Spare Time Reading by Mike Siekkinen

Though summer has come and gone, I still get some reading time in for enjoyment. I thought I'd share some of my favorite authors and books I may revisit. I do tend toward the fantasy, science fiction and horror genres so if you do also, you may find some of these authors and stories worth a read.

Stephen King  Hands down scariest author for me. Great story telling and he rarely has let me down with his novels. I normally do not want to put a King novel down! Some favorites have been The Stand, The Gunslinger Series and It.

J.R.R. Tolkien  Best fantasy series to date. Established the rules all others use. Compelling and complete. A master story teller with his epic. I know many have read it but if not, give it a try. It has something for everyone.

Dean Koontz  I love the Odd Thomas series but he has many other great books. Another master horror/supernatural story teller. I have enjoyed his series as well as his stand alone books.

Michael Moorcock  From my youth, the Elric of Melnibone series is an epic tale unlike others. His catalogue of novels is extensive and his theme of the eternal hero has a number of series worth reading. Give him a try.

Ursula K. Leguin The Earthsea trilogy is a great read as well as many of her standalone stories. She has fantasy, fiction and science fiction in her writings.

Fritz Leiber His fantasy novels are fun and his Fhaferd and the Grey Mouser series is a blast to read. He has an extensive collection of science fiction and fantasy novels.

Patrick Rothfuss  I just finished his Name the Wind novel and can’t wait to get into the next book. Great storytelling. Another fantasy series I am enjoying.

What are you reading in your spare time?

Dr. Mike Siekkinen, a retired U.S. Navy submariner, became a teacher as a second career. He teaches history at St Marys Middle School as well as Adult and Career Education at Valdosta State in Georgia.

Top 5 Books to Try When You Have Time…. by Mike Siekkinen

Teachers have a ton of extra time on their hands…during the summer.

I thought I would share some of my favorite books and why I love them. Many are read by my students and give us things to discuss or can be recommendations also so here goes:

1. Lord of the Rings – I love this story. Complex world with its own language. Most kids have seen the movie but it’s nothing is like the original tale. The original fantasy novel to start the genre! You can add the Hobbit also as it is the front story.

2. The True Game – This is a series of 3 novels that make for a great read. Science fiction with a fantasy “kick.” Easy read with a neat world where people are born with “powers.” I almost envision these as pieces on a board battling it out. I’ve never read anything quite like it.

3. The Stand - Hands down the best of Stephen King! What a story! A disease wipes out humanity with a handful of survivors. Good versus evil! A supernatural twist thrown in for good measure. Characters you’ll love and hate. Awesome read!

4. Harry Potter - Don’t scoff! Yes,they are children’s books but they are also an enjoyable read! Great storytelling is great storytelling! You’ve seen the story but if you haven’t read it, you should. The book is always better than the movie!

5. Call of the Wild - Great classic read. Adventure and coming-of-age story. Not sure if this is required reading anymore but it should be. I also recommend for you “northerners” a similar book Trap lines North. Bygone era but I used to read this as winter rolled in before I started my own trap line. I used to trap mink and muskrat to get Christmas money to buy gifts for family. 


Give these a try. I think you’ll find some enjoyable reading!

Dr. Mike Siekkinen, a retired U.S. Navy submariner, became a teacher as a second career. He teaches history at St Marys Middle School as well as Adult and Career Education at Valdosta State in Georgia.

Books from Other Countries by Wendy Buchanan

As a teacher, I am constantly looking for resources that will enhance the quality of educational opportunities for my classroom, while continually emphasizing the importance of my students’ responsibilities to their school community and families.  I try to encourage a “market,” if you will, among the people who help our students grow to be productive citizens – the parents and teachers who, together, educate our children. 

As a result, each year, I divide my class into groups where students must live as a fictitious family. They have to budget, balance a checkbook, invest in the stock market and learn about assigned countries of origin. They ended up learning about famous inventors from different countries, all the while developing valuable life skills.

After attending a Winning Ideas Weekend in San Francisco with my husband, a former izzit.org Teacher of the Year, I participated in izzit’s Win-Win Trading Game and knew instantly that I could use this activity in my own 4^th grade classroom.  I finally understood some of what my husband had been talking about all these years. At first, I struggled with the economic concepts with which my husband wished to “enlighten” me. I resisted the idea of these concepts being taught at a grammar school level. But that all changed.

It was apparent that a key concept such as free trade and the benefits of a free-market competitive society, indeed, had a place in the elementary classroom! I was ecstatic about the possibility of exposing the winning ideas of freedom into the minds of these youngsters. The question of how this would happen lingered.

It wasn’t until two years later that the idea came to me… Each year our school receives donated books. So how could we distribute these books most effectively? We decided to use izzit’s Win-Win: A Trading Game. I viewed my free copy of the Win-Win Trading Game DVD to brush up on how it should be played. And it occurred to me that our “fictitious families” from all over the world would be the perfect situation to bring the concept of free trade to the fourth grade classroom. 

Students were asked to sit with their “family” in a “country-of-origin.” Each was given a book in a sealed paper bag. Students could either keep their book or trade with the other members of their family; suddenly they had a choice.  A discussion followed regarding their limited choices within their countries. Before the students understood where this lesson was going, they insisted on trading with “other countries.”

Trading was now permitted with the other countries, and students quickly began to search for those particular books that were of interest to them. They understood, firsthand, how the simple act of being able to trade freely with the class led to a major increase in their satisfaction.

Discussion turned to global trade and the clothing everyone was wearing that morning.  Clothing tags were identified, and the origin of the clothing was mapped out on individual student maps and on the large classroom map of the world. Students became aware of the global connection associated with their clothing, and witnessed a real life example of just how free trade makes more people satisfied. In the end, my students realized the much larger picture: our freedom to choose what we trade and with whom we trade makes for a better world.

By placing this video in my hands, izzit.org has given me the necessary tools to not only reach my students this year, but for years to come. I have already lent the DVD to my fellow grade-level teachers. And during our school’s next book giveaway, all 4^th grade students will be participating in the trading game. With the addition of other “countries,” the overall satisfaction of the books donated will undoubtedly increase while promoting the concept of free trade.

By producing one high-quality video targeting a specific concept involving liberty, teachers have the opportunity to educate and enlighten millions of students, allowing them to become productive citizens. Thanks izzit.org!

“The most important single central fact about a free market is that no exchange takes place unless both parties benefit.”  -Milton Friedman

Is it an izzit day? by Elizabeth Harris

What do you read when you have no books and a high-school classroom full of struggling readers?

Nearly a decade ago I had to answer that very question as I began a new chapter in my career – teaching English and Academic Literacy at MacArthur High School in San Antonio, Texas. During the interview process, my principal challenged me both professionally and personally. She explained that my classes would be full of students who need a teacher to see beyond their well-documented disabilities and challenges. Enthusiasm for what you are teaching and respect for the students must be displayed every day. You must believe in them even when they don’t believe in themselves. Can you do that while teaching students who are struggling or resistant learners?

Challenge accepted.

The first week of school brought another challenge that I had not anticipated. My classroom was nearly empty. A few desks and small tables were scattered amidst four white walls, but there was not a single book in the classroom. No books, no bookshelves, not even a filing cabinet.

My search for high-interest, expository texts or current event-based materials began immediately.

During this time, I discovered izzit.org. I was thrilled to find an organization dedicated to providing quality teaching materials. Although the emphasis of the materials is primarily in the economic or government and business realm, the topics readily lend themselves to cross-curricular learning experiences.

In my Academic Literacy classroom, From Poop to Profits becomes a lesson about problem solving, innovation, and overcoming obstacles.

Bee the Change becomes a lesson about learning to take risks in the face of hardship, and the importance of being committed to follow through in order to effect change for your family and community.

Paradox of Progress becomes a lesson about facing change. When is change good? When is technology enough? Or too much? Who decides?

The Singing Revolution becomes a lesson about individual acts of heroism, the power of choice, and the resilience of the human spirit.

Each engaging izzit.org video depicts real people facing real challenges and demonstrates the importance of perseverance and individual choice. My students cheer whenever they see the izzit.org icon. “Is it an izzit day?” is a favorite question.

Whether teaching my struggling readers, students with learning disabilities, or second language learners, izzit.org provides excellent educational resources for teachers that can easily be adapted to teaching any level of secondary students. Teacher guides coupled with quality films and documentaries depicting real world situations provide students with authentic learning opportunities that extend beyond the classroom walls. In my classroom, videos frequently serve as springboards for student-driven, inquiry-based research projects. This type of learning promotes critical thinking, problem solving, and higher level processing as well as collaboration.

Several years ago after reading a current event article from izzit.org titled “Kidneys for Sale”, even my most apathetic student had an opinion. We paired this with a similar article and then viewed a segment of the video from the Drew Carey Project: Vol. 1. My students were engaged and did not stop talking about this topic even as we were ready to move on. So, I changed my lesson plans. Students continued generating meaningful questions and talking with their parents outside of class – about organ donors and organ transplants.

Their momentum carried us from learning about how to become an organ donor to learning which other organs can be successfully transplanted. As students questioned, we expanded our research. The culminating effect that year is that students began to learn why some people need organ donations. And they wanted to do something to help. One young lady challenged her family to begin eating more vegetables and become healthier so that they won’t need organ transplants. Others decided to raise awareness about how to become an organ donor.

Momentum continued and one final project brought all of my classes together in a collaborative effort. Students’ inquiry-based research led them to learn about several diseases such as cystic fibrosis, diabetes, and Duchenne Muscular Dystrophy (DMD). When students read an article about a young boy with DMD and learned it is a fatal childhood disease that affects boys, they wanted to do something. Their ideas flowed.

Students planned, developed, and carried out several events on campus and in the community to raise $1,500.00 dollars toward research for finding a cure. Through a grant proposal, students published a calendar outlining their journey and continuing efforts to raise awareness for their cause. Calendars were sent to principals, counselors, and librarians at each middle school and high school campus in our district.

Instead of focusing on their own challenges, this project provided a platform for students to realize their potential and celebrate their ability to impact the world around them. Participation at this level is empowering.

Curriculums may change and textbooks will come and go, but izzit.org current event updates and educational videos remain a constant in my classroom because they provide opportunities for students to grow and learn together

Solitude and Leadership by Andy Jobson

In an earlier blog I referenced the importance of reflecting on what you read and on teaching students to think.  There is an excellent essay on these issues entitled “Solitude and Leadership” . It’s an address given to a plebe class at West Point (2009) by William Deresiewicz.  While I think you should read the whole thing, I will give you some of the details to pique your interest.

Deresiewicz has some harsh words for many of our “best and brightest” who have risen high by being “world-class hoop jumpers” or “excellent sheep.”  They can pass tests and achieve goals, but they can’t think original thoughts.  So Deresiewicz  has some advice about teaching young people how to think.

1)    Avoid multitasking.  He says, and I agree, “Multitasking… is not only not thinking, it impairs your ability to think.”  We have to develop our ability to concentrate on something long enough to develop an idea about it, and this ability is stunted when we are constantly distracted by an email, or a phone call, or a text, or whatever else comes along.  Find something to focus on- even manual labor can be a means to this if it enables you to free your mind to wander and explore new ideas.

2)    Read books—not tweets, or wall posts, or even magazine articles, although the latter can be useful.  Reading books forces you to concentrate on an argument for longer than a few seconds or minutes.  Authors of books have also generally spent a lot more time thinking about what they want to say and how to say it.  Old books are particularly useful because they engage us in the thinking of another time; we are forced to examine our assumptions through another lens.

3)    Develop some close friendships—the “deep friendship of intimate conversation.”  Finding someone you can bare your soul to with “doubts you aren’t supposed to have, questions you aren’t supposed to ask” allows you to think through such difficult issues.

These are all helpful to me as a teacher, but I also ask my seniors to read this essay and consider how it applies to their lives.  Perhaps your students will find it useful as well.

What do you think? Do you think multitasking is helpful or harmful? What about the concept of reading books instead of shorter pieces?

An educator of 22 years, Andy Jobson has taught government, economics, and U.S. History. Currently teaching English literature at Riverside Military Academy in Gainesville, GA, he’s also been an administrator, a STAR teacher twice, and taught elementary school with Teach for America.

Great Teacher Resources – Brainpop and FreedFlix by Mike Siekkinen

Have you tried Brainpop? Our school bought a site license for it last year; it was very reasonable. Brainpop is a multi-topic site that kids really enjoy. Students log in and then can be assigned topics/areas to visit on the website. It really does have something for everyone. Students can play games, watch short videos and then take quizzes on the assigned topics. Best of all, these can be very quick (10 minutes) or lengthy, depending on what you assign. I find the site easy to navigate and my middle school students love it.

Another site I am using is FreedomFlix.This also requires a site license but is also very reasonable. FreedomFlix is a history related site that is customizable with regards to reading levels. It has loads of topics ranging from early colonization to all of the wars America has been involved in. Three different Lexile levels are available with each lesson as well.  Students can even select "read aloud" and the text is read to them. I find both options great for my multi-level readers as well as my ESOL students. I, with very little effort, design webquests for my students that guide them through the site and information. There are videos, maps, historical documents and stories for each topic as well as external links to other sites. Great site for high, low and in between reading levels!

My students think the website is fun and enjoy when they are "assigned" topics to do on Brainpop. I have always thought it the best of both worlds when students are enjoying themselves and are learning at the same time.

Let us know in the comments if you’ve used either of these resources, or if you have other places teachers should know about.

Dr. Mike Siekkinen, a retired U.S. Navy submariner, became a teacher as a second career. He teaches history at St Marys Middle School as well as Adult and Career Education at Valdosta State in Georgia.

Helping Build Lifelong Learners by Andrew Jobson

One of my greatest struggles as a teacher is to find ways to actually impart knowledge to my students; in other words, to go from telling the students something to seeing them make new ideas their own.  Along with that is the challenge of getting them to not merely regurgitate what I’ve said, but to engage the ideas and adapt them to their own understandings—to do battle with the ideas rather than merely memorize them.

I have often used Francis Bacon’s famous essay about books: the one where he says “Some books are meant to be tasted, others to be swallowed, and some few to be chewed and digested” (or something very close to that).  I recently discovered a more recent writer who provides additional ideas for students on how to read a book actively.  Mortimer Adler was the father of the Great Books series, and I’ve been reading his 1940s classic How to Read a Book.  It’s good, but a very short essay entitled “How to Mark a Book” may be even more useful thanks to its brevity.  It’s easily located on the web.

Adler argues that “marking up a book is not an act of mutilation but of love.”  He distinguishes between those who “own” books by holding them in pristine condition on their bookshelves, and those who truly own books—whose books are all “dog-eared and dilapidated, shaken and loosened by continual use, marked and scribbled in from front to back.”

Most of my students, if they mark books, merely underline large swaths of text.  Adler provides some additional suggestions to actively read and understand (and to test one’s understanding) a challenging text.  I think I’m going to have all of my students read this essay early in the year.

You may find it useful as well. 

Do you mark up books?

An educator of 22 years, Andy Jobson has taught government, economics, and U.S. History. Currently teaching English literature at Riverside Military Academy in Gainesville, GA, he’s also been an administrator, a STAR teacher twice, and taught elementary school with Teach for America.