Media Specialist Meeting
Although I met the media specialist and her team the first day at my student teaching placement school this semester, in looking back I wish I had not only met with her, but also made a longer appointment. I would have gone over this particular school's technology capability and system. I assigned a long-term project to my students and was not familiar with what the school actually had to offer. So while I am always open to learning about technology from students as they are more familiar with it in general, I found myself in an emergency scheduling situation with the media specialist in order to articulate the technology side of the assignment to my students. Within the next 10 days I will make an appointment to meet with the media specialist again and find out what my capabilities are for turning in assignments, making assignments, email accounts for students, etc. that are specific to my school. Now that the assignment mentioned above is almost complete, I was able to monitor and adjust my lesson plan in a way that allowed the students to turn their assignments in via the school's technology system, hard copy, or disk. However, the action plan I am implementing by meeting with the media specialist with a specific agenda in mind as to the school's technology capabilities will enable me to be more successful in making sure my directions and rubric are more accurate and easier to follow by the students.
Flexibility in Planning
When I first began the student teaching experience, I was over-planning as instructed, but I found myself being disappointed if I did not get all my objectives and assessments achieved. I have relaxed a bit in that regard. I will continue to over plan for alternate instructional strategies, improving the flow of the lesson as I teach and interact with the students. However, I am going to work on not letting it be a personal disappointment when I am, indeed, over-planning in the event of running low on instructional material. I am going to use the extra planning objectives as a flexible way to move into the next lesson, rather than as a plan to which I must follow to the letter. I am going to be more flexible in my attitude toward my lesson plans and view the lesson planning process to my advantage, easily moving further objectives to the next learning environment in order to still meet the goals I have outline in planning process.
Planning for One Student
My lesson plans are very thorough but lacked specific instructional material for individual students. Even among honors classes, students are individuals and sometimes lesson planning must entail specific strategies for individual learning styles. Often in theory I think of these types of strategies more appropriate for students with specific IEPs. But, adaptations can be applied to all levels of classroom instruction, including honors curricula. I began including these special strategies with unidentifiable names for confidentiality in my classroom in order to be a more effective teacher. I have implemented this plan for approximately 6 days, and it has improved the learning experience for the students mentioned in the lesson plan. It has made me more aware of special needs among these honors students that do not have formal accomodations in regard to instuction strategies. I am going to continue to this special section in my lesson plans in the future without hindering the overall lesson, but I am going to continue to be mindful that some students need different instructional stategies for success.
Monday, March 9, 2009
Monday, February 23, 2009
Classroom Mangement Action Plan
We can only control what we can control.
That is helping me plan my instruction to the best of my ability, restructuring, reteaching, employing new strategies, and trying to reach students over and over again. As I go through this student teaching experience I am learning much. I plan my lessons thoroughly, and thoughtfully, monitoring and adjusting when needed for usually a more successful lesson or experience for the students. However, I take the students actions too personally when it comes to working with them. Of course I want my students to be as excited about the lessons I plan, the material I have spent my life learning, and the techniques and strategies I've learned in the ETM School of Education. However, the lesson of being pro-active I am learning, but the students' response is sometimes hard for me to keep my morale up when things don't go the way they are slotted to go. I am putting aside that personal angle for now and focusing on the things I have continued to focus on mentioned above: monitoring and adjusting for real learning to take place in my classroom without believing it is a personal slight if they don't "get" it. It doesn't even mean that I have to work harder. I just have to continue to make use of my resources and remember that I am in a learning curve right now meant to be part of my training as a teacher. I have 3 seasoned professionals behind me, teaching me, mentoring me, and guiding me to be the best teacher I can be.
Classroom Arrangement
In my future classroom I will try various ways of setting up the classroom in a way that works best for my classes. Each class and student has an individual feel, and the classroom must be set up in a way to reflect those differences as well as similarities. I will have to teach in an uncluttered, organized environment, looking forward to the challenges that each class/subject/student and I bring to the teaching and learning environment.
Schools have changed.
Schools have changed a great deal since I was a student. Most of the changes I see are for the better, particularly with IEP implementation, legislation and school environment. Part of my classroom challenge involves students being prepared for class with all materials at the beginning of class. I have implemented several strategies such as reading to the students, particularly after lunch which has proved to be the most successful so far. However, I will continue to look for other bell ringer type activities that engage the students immediately and allow the learning process to begin immediately, for both the students and me. The example in class of greeting at the door has worked well for me, particularly as I get to know students better. I am committed to continue looking for new options to make my classroom a place where students say "What are you reading today, Mr. Woodall?" It is unrealistic for me to believe there will always be that excitement when the students enter the room, but I will continue to look for ways to make learning exciting for my students-even if I have to trick them into having a good attitude about my subjects.
That is helping me plan my instruction to the best of my ability, restructuring, reteaching, employing new strategies, and trying to reach students over and over again. As I go through this student teaching experience I am learning much. I plan my lessons thoroughly, and thoughtfully, monitoring and adjusting when needed for usually a more successful lesson or experience for the students. However, I take the students actions too personally when it comes to working with them. Of course I want my students to be as excited about the lessons I plan, the material I have spent my life learning, and the techniques and strategies I've learned in the ETM School of Education. However, the lesson of being pro-active I am learning, but the students' response is sometimes hard for me to keep my morale up when things don't go the way they are slotted to go. I am putting aside that personal angle for now and focusing on the things I have continued to focus on mentioned above: monitoring and adjusting for real learning to take place in my classroom without believing it is a personal slight if they don't "get" it. It doesn't even mean that I have to work harder. I just have to continue to make use of my resources and remember that I am in a learning curve right now meant to be part of my training as a teacher. I have 3 seasoned professionals behind me, teaching me, mentoring me, and guiding me to be the best teacher I can be.
Classroom Arrangement
In my future classroom I will try various ways of setting up the classroom in a way that works best for my classes. Each class and student has an individual feel, and the classroom must be set up in a way to reflect those differences as well as similarities. I will have to teach in an uncluttered, organized environment, looking forward to the challenges that each class/subject/student and I bring to the teaching and learning environment.
Schools have changed.
Schools have changed a great deal since I was a student. Most of the changes I see are for the better, particularly with IEP implementation, legislation and school environment. Part of my classroom challenge involves students being prepared for class with all materials at the beginning of class. I have implemented several strategies such as reading to the students, particularly after lunch which has proved to be the most successful so far. However, I will continue to look for other bell ringer type activities that engage the students immediately and allow the learning process to begin immediately, for both the students and me. The example in class of greeting at the door has worked well for me, particularly as I get to know students better. I am committed to continue looking for new options to make my classroom a place where students say "What are you reading today, Mr. Woodall?" It is unrealistic for me to believe there will always be that excitement when the students enter the room, but I will continue to look for ways to make learning exciting for my students-even if I have to trick them into having a good attitude about my subjects.
Monday, February 16, 2009
Three Action Plan Reflection
Daily Assessments
One key element that I have incorporated and will continue to monitor is daily assessment of the students in lesson planning as well as the lesson itself. This is crucial because after you have taught the lesson that you have planned so carefully, how do you know the students have actually learned the material? I will focus this more intensely in time management in my lesson planning and overall curriculum units to ensure that daily informal assessments are an integral part of the learning process. This can take the form of bell ringer reviews as quick writes, anticipation guides using the before and after format, and even working with groups in cooperative learning activities. I have found the latter to be very helpful in assessing students progress on assignments given in group settings. Having honors classes often deceives me into thinking the students are more sophisticated or have a larger schema than I realize. This often leads me to repeating directions more often than is needed had I only anticipated just a little more in the planning process prior to the actual teaching item. I have found that by "getting in the trenches" with students often discloses to me problems in procedural planning or relaying of information. By constantly monitoring and adjusting during a lesson, particularly cooperative learning activities, I can become part of a group for a few exercises and discussions which prove productive in leading other groups in some needed directions. I believe this is extremely helpful in getting, for example, a jigsaw group into better focus. I also find that students respond well to this teaching technique as it lets them view me as an interested party in their learning. This open-mindedness on my part has been very helpful in making a lesson go more smoothly or assist students in staying on task.
Appendix Expansion
Another aspect I am incorporating more and more as I get more efficient in planning lessons is an extensive appendix. In addition to my files of handouts that I have made or sourced from the Internet or the textbook, having the appendix complete is an essential for me having a successful learning experience for me and the students. I continue to have my materials neatly filed for my students, but the appendix is a place where I can easily have access to all materials used. One thing I am finding in expanding the appendix is keeping it organized as I monitor and adjust a lesson constrained by time. The action portion of this plan is to find a way to move materials from lesson folder to lesson folder when items are not completed in the time frame I have anticipated. In trying to always plan more than I have time allotted, I am often moving items in the appendix to the next day so that my appendices are "jumbled" by the end of two or three lessons. While trying to save paper and reduce this movement on my part, I have found that using my laptop as a reference point for my appendix is quicker for me to be able to refer to when I begin to have an overflow of movement from one lesson to anther. By using the electronic version of the lesson, I will have better success in the actual flow of the lesson, rather than being over manipulative of my materials in hard copy. I usually have two electronic lesson folders open at a time minimized on the tool bar for easy access. I will keep monitoring this process of organization as I continue to improve the flow of materials and focus of the current lesson, i.e. this is a methodology in progress.
Rubric Development
I am a poor rubric maker. I have never had them until I re-entered school as an education major, and it is a large area of opportunity for me. I need to spend some time developing some practice rubrics on some very familiar subjects as well as look again at these from 2 years of education courses. I have come a long way in this regard in that I used to think them extremely confining as a student, but I am finding as a teacher, I need to develop rubrics for particularly large projects so that the students will be clear on what I am expecting in terms of requirements. Again, I will monitor and adjust this as the semester continues. I am currently implementing a very large cooperative learning project on the Constitution, and without a rubric, I can already anticipate the problems that may arise in regard to my instruction.
As I finish this entry for this week I realize I have my very own "Roman" in my class. She is the student who always sees my oversights or inconsistencies or reminds me that I have, indeed not, given them item x I thought they had. When this occurred to me today as the class was pommeling her with criticism for reminding me of a study guide for a particular part of a chapter, I had to be amused that I have in my class, the student I fancy myself to be. She is a planner, an organizer, and does NOT like group work at all. She would rather just do her work to the best of her ability with the available resources, hand it in, and get the feedback she needs to improve her personal best as well as provide the teacher with what is expected. This experience today reminded me of why all the hard work has been worth it for moments just like the one mentioned here.
One key element that I have incorporated and will continue to monitor is daily assessment of the students in lesson planning as well as the lesson itself. This is crucial because after you have taught the lesson that you have planned so carefully, how do you know the students have actually learned the material? I will focus this more intensely in time management in my lesson planning and overall curriculum units to ensure that daily informal assessments are an integral part of the learning process. This can take the form of bell ringer reviews as quick writes, anticipation guides using the before and after format, and even working with groups in cooperative learning activities. I have found the latter to be very helpful in assessing students progress on assignments given in group settings. Having honors classes often deceives me into thinking the students are more sophisticated or have a larger schema than I realize. This often leads me to repeating directions more often than is needed had I only anticipated just a little more in the planning process prior to the actual teaching item. I have found that by "getting in the trenches" with students often discloses to me problems in procedural planning or relaying of information. By constantly monitoring and adjusting during a lesson, particularly cooperative learning activities, I can become part of a group for a few exercises and discussions which prove productive in leading other groups in some needed directions. I believe this is extremely helpful in getting, for example, a jigsaw group into better focus. I also find that students respond well to this teaching technique as it lets them view me as an interested party in their learning. This open-mindedness on my part has been very helpful in making a lesson go more smoothly or assist students in staying on task.
Appendix Expansion
Another aspect I am incorporating more and more as I get more efficient in planning lessons is an extensive appendix. In addition to my files of handouts that I have made or sourced from the Internet or the textbook, having the appendix complete is an essential for me having a successful learning experience for me and the students. I continue to have my materials neatly filed for my students, but the appendix is a place where I can easily have access to all materials used. One thing I am finding in expanding the appendix is keeping it organized as I monitor and adjust a lesson constrained by time. The action portion of this plan is to find a way to move materials from lesson folder to lesson folder when items are not completed in the time frame I have anticipated. In trying to always plan more than I have time allotted, I am often moving items in the appendix to the next day so that my appendices are "jumbled" by the end of two or three lessons. While trying to save paper and reduce this movement on my part, I have found that using my laptop as a reference point for my appendix is quicker for me to be able to refer to when I begin to have an overflow of movement from one lesson to anther. By using the electronic version of the lesson, I will have better success in the actual flow of the lesson, rather than being over manipulative of my materials in hard copy. I usually have two electronic lesson folders open at a time minimized on the tool bar for easy access. I will keep monitoring this process of organization as I continue to improve the flow of materials and focus of the current lesson, i.e. this is a methodology in progress.
Rubric Development
I am a poor rubric maker. I have never had them until I re-entered school as an education major, and it is a large area of opportunity for me. I need to spend some time developing some practice rubrics on some very familiar subjects as well as look again at these from 2 years of education courses. I have come a long way in this regard in that I used to think them extremely confining as a student, but I am finding as a teacher, I need to develop rubrics for particularly large projects so that the students will be clear on what I am expecting in terms of requirements. Again, I will monitor and adjust this as the semester continues. I am currently implementing a very large cooperative learning project on the Constitution, and without a rubric, I can already anticipate the problems that may arise in regard to my instruction.
As I finish this entry for this week I realize I have my very own "Roman" in my class. She is the student who always sees my oversights or inconsistencies or reminds me that I have, indeed not, given them item x I thought they had. When this occurred to me today as the class was pommeling her with criticism for reminding me of a study guide for a particular part of a chapter, I had to be amused that I have in my class, the student I fancy myself to be. She is a planner, an organizer, and does NOT like group work at all. She would rather just do her work to the best of her ability with the available resources, hand it in, and get the feedback she needs to improve her personal best as well as provide the teacher with what is expected. This experience today reminded me of why all the hard work has been worth it for moments just like the one mentioned here.
Monday, February 2, 2009
NCSS
Answer the following questions in one paragraph: What services does this organization provide? What types of professional development do they offer? What organizations might you join? Did you find anything that is useful for student teaching?
About National Council for the Social Studies
Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. The mission of National Council for the Social Studies is to provide leadership, service, and support for all social studies educators. Founded in 1921, National Council for the Social Studies has grown to be the largest association in the country devoted solely to social studies education. NCSS engages and supports educators in strengthening and advocating social studies. With members in all the 50 states, the District of Columbia, and 69 foreign countries, NCSS serves as an umbrella organization for elementary, secondary, and college teachers of history, geography, economics, political science, sociology, psychology, anthropology, and law-related education. Organized into a network of more than 110 affiliated state, local, and regional councils and associated groups, the NCSS membership represents K-12 classroom teachers, college and university faculty members, curriculum designers and specialists, social studies supervisors, and leaders in the various disciplines that constitute the social studies.
NCSS defines social studies as "the integrated study of the social sciences and humanities to promote civic competence." Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. In essence, social studies promotes knowledge of and involvement in civic affairs. And because civic issues--such as health care, crime, and foreign policy--are multidisciplinary in nature, understanding these issues and developing resolutions to them require multidisciplinary education. These characteristics are the key defining aspects of social studies. The Council published Expectations of Excellence: Curriculum Standards for Social Studies which provides an articulated K-12 social studies program that serves as a framework for the integration of other national standards in social studies, including U.S. and world history, civics and government, geography, global education, and economics. NCSS standards ensure that an integrated social science, behavioral science, and humanities approach for achieving academic and civic competence is available to guide social studies decision makers in K-12 schools.The NCSS framework consists of ten themes incorporating fields of study that correspond with one or more relevant disciplines. The organization believes that effective social studies programs include experiences that provide for the study of:
* Culture
* Time, Continuity, and Change
* People, Places, and Environment
* Individual Development and Identity
* Individuals, Groups, and Institutions
* Power, Authority, and Governance
* Production, Distribution, and Consumption
* Science, Technology, and Society
* Global Connections
* Civic Ideals and Practices
Membership in National Council for the Social Studies is open to any person or institution interested in the social studies.
Professional Development
NCSS Communities
Network with other NCSS members to seek advice, share your knowledge, and connect with other members who share your concerns. Visit the NCSS Communities website to browse or join a community.
NCSS Annual Conference 2008
Join thousands of your social studies colleagues at the NCSS Annual Conference, this November 14 - 16, 2008, in Houston, TX.
Learn more about the conference
Celebrate Excellence! Awards & Grants
NCSS recognizes the best in social studies education with award and grant programs that highlight teachers, programs, research, service, and more.
Learn more about NCSS awards and grants
State and Regional Councils
NCSS supports and affiliates with orgainizations of social studies educators that thrive in most of the 50 United States.
Go to www.socialstudies.org/community to learn about regional, state, and local councils and their meetings.
Setting the Standards
Expect excellence from your students and yourself. The NCSS standards for curriculum--and teacher education--are the framework used nationwide for educational excellence.
NCSS Curriculum Standards
NCSS Teacher Standards
I found the resources on the website for the NCSS very promising for the development of my career goals and objectives. The site was very informative on how to do become involved in a high level organization which is nationally recognized for the social studies teacher I am becoming. I have already used some of its resources for my student teaching such as related links. The webquest we did last semester addressing this specific organization has been extremely helpful in helping me to find websites which are targeted for U.S. Government of which I am currently teaching.
About National Council for the Social Studies
Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. The mission of National Council for the Social Studies is to provide leadership, service, and support for all social studies educators. Founded in 1921, National Council for the Social Studies has grown to be the largest association in the country devoted solely to social studies education. NCSS engages and supports educators in strengthening and advocating social studies. With members in all the 50 states, the District of Columbia, and 69 foreign countries, NCSS serves as an umbrella organization for elementary, secondary, and college teachers of history, geography, economics, political science, sociology, psychology, anthropology, and law-related education. Organized into a network of more than 110 affiliated state, local, and regional councils and associated groups, the NCSS membership represents K-12 classroom teachers, college and university faculty members, curriculum designers and specialists, social studies supervisors, and leaders in the various disciplines that constitute the social studies.
NCSS defines social studies as "the integrated study of the social sciences and humanities to promote civic competence." Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. In essence, social studies promotes knowledge of and involvement in civic affairs. And because civic issues--such as health care, crime, and foreign policy--are multidisciplinary in nature, understanding these issues and developing resolutions to them require multidisciplinary education. These characteristics are the key defining aspects of social studies. The Council published Expectations of Excellence: Curriculum Standards for Social Studies which provides an articulated K-12 social studies program that serves as a framework for the integration of other national standards in social studies, including U.S. and world history, civics and government, geography, global education, and economics. NCSS standards ensure that an integrated social science, behavioral science, and humanities approach for achieving academic and civic competence is available to guide social studies decision makers in K-12 schools.The NCSS framework consists of ten themes incorporating fields of study that correspond with one or more relevant disciplines. The organization believes that effective social studies programs include experiences that provide for the study of:
* Culture
* Time, Continuity, and Change
* People, Places, and Environment
* Individual Development and Identity
* Individuals, Groups, and Institutions
* Power, Authority, and Governance
* Production, Distribution, and Consumption
* Science, Technology, and Society
* Global Connections
* Civic Ideals and Practices
Membership in National Council for the Social Studies is open to any person or institution interested in the social studies.
Professional Development
NCSS Communities
Network with other NCSS members to seek advice, share your knowledge, and connect with other members who share your concerns. Visit the NCSS Communities website to browse or join a community.
NCSS Annual Conference 2008
Join thousands of your social studies colleagues at the NCSS Annual Conference, this November 14 - 16, 2008, in Houston, TX.
Learn more about the conference
Celebrate Excellence! Awards & Grants
NCSS recognizes the best in social studies education with award and grant programs that highlight teachers, programs, research, service, and more.
Learn more about NCSS awards and grants
State and Regional Councils
NCSS supports and affiliates with orgainizations of social studies educators that thrive in most of the 50 United States.
Go to www.socialstudies.org/community to learn about regional, state, and local councils and their meetings.
Setting the Standards
Expect excellence from your students and yourself. The NCSS standards for curriculum--and teacher education--are the framework used nationwide for educational excellence.
NCSS Curriculum Standards
NCSS Teacher Standards
I found the resources on the website for the NCSS very promising for the development of my career goals and objectives. The site was very informative on how to do become involved in a high level organization which is nationally recognized for the social studies teacher I am becoming. I have already used some of its resources for my student teaching such as related links. The webquest we did last semester addressing this specific organization has been extremely helpful in helping me to find websites which are targeted for U.S. Government of which I am currently teaching.
Monday, January 26, 2009
Philosophy
My philosophy of teaching revolves around the central idea that service is the key to impacting our educational system, and thus impacting young lives and minds. It is essential for me to view service to others in order to promulgate what I believe are necessary components of a successful teaching philosophy. By being service and action oriented, I may translate a body of knowledge necessary for not only a well-rounded social studies education, but I may also prepare young people to be well informed, helping them to make independent decisions. This view of service in education will also translate into a future world citizenry that can function, operate, and thrive in the “smaller” global world in which we live. Globalism is happening right before our eyes; in our families, neighborhoods, cities, states, country as well as the world, we are surrounded by people of diverse beliefs, creeds, ethnicities, religions, and worldviews. Social studies educators have the perfect platform to have an impact on society as a whole. We hold the keys to transmitting the body of knowledge, changing society by educating its future citizens, and making a difference in the global world in which we live.
In the classroom this can be achieved by approaching the education of the pupils as a service to them, to society, and to ourselves as teachers. We interact increasingly with the global world, and so we all benefit from this service we are providing for the aforementioned groups.
With that in mind, a good background of the history of issues must be provided so that we can help the students realize where we have been. This includes differing perspectives on history. We have western history, but there is also other rich traditions of history that need to be examined from another point of view than we are traditionally taught as history. These will also further building cultural bridges in neighborhoods and beyond. We need also prepare the students for being responsible citizens by informing them on how our republic works. The “nuts and bolts” of government, bureaucracy, and our voting and economic systems will prepare our students to be active participants in the world. They may choose not to be involved, but our responsibility is to give them the option to participate in society to the best of their ability and their wants, needs and desires.
Another concrete step that can be made in action planning a current and future classroom strategy to carry out this philosophy is to make the learning engaging and enriching for the students. It is not an easy task, but by being creative with assignments, using theory, proven (and maybe some unproven) strategies to add to their existing schema of knowledge. We need to turn to Bloom, Gardner, Maslow, Rosenblatt, Vygotsky, Piaget, Mathews and meld all sources available to us to create exciting classrooms, lessons, and learning. The classroom should be the “situation room” of students’ lives. My goal is to make my classroom the “situation room.”
In the classroom this can be achieved by approaching the education of the pupils as a service to them, to society, and to ourselves as teachers. We interact increasingly with the global world, and so we all benefit from this service we are providing for the aforementioned groups.
With that in mind, a good background of the history of issues must be provided so that we can help the students realize where we have been. This includes differing perspectives on history. We have western history, but there is also other rich traditions of history that need to be examined from another point of view than we are traditionally taught as history. These will also further building cultural bridges in neighborhoods and beyond. We need also prepare the students for being responsible citizens by informing them on how our republic works. The “nuts and bolts” of government, bureaucracy, and our voting and economic systems will prepare our students to be active participants in the world. They may choose not to be involved, but our responsibility is to give them the option to participate in society to the best of their ability and their wants, needs and desires.
Another concrete step that can be made in action planning a current and future classroom strategy to carry out this philosophy is to make the learning engaging and enriching for the students. It is not an easy task, but by being creative with assignments, using theory, proven (and maybe some unproven) strategies to add to their existing schema of knowledge. We need to turn to Bloom, Gardner, Maslow, Rosenblatt, Vygotsky, Piaget, Mathews and meld all sources available to us to create exciting classrooms, lessons, and learning. The classroom should be the “situation room” of students’ lives. My goal is to make my classroom the “situation room.”
Friday, January 16, 2009
This I Believe
Service to others with my talents is one of the main things that brings real joy to me in life. One of my talents and loves is cooking. I often just cook for entertainment. My friends often laugh at me and call me Old Mother Hubbard, not because I live in a shoe, but because my pantry stays stocked just for any occasion to make food for people. Food is one of the ways we enjoy life and fellowship with others. Often the most fun I have in a day can be making key-lime pie for a neighbor, or sharing a big pot of soup with my “second family” down the street.
I grew up in a home with two working parents. I got home from school, took care of myself and mostly stayed out of trouble, because I knew my parents would arrive home at 4:45 pm. I remember growing up with my mother who did not like to cook, though she made some things in only the way a mother can, she mostly didn’t enjoy cooking as it was a chore: another thing to do before getting on with the rest of the day. So I realized early that if I wanted the food I loved, I would have to learn to make it myself.
I remember one summer, when my folks were working, and I was home for summer vacation, I made hot dogs for them when they came home from work for lunch. I think I boiled the hot dogs for an hour before they came home to eat them all split and mushy from over cooking. They loved it though, and never criticized my effort. Once, I made “supper,” ready just when my parents arrived home from work. Part of our family lore is that I had used half a container of cloves in that pot of sauce. It was just awful, but we all ate it anyway. I remember thinking I was a gourmet chef, using a new spice in this dish. I learned three lessons that day. Cooking for people made them feel special, and it made me feel happy to prepare for others. I also learned that cloves didn’t taste so good in spaghetti.
When I was in high school, I would have luncheons for the women in my church and neighborhood. I found I was developing my skills and loved to please people with food. That is when I learned I enjoyed the way I felt when I was preparing meals for others.
So many years later, I have supported myself with a catering business doing weddings, funerals, garden club luncheons, and other affairs, large and small. I have catered for 350 people with my full staff for a fundraiser netting $3M for a building project. I have also prepared dinner parties for people in their homes, acting as chef, server, and dishwasher for small and large gatherings for intimate and relaxed settings.
The service is where the joy is. I have cooked for many using one of my talents to offer pleasure to others. I even have some friends that named my collard greens, “Better than Paula’s [Deen] Collards” when some of my recipes were published in a local cookbook. It is an integral part of my life. The best part is, I can whip up a sour cream pound cake for the elderly folks that just moved in next door this afternoon. I will experience the joy, and they will experience receiving a gift truly made out of kindness. I expect no accolades, because I am the one receiving the gift, really.
I grew up in a home with two working parents. I got home from school, took care of myself and mostly stayed out of trouble, because I knew my parents would arrive home at 4:45 pm. I remember growing up with my mother who did not like to cook, though she made some things in only the way a mother can, she mostly didn’t enjoy cooking as it was a chore: another thing to do before getting on with the rest of the day. So I realized early that if I wanted the food I loved, I would have to learn to make it myself.
I remember one summer, when my folks were working, and I was home for summer vacation, I made hot dogs for them when they came home from work for lunch. I think I boiled the hot dogs for an hour before they came home to eat them all split and mushy from over cooking. They loved it though, and never criticized my effort. Once, I made “supper,” ready just when my parents arrived home from work. Part of our family lore is that I had used half a container of cloves in that pot of sauce. It was just awful, but we all ate it anyway. I remember thinking I was a gourmet chef, using a new spice in this dish. I learned three lessons that day. Cooking for people made them feel special, and it made me feel happy to prepare for others. I also learned that cloves didn’t taste so good in spaghetti.
When I was in high school, I would have luncheons for the women in my church and neighborhood. I found I was developing my skills and loved to please people with food. That is when I learned I enjoyed the way I felt when I was preparing meals for others.
So many years later, I have supported myself with a catering business doing weddings, funerals, garden club luncheons, and other affairs, large and small. I have catered for 350 people with my full staff for a fundraiser netting $3M for a building project. I have also prepared dinner parties for people in their homes, acting as chef, server, and dishwasher for small and large gatherings for intimate and relaxed settings.
The service is where the joy is. I have cooked for many using one of my talents to offer pleasure to others. I even have some friends that named my collard greens, “Better than Paula’s [Deen] Collards” when some of my recipes were published in a local cookbook. It is an integral part of my life. The best part is, I can whip up a sour cream pound cake for the elderly folks that just moved in next door this afternoon. I will experience the joy, and they will experience receiving a gift truly made out of kindness. I expect no accolades, because I am the one receiving the gift, really.
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