplace, I may link to it.<br />
And yes, I am getting back into education. See next post.<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2595202415433522743.post-34166877836202465152016-04-19T20:45:00.005+12:002016-04-19T20:45:51.467+12:00Resurrection DayI'm ba-ack...<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2595202415433522743.post-91375377656986732472014-01-06T14:00:00.002+13:002014-01-06T14:01:02.317+13:00Wondering<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">Cracks in the pavement</span></span><br />
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">Cracks in the glass</span></span><br />
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">Cracks in the walls</span></span><br />
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">That I walk past</span></span><br />
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;"><br /></span></span>
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">Cracks in my cup </span></span><br />
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">Cracks in my face</span></span><br />
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">Cracks in the dry dry mud</span></span><br />
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">Walking for miles</span></span><br />
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;"><br /></span></span>
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">Looking around me, I see your face;</span></span><br />
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">Your smile and your hair and your tight embrace.</span></span><br />
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">And I ache that you are not here.</span></span><br />
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;"><br /></span></span>
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">Cracks in the Earth</span></span><br />
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">Cracks in the sky</span></span><br />
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">Cracks in my feet</span></span><br />
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">I wonder why.</span></span><br />
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">I wonder why.</span></span><br />
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;"><br /></span></span>
<span style="font-family: Roboto, arial, sans-serif; font-size: x-small;"><span style="line-height: 16.359375px;">SB 6/1/14</span></span><div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2595202415433522743.post-16045449724866126832013-08-24T09:41:00.004+12:002013-08-24T09:41:40.217+12:00Best cat name ...a Russian blue called Kilmouski.<br />
<br />
Coo! Opportunity to lecture...<br />
<lecture engaged="" mode=""></lecture><br />
Lots of people think "felix" is latin for cat.<br />
<br />
"Felix" is Latin for "lucky".<br />
<br />
Further:<br />
"Felis", often applied to cats, means thief.<br />
Makes you wonder about "felis"itations doesn't it?<br />
<br />
"Catulus" sounds cat-friendly too, it means "puppy".<br />
<br />
Latin for "cat" is <drumroll> "cat". Though, I guess, cattus catulus would be a kitten.</drumroll><br />
<br />
The cat in the pic would be "felis cattus", the kind that are not so into newspapers and dissapproving looks at humans are "felis _silvestrus_ cattus".<br />
<br />
Hence: Felix and Sylvester as cat names.<br />
<terminate lecture="" mode=""></terminate><br />
:)<div class="blogger-post-footer">cc by nd: Simon Bridge</div>Unknownnoreply@blogger.com0