Archive for Educators

Gum on Sunday Morning

April 8, 2016 Educators, Kids, Writers No comments

Gum has a way of sticking with me. For the past week I’ve been working with a producer for CBS’s Sunday Morning program. They’re going to do “something” about gum this week (April 10), and I’ve been providing them with statistics, information, and resources on the topic.

As to what exactly the piece will be about, I don’t know. Maybe I should have asked before getting involved. But what I’ve seen of the show, they do a good job handling topics, even sticky ones!

CBS Sunday Morning airs at different times around the country. Here in Eugene it’s 7 a.m. Other places it’s 8 or 9. Check local listings if you want to take a watch.Chew a piece of gum while you’re at it!

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Magic at Guy Lee

February 27, 2016 Educators, Kids, Writers No comments

I met with the magical 4th graders at Guy Lee Elementary School in Springfield, Oregon. Mrs. Skoog is their teacher. The kids read The Magic of A.C. Gilbert, wrote letters to the business (Pathways Physical Therapy) that sponsored the book, and drew pictures for a timeline that highlighted A.C. Gilbert’s life.

What a great pleasure it was to hear what the students learned about this fascinating man. He was an famous Oregonian during his life, but many people today haven’t even heard of him. Feel free to share what you know about this interesting and accomplished guy in the Comments below.

AC Cover

Teachers learning about A.C. at a conference.

Teachers learning about A.C. at a conference.

Three Questions: Hugh Fullagar

January 27, 2016 Educators, Kids, Writers 7 comments

Three Questions is a periodic feature of this blog. The focus is on three questions asked of everyday people involved in curious pursuits.

The subject of this Three Questions post is Hugh Fullagar, sports science coordinator at the University of Oregon. He works in the athletic department and his job is to collect data to help improve player performance and reduce injuries. One of his many duties involves attaching GPS units to the Duck football players’ shoulder pads and collecting information during practices and games that helps coaches make decisions.

1. What experiences did you have that made you want to become a sports scientist?

I’ve always been deeply involved and passionate about sports since I was a kid. As I got older, when I realized I was no good at playing sports, I became really interested in the behind-the-scenes work within elite sport (e.g. coaching, recruitment, tactics, fitness, medical) and during my studies at university I was able to experience and link up with many of these fields in numerous sports. The link between science and sport probably started with my lecturers and supervisors from my universities and then speaking and building relationships with people practicing in the field. Once I realized that much of being a sport scientist is not just about being knowledgeable, but also about how you interact with the people around you, I realized that this is something I love doing. Working and meeting with the variety of people and the different relationships built up around the world is both fun and extremely rewarding.

2. What are the most and least interesting parts of your job?

The most interesting would have to be sitting down with people who are far more experienced than me (i.e. head coach and medical staff, senior athletes, university supervisors) and discussing philosophies not just behind sport science but sport performance in general. Listening to people who are more experienced than yourself is critical to the learning process and continually improving. The least interesting part is definitely cleaning the porta-potty after football games (the Ducks have a collapsible bathroom on their sideline during games.) Don’t let sport science nerds fool you; we are a jack of all trades!

3. What are some basic things people can do to enhance their sports performance?

It sounds corny but eat, train, and sleep right. If you are eating the right things, training appropriately depending on the time of year and your sport (this is obviously hugely variable), and sleeping both from a quality and quantity perspective, you are going to improve from just doing those things. Surround yourself with the right people and do the basics hard and right. Too many people focus on little, irrelevant things which may make up 1% of sport performance rather than doing the basics as well as they possibly can be done. Having a clear and direct mental/cognitive well-being is also highly critical and sometimes an underestimated part of sport performance.

Moving Forward

December 29, 2015 Educators, Kids, Writers No comments

Okay, most of the pictures are done. Recorded interviews (60) have been heard, and notes taken. A rough (very rough) outline has been made. Now it’s time to get serious.

Well, not real serious. After all, this is going to be a book for kids, not an article for an encyclopedia. It’s going to have to be informative, engaging, WoW-producing, and fun.

The challenge, as with all faction (non-fiction) projects, is selecting the right material to include. I’ve gotten enough information to write a 100-page book, easily. However, this book will be 48 pages, and include photographs. So, this will require a special kind of selectivity, and always with readers in mind.

I have already started my draft, and each day I return to it to revise. This does not always happen in my office on the computer. This happens throughout the day. and night. Last night as I lay in bed, I contemplated some of the details I had included in my draft. Will they stay or will they go?

Only time will tell.

Crunch Time!

December 1, 2015 Educators, Kids, Writers No comments

The past several weeks have been, indeed, crunch time for my latest project. With only three football games left on the home schedule, I’ve had to hustle to gather the information I need for my Game Day with the Oregon Ducks book. During the weeks, I interviewed key people involved in game day. And then, on the day of the games, I observed, took notes, and interviewed some more. Luckily, I had a great research assistant, so we could divide up the game day work.

To date, I have hours of recorded interviews and a stack of pages filled with notes. Oh, did I mention photos? I’ve got more than 3,000 shots done by the talented Jack Liu. We’ll be needing between 40 and 50 for the book, so there’ll be tons of editing to do. And we’re not done gathering, either. Jack still has more photos to take, and I’ve got interviews and follow-ups to do.

When all that’s completed, the writing comes. I have a good idea as to the format since I’m using my baseball Game Day book as a model. But, there will be differences with this book. It’ll be more specific to one team (the baseball book was more generic), and it will include more facts. I’ve even played with style and tone, but that’s really getting ahead of things. Still, it’s fun, and writing does not have to follow a strict linear path.

Here are some photos I took as I researched. These will be helpful reminders as I recall my observations and experiences.

Band warm-up, by groups

Band warm-up, by groups

 

Special teams mat

Special teams’ mat

 

Setting up the sideline

Setting up the sideline

 

Coaches' headsets

Coaches’ headsets

 

Five minutes to kickoff

Five minutes to kickoff

 

Revving up the Harley

Revving up the Harley

 

Halftime interview with the coach

Halftime interview with the coach

 

Football Project Underway

November 13, 2015 Educators, Kids, Writers No comments

A few years back, I wrote Game Day, a behind-the scenes look at a major league baseball game. I was pleased with how the book turned out, and at the positive response it got. Since then, I’ve been exploring other venues for behind-the-scenes looks. I completed one manuscript, Around the Clock at an Aquarium, that it now being marketed. Another idea percolating was a college football game.

Last spring I, along with Mighty Oregon magazine publisher Jerry Thompson, approached the University of Oregon to get the permission needed to gain access for the information I’d have to have. Permission did not come lightly. It took lining up a publisher (QSL) and obtaining a license. These took eight painstaking months.

Last week I got the official go-ahead and flew into action. Armed with media passes for my research assistant (Ava Litton) and me, we attended the UO vs. Cal game. The journey officially began. We met in the press box with the photographer for the project, Jack Liu, and brainstormed image possibilities. Then we were off, in and around the stadium, observing the goings-on.

The fantabulous Jack Liu, with his homemade camera rain protector.

The fantabulous Jack Liu, with his homemade camera rain protector.

Spectators had not be admitted yet, but there was lots going on. The band practiced, the bench areas were set up, the photographers connected their computers and readied them for uploading their pictures. Some of the players were on the field, stretching, running, and playing catch.

Linebacker Rodney Hardrick does his pre-game warm-up, despite the distraction.

Linebacker Rodney Hardrick does his pre-game warm-up, despite the distraction.

 

Thanks to the generous help of Dave Williford, head of football communications, we got oriented to the many facets (and there are many!) of the press box. Thinking about all the behind-the-scenes parts of a game was a bit overwhelming, but we’ll have two more games to gather info. There’s also time during the week to interview people.

Starting Monday after the game, I got on it and have made contact with some players as well as the head athletic trainer, equipment manager, guys in charge of the food, and the head of tickets. There’s lots more to go, but the flow of information has started. The challenge before the next game is to replay the interview tapes and take notes. I’ll be making a timeline of game day to help me organize the information.

There's lots of helmet choices.

There’s lots of helmet choices.

Locker-room living-room

Locker-room living-room

 

Gratefully, I’ll have all winter to work on the writing part. I’ll need it!

 

Three Questions: Deborah Schimberg

October 8, 2015 Educators, Kids No comments

Three Questions is a periodic feature of this blog. The focus is on three questions asked of everyday people involved in curious pursuits.

The subject of this Three Questions post is Deborah Schimberg, educator, environmentalist, and founder as well as president of Verve, Inc. Verve, located in Providence, Rhode Island, produces chewing gum and gum-making kits.

1) What made you want to get into the gum making business?

I actually never intended to get into the gum making business! In 1992, back when I was a teacher, my family and I traveled to Northern Guatemala. We visited an economically depressed, chicle-producing community and learned about chicle, the sap of the sapodilla trees that grow in the rainforests of Central America. Up until then, I had never thought about how chewing gum was made— or what gave it chewy texture. We were all surprised to hear that chicle had once been the basis of the entire chewing gum industry. When synthetic resins became the norm in the 1940s and ‘50s, the market for chicle diminished. But that’s a shame, because the harvest of chicle is sustainable and benefits both rainforest conservation and the local economy in forest regions. Upon my return to the States, my kids and I experimented with this sticky tree sap in our kitchen. By tweaking a traditional formula and adding confectioner’s sugar, corn syrup, and flavoring, we found a way to create homemade chewing gum. With hopes of building a new market for chicle and educating folks about it, I founded Verve, Inc. and began commercially producing a Make Your Own Chewing Gum Kit for kids. Folks liked the results of the Gum Kit so much that I decided to make it into a brand of gum—Glee Gum.

2) What should people know about gum making that they probably don’t?

When made with natural ingredients, chewing gum can be an eco-friendly breath freshener with a lot of additional benefits. Studies show that chewing gum stimulates saliva, which helps to promote dental health. Sugarless gum sweetened with xylitol, a natural sugar alcohol, can also help to reduce tooth decay and prevent cavities. (That’s what we use in our Sugar-Free Glee flavors!) And, numerous studies suggest that chewing gum aids in concentration, staying alert, short-term memory retention, and stress relief.

3) What is “natural gum” and why is it better that “synthetic gum”?

Most gum on the market today comes loaded with artificial flavors, colors (like Blue 2 Lake or Red 40), sweeteners (like Aspartame or Acesulfame K), and preservatives (like BHT). Who needs all that stuff? Unlike most gum, Glee Gum is made without artificial colors, flavors, sweeteners, or preservatives. It’s also the only gum on the market that is Non-GMO Project Verified and Fairtrade certified. Plus, it’s made with chicle!

Opening Week Intros

September 8, 2015 Educators No comments

It’s the first week of school and there’s lots to do, but what’s more important than getting to know your students? How about an authentic (real-life) writing activity to get the ball going.

Before you invite your students to introduce themselves to you, introduce yourself to them (great modeling!). Write a paragraph or two about yourself that you would like to share. It could be about your family, things you like to do, favorites, pet peeves, why you teach, etc., etc.

The main point is to write something down, and at the reading level of your kids. If you teach kindergarten, make a drawing and use a few simple words. I like the idea of printing what you’ve done and making copies for each kid (they can also take it home to share with parents).

Once you’ve led the way, invite them to introduce themselves to you. Helpful prompts have been: What would you like me to know about you?” or “How would you describe yourself?” You can broaden this activity by making the entire class the audience (i.e. “What would you like us to know about you?”). Make sure to let the class know from the beginning who the audience will be. In my experience, making yourself the audience often leads to more personal and insightful writing.

This activity will not only help you begin to learn about your students, it will also give you knowledge about their writings skills. Consider it a first week writing sampling, and use it to help inform instruction.

Travel Writing For All

August 23, 2015 Educators, Writers No comments

As someone once said, “Travel is the only thing you buy that makes you richer.” I agree with that. I also concur with Saint Augustine who said, “The world is a book, and those who do not travel read only one page.”

So, I travel. Fortunately, I have a footloose son, Tyler, who still wants to spend time with me so he invites me to join him in various parts of the world: Japan, Africa, Colombia. We’ve explored Alaska and done a coast-to-coast road trip. Our latest adventure took me to the Republic of Georgia (where Tyler had been teaching) and then on to Turkey.

The Gergeti Trinity Church in northern Georgia

The Gergeti Trinity Church in northern Georgia

I used to think that traveling would take me away from my writing. After all, when I’m away from home, I’m away from my computer, my files, research, and books. But, over the years, I’ve learned that travel can be extremely helpful writing-wise. Five or ten or twenty-four hours on various planes gives you time to think and plan, jot notes down, and really give a second (or third or fourth) look at what you’ve written, away from the everyday distractions of home. I often take a clean, hard copy of a recent work and go over it through the eyes of a reader rather than a writer. It’s really helpful.

Being out in the world always gives me ideas for new writing projects. And, it always provides me with opportunities to write. Since I love to take pictures when I’m traveling and I enjoy editing and organizing those pictures into albums when I return home, writing helps clarify the experience for myself and for others who view the pictures.

The challenge is to write a narrative of the pictures that will connect them as well as provide more information. Transitions are important, and brevity is essential because of the limited space. My goal is that when I’m done I’ll have something that will have meaning for others and for me.

Classroom applications are easy here. Have kids bring in several pictures of an experience they had. Or, they can draw the pictures. Then, have them write a narrative that goes along with the pictures/drawings. Share it with others and you have an authentic writing experience that goes beyond their eyes and the eyes of the teacher.

Here’s the link to my adventure: https://plus.google.com/101818842090327599007/posts/ekxv4UpggmZ

 

“I Remember…”

July 20, 2015 Educators, Kids No comments

Poet Laureate William Stafford (1914-1993) once said that the best writing prompt is “I remember…” I agree. What prompt could be more inclusive and accepting of a wide range of responses? All you need to address this prompt is a memory (making one up would be okay in my book, too).

I’ve been using this prompt with writers young and old for many years. It’s a generous and friendly prompt. What do you remember? What do you remember about being a certain age or living in a specific place? What do you remember about your friends? Your not-so-much friends? What do you remember about anything?

Such a broad prompt can cause paralysis in some writers. One way to remedy that is to use timelines. Make one of your life. For some of us, the page would have to be quite long. But wait, calibrate the vertical hash-marks in five year (or even ten year – wow, you’re old!) increments.

Next, reflect on your life and think of highlights (and lowlights, too) then jot them down on the timeline in the appropriate places, the highlights above the line and the lowlights below the line. Of course, these don’t have to be the very best and worst things that happened to you. They could be just things you recall. Everyday, usual occurrences can be powerful, too.

Once you have some memories written on your timeline, select one and write about it. Make sure to add quality details to make it interesting to readers. You may be surprised at how additional details, thoughts, and memories flow into your mind as you write. Which, of course, will give you more topics to explore with your writing!

 

 

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