Leave a Legacy

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Marvel Comics recently announced their next company-wide comic book event(s), a back-to-back blockbuster starting with “Generations” this summer and then “Legacy” this fall.

There aren’t too many details yet, but “Generations” features stories teaming up heroes with shared names or titles.  For example, the original Thor (a.k.a. “Unworthy Thor” or Odinson) fights alongside with the current Thor (a.k.a. “Mighty Thor” or Jane Foster).  Or Wolverine (Logan) with his cloned successor All-New Wolverine (X-23, Laura).

A little confusing, yes, especially for anyone who hasn’t read a Marvel comic book the last few years.  During this time, several classic characters have stepped down from their costumes (for various reasons) to be replaced by different individuals–other heroes, a supporting cast member, or brand new characters.

With “Legacy,” some readers speculate many classic characters will return to prominence, donning their masked identify once again.  We don’t know much for now, except that long-running titles are resuming their original issue numbering (e.g. back in the 100s, 200s, 500s, or more, instead of resetting to issue #1 every year or so), and other classic elements are coming back–cover box art, tiny mugshots in the corner, Marvel Value Stamps, etc.

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The focus seems to be the “legacy” of these identities–icons that expand beyond one single person.

Here’s a quote from Marvel Editor-in-Chief Axel Alonso: “We are looking to honor the legacy of the entire universe, so we are taking the iconic legacy heroes and pairing them with the new class.”

And another quote, this time from Marvel Chief Creative Officer Joe Quesada: “The Marvel Legacy initiative is a celebration of everything that makes Marvel the best in fiction, and it’s a signifier of a new era for Marvel Comics.”  (Look for Quesada’s artwork on the cover of Marvel Legacy #1.)

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Interestingly, DC Comics is more well-known for its roster of “legacy heroes.”  Again, these are identities that have passed from various individuals.  Sometimes the mantle goes back and forth, and sometimes the mask and costume are handed off permanently–or at least for a decade or more, an entire generation of comic book readers.

Here are some of DC’s more famous “legacy heroes” and some (not all) noteworthy characters who have held the title.

The Flash: Jay Garrick, Barry Allen, Wally West, Bart Allen

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Green Lantern: Alan Scott, Hal Jordan, Guy Gardner, John Stewart, Kyle Rayner,

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What makes the DC legacy heroes unique is their extensive history and long-lasting impact.  Instead of switching a character for just a short story, event, or gimmick, these replacements truly add to the legacy of the hero.  In some cases, the successor is more famous than the original character, with more accomplishments and greater impact.

Teachers, do you see the connection to our profession?

Contemplate the following statement (and pretty photo, courtesy of Brainy Quote) by American historian and writer Henry Adams:

henry adams teacher eternity

 

Some of my current research deals with the question, “What makes an influential teacher?”

In one study (#10004), I asked nearly a hundred future science educators to share information about their most influential teacher.  Here are the SEVEN most common traits found in their responses describing an influential teacher (along with examples from answers given):

1) Passion  

  • “[He] brought his love of science and teaching with him every day.”
  • “She was unfailing in her positivity.”

2) Rapport 

  • “She cared about us and how much we learned.”
  • “He personally acknowledged each student.”

3) Pedagogy 

  • “She knew how to break down the material so it was easy to understand.”
  • “[K]new when students have problems and what to say to each student, if it is different words to different students.”

4) Time 

  • “[T]ook the time out to explain stuff.”
  • “He gave lots of time to students after class. As much as they needed to get it.”

5) High Expectations 

  • “She pushed me to be a leader in school.”
  • “The way she never gave up on you and made you believe in yourself more than you could imagine. She always had high standards for us.”

6) Fun 

  • “She always made teaching look fun.”
  • “[He] showed me that chemistry is fun.”

7) Helpful 

  • “She was always very helpful and kind.”
  • “His door was always open to his students and he was willing to help any student with whatever problems they had.”

 

These responses came from future science teachers, so the sample size is limited, of course.  But ask yourself which of these traits align with YOUR most influential teacher. What other characteristics did he or she display?

More than one of these seven traits appeared in 80% of participants’ “influential teacher” descriptions.  That means that these characteristics are not isolated, but rather intertwined with one another, even synergistic.

Also consider that almost two thirds (63.8%) of the influential teachers described by these future science teachers did NOT teach science.  There is more to influential teaching than the subject you teach. Or in other words, to quote Muppets creator Jim Henson . . .

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Take a moment to remember the most influential teachers you’ve had, and what made them so influential?  Then ask yourself what sort of influence you want to have on YOUR students.  How can you make a lasting, positive difference in the lives of your students, starting right now?

In many ways, every teacher is a “legacy hero.”  The privilege is not receiving personal fame for our profession, but in inspiring and impacting the generations to come.

 

 

Job Juggler

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A recent Batman comic book story features Alfred Pennyworth, Bruce Wayne’s trusty butler, donning the cape and cowl to be Batman.

Below is one page of the comic, and you can find a nifty preview of this scene here, so take a look to see how it plays out.

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Alfred’s temporary stint as the Caped Crusader prompted website Newsarama to make a top ten list, where they ranked different jobs performed by Batman’s butler.

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Of course, “butler” was the #1 job.  But you’ll also find a range of occupations such as surgeon, actor, spy, super-villain, and more.

This list includes many jobs performed by your typical teacher.  Consider the ways in which teachers must act in the following roles:

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Detective – Teachers may not solve crimes, but they must investigate, question, and examine evidence from their students’ behaviors and performances in order to make conclusions about learning and lesson planning.

 

 

 

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Actor – Teaching is NOT theater, but there are certainly times when teachers must add some theatrics to catch their students’ interest and elevate the content.

 

 

 

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Surgeon – Let’s go with Doctor here to be more general.  There’s a reason teachers have to annually renew training on how to deal with blood-born pathogens. Schools have nurses, but teachers often deal with students’ minor injuries on the front lines. Just ask any teacher with playground duty.

 

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Father – Alfred has been a “father figure” to numerous heroes.  How many teachers have been accidentally called “dad” or “mom” by their students?  It’s universally subconscious.

 

 

 

I would add even more jobs to Newsarama’s list for Alfred, and argue that teachers also juggle these jobs during a typical school year.

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Tailor – To put it figuratively, teachers must tailor their lessons to fit students’ needs and standards requirements.

 

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Assistant Problem Solver – Alfred has been Batman’s trusty assistant when it comes to numerous bat-cave experiments and analyses.  Likewise, teachers “facilitate” learning when they help students think through problems and challenges.

 

 

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Sparring Partner – Sometimes the role of assistant includes acting as an antagonist.  Like Alfred (seen here with a young Bruce Wayne), teachers can provide a safe avenue for students to “wrestle with ideas” and face opposition.

 

 

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Comic Relief – Like fighting crime, learning is an endless venture.  In addition to all of the jobs needed above, an effective bat-butler/teacher can share a sense of humor to reduce stress and lighten the mood.

 

 

What other roles does Alfred perform for Bruce Wayne/Batman?

What about teachers with their students?  How many different jobs do you juggle?

 

alfred mentor

 

Ms. Pronunciation

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It’s graduation season, that wonderful time of year to commemorate scholarly success.

As an added perk, I get to dress up like a superhero.  (One of my students even said I looked like a Hogwarts professor – Wingardium Leviosa!)

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Power Professors . . . Unite!

Besides Halloween, when else can someone strut their stuff in a color-coordinated, velveteen-trimmed billowy costume (i.e. regalia) without receiving strange looks?  It’s like academic Mardi Gras.

That’s Mardi Gras, pronounced “ˈmär-dē-ˌgrä.”  In New Orleans, pronounced “awr-lee-uhnz,” or “awr-leenz,” or “aw-linz,” depending on your demographics.

Pronunciations are important. How important?

With comic books being a visual medium, readers may have seen a superhero’s unique name for years but never heard it spoken out loud.  When we hear the audible title, the correct pronunciation can be surprising.

 

darkseidTake DC villain Darkseid, for instance.  First introduced in 1970, this big baddie predates  the Star Wars movies by several years.  But his name is pronounced “Dark Side.”  (For the longest time, I thought his name sounded like “dark seed,” which is more menacing in my opinion.)

 

 

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Or Namor the Sub-Mariner.  When I see his name, I still hear it as “submarine-r,” sounding like the underwater vessel with an “r” at the end.  (Like a trucker who drives a truck.)  Actually, the name of Marvel’s first mutant got its inspiration from the Coleridge poem, “The Rime of the Ancient Mariner,” and the emphasis is on “mariner” like a sailor or Seattle baseball player.

 

Here is an article about commonly mispronounced superhero names.  And we haven’t even talked about folks like Ra’s al Ghul, Ka-Zar, and half the Green Lantern Corps.

 

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Next year’s classroom portraits

 

Let’s not forget about all kinds of odd-sounding objects, too, like the Crimson Gem of Cytorrak, the Eye of Agamotto, or Thor’s mystical hammer Mjolnir.

 

Mispronunciations are not a problem exclusive to fictional characters.  All kinds of comic book creators have hard-to-pronounce names (Quesada, Nicieza, Madureira, DiDio, Lee).

In fact, during the ’90s Marvel produced an official pronunciation guide for many of their writers and artists:

Marvel pronunciation

 

Most of this tongue-twisting is light-hearted.  But think of more serious repercussions in education.

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Witness the blushes and giggles (or worse, the cringes and frowns) at a graduation ceremony.  What should be the triumphant celebration of a student’s academic career becomes an uncomfortable, clumsy moment.

 

Consider the same unfortunate effects in the classroom.  How many students shudder at the sound of a teacher messing up their name during roll call?  This occurrence is not limited to back-to-school season, either.  Some botched names continue unnecessarily for months.

Here’s an interesting article by Ed Week about students and educators raising awareness and appreciation for diverse and difficult names.  Titled “Mispronouncing Students’ Names: A Slight That Can Cut Deep,” it tackles a lot of issues you may not even consider when reviewing your classroom roster.

What’s the worst way someone has mispronounced your name?  How do you handle it as a teacher?

Hopefully not like this:

 

Here’s one strategy I learned to use in my teaching:

During the first days of school, I have my students complete a handout sharing different bits of information.  One line on the form asks students to write their names as they are phonetically pronounced, as well as what the student would like to be called.

This may seem like overkill, but it comes in handy and reduces one more hurdle in promoting positive student-teacher relationships.

For instance, is Cara pronounced “Care-uh” or “Car-ah?”  Since I read her information sheet, I already know. I’ve also had students that go by middle names, initials, or something different than what’s written in their official records.

I’ll be ready when I have Mr. Mxyzptlk in class.  Will you?

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Teacher Evolution

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Don’t get riled up by this blog post’s title.

We’re not talking about Charles Darwin and biological evolution.  Although if you’re into that stuff, you can find all kinds of humorous imagery like this:

TrEvolMug

And if you like teacher accessories, you can snag this image on a mug, t-shirt, apron, mouse pad, and more HERE.

The type of evolution this post deals with is that of teachers (inspired by superheroes, of course).

 

YouTube user (and movie fan) Burger Fiction has put together some nifty videos highlighting every film and television appearance of various superheroes.

The most recent hero featured in these videos is Marvel’s Captain America, which you can watch here:

 

You can find similar “Evolution of . . .” clip collections celebrating heroes Iron Man, Superman, and Batman.  Each video includes vintage footage and obscure appearances alongside iconic sequences (live action and animation alike).

What I find most significant in these highlight reels, though, is the ongoing development and expansion of each character over time.  Like these heroes, effective teachers undergo change and growth through the years.

This is where the term “evolution” truly applies, going back to the word’s original meaning in the mid-1600s.  Thanks to the Online Etymology Dictionary, we know that evolution’s English origins arose from Latin “evolvere,” meaning “to unfold, open out, or expand.”

This same evolution process occurs for both teachers and superheroes.  And the parallels don’t end there.

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Like Captain America above, many teachers would rather forget some of the earliest footage of their work.  Everyone looks back at their initial efforts and cringes at what they see:

  • Sluggish transitions.
  • Awkward pacing.
  • Stilted dialogue.
  • Clumsy execution.
  • Poor methods.
  • Novice mistakes.
  • Cheesy humor.
  • And outdated fashion and technology, of course.

 

But observe what happens when the years go by.  As time advances, so do your abilities and confidence.  In fact, the most recent footage is downright awesome and exhilarating.

Am I talking about superheroes or teachers here?  It doesn’t matter.

Be brave and dig up old footage of your teaching.  Take a quick look and notice how your teaching has unfolded, opened up, and expanded.

Watch a more recent video of your teaching and be encouraged by your growth.  And if you find you still exhibit cringe-worthy tendencies, challenge yourself to fix those bad habits.

If you need inspiration or ideas on “teacher evolution,” here are a couple of useful articles: one dealing with National Board Certification, and another focusing on a teacher’s journey of “personal transformation” that includes burnout, pink slips, and awards.

Evolve your teaching.  You don’t need a multi-million dollar Hollywood budget, either.  Just the guts to get better.

superhero evolution

Super-Souvenirs

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Last time we talked about lessons learned from conventions, whether the audience is teachers or cosplayers.

 

I nearly forgot one of the best rewards of attending conferences and meetings . . . the STUFF!

The swag . . . the loot . . . the prizes . . . the souvenirs.

This past weekend I participated in a state teacher conference, and I got a few of the usual convention freebies — posters, books, pens, highlighters, candy, a shirt, and more.  Someone I know even won a free corn snake!

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Take me home!

 

The best convention prize I ever got was a children’s book about Buzz Aldrin, signed by the astronaut himself!

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This very same weekend I came home and took my family to Marvel Universe Live!  (Think “Disney on Ice” with superheroes on motorcycles and high-wire acts.)

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The show was full of explosions, stuntmen (and stuntwomen), along with cheesy comic book dialogue. Best of all, it’s the only way (so far) you can see live-action Avengers fight alongside live-action X-Men and Spider-Man.

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My kids loved the show (me and the wife, too), and they also loved the souvenirs.  Just like conferences and conventions, this event had gobs of stuff to take home.  Such trinkets cost money, though.

But where else are you going to get an exclusive Marvel Universe Live! Prelude Comic Book?

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Or giant-sized Program Book (with embossed cover)?

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Or Captain America Boomerang?  (It works, too . . . in theory.)

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Or official Marvel Universe Live! cotton candy (with superhero mask)?

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My family bought all of these beauties – BONUS!

 

Another lesson learned from this weekend is that teachers give their students an array of souvenirs over the course of a school year.  And I’m not just talking about content knowledge.

Every year, I ask my pre-service teachers to imagine their students at the end of the year.  In an ideal world, what will those kids be like?  What skills will they possess?  What traits, habits, and feelings do they have?

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I’ve written about this before in a more scholarly setting. To be brief, the new teachers end up with a short list of about ten items.  The same types of traits and skills always emerge.

Teachers want students who are . . .

  • Critical Thinkers
  • Creative
  • Problem Solvers
  • Caring and Kind
  • Hard Workers
  • Curious
  • Lifelong Learners
  • Collaborative
  • Effective Communicators

And students who possess solid content understanding, of course.

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Souvenirs are an important part of comic book conventions, education conferences, superhero stunt shows, and even school classrooms.

Some are free.  Others are pricy.  Cost does not always correlate with value.

What are your classroom’s best souvenirs?

Consider what “souvenirs” you provide for students over the course of the year.  Make sure they are treasures that last a lifetime.

 

marvel souvenirs

Con Season

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This blog post is unique because I’m writing it from San Diego, where I’m attending a convention.

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No, not THAT convention – San Diego Comic-Con International – although the Convention Center is just across the street.

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The above photo is what the Center looks like this week.  During Comic-Con, it appears more like the photo below:

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Or this one:

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Or this one, if you’re lucky:

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Like I said, I’m not lucky enough to be in town the same time as Comic-Con.  But I am lucky enough to be at a convention with hundreds of other educators.

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This particular “con” is focused on accreditation of teacher preparation programs.

The topic may sound dryer than San Diego heat, but it’s not too bad.  Most sessions are led by educators, who know a thing or two about engaging a crowd of semi-disinterested individuals.

Here are three take-home lessons I’ll share with you (and take home from California):

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No excitement here.

1. A convention center without fans, celebrities, and cosplayers is like a school building without students, teachers, and staff.  A brilliant building with fancy facilities is a wonderful thing to behold; but it only makes a difference when it hosts a crowd of excitable and exciting characters.

 

 

2. What convention are you attending next?   I’m not talking about a district-required in-service necessary for churning out continuing education credits.

Seek out a teacher-focused conference or convention that expands your network of colleagues, refines your thinking, and builds on your repertoire of strategies.  Better yet, sign up to SHARE a session or workshop with your professional peers.  

 

 

 

3. Someday I hope to visit San Diego again and attend Comic-Con.  Until then, here are some conferences I’ve attended (or will attend) recently.  Check one out, if you’re interested.  Or find something else that more closely matches your field of expertise.

-Kappa Delta Pi International Educational Honor Society Biennial Convocation

-National Science Teachers Association Regional Conference

International Meeting of the Association for Science Teacher Education

-Kansas Association of Science Teachers “KATS Kamp” Conference

-Council for the Accreditation of Educator Preparation Spring Conference

 

Where are you going?

You don’t have to attend a “con” somewhere far away or expensive.  Most of those I go to are within driving distance, and many times you can pay a discounted fee to attend only part of the convention.  In most cases you get what you pay for, though, and it’s healthy to expand your horizons beyond your home district or state.

 

Find a super group of teachers to encourage and educate you – and you can do the same for them.  They’re waiting for you!

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Word Balloons

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The latest superhero flick is Deadpool, which is making news for its “hard” R-rating for humor and violence.

If you don’t know much about Marvel’s “Merc with a Mouth,” here is a fun tutorial courtesy of artist Ty Templeton.

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The movie itself is doing great commercially and critically, even getting approval from Betty White herself.

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I’ll bypass seeing the film in theaters, waiting for a toned down, broadcast-friendly version on TV.  (But from the sound of things, a cleaned-up edited version would last about 15 minutes.)

The “sound of things” is actually the topic of this blog post.  Specifically,

What is the sound of your voice?

We’ve talked before about the importance of what teachers say in the classroom (namely questions).  But it’s also important to consider how you say it.

What’s your tone of voice when you talk in class?  How loud?  How fast?  How much variety?

In comic books, characters speak in “word balloons” (or “speech bubbles”), and it’s fascinating to notice the unique techniques creators use to convey dialogue on the page.

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Just like people, comic book heroes have unique voices, and letterers (the folks who draw word balloons) often use specific styles for particular characters.

For instance, Deadpool always speaks (and thinks) in yellow word balloons.  No one is sure what it’s supposed to sound like, aside from a mix of sarcasm and crazy.

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Take a moment and consider what your words would look like if someone drew balloons around them.

Are you snarky to the point of annoying?  (Do you need to tone it down?)

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Or maybe you’re more robotic, like the android Vision.  (Should you add more emotion?)

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DC/Vertigo’s Sandman hero Dream (a.k.a. Morpheus) talks in wavy inverted speech bubbles.  (Are you putting your students to sleep?)

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Or does your voice reflect the tenor of Ghost Rider, Marvel’s Spirit of Vengeance?  (To quote Educator Harry Wong, remember to stay “calm, real calm.”)

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Some teachers start quiet and docile, not maintaining healthy classroom boundaries.  And then when students get too far out of control, these teachers release a verbal attack like Marvel’s Inhumans hero Black Bolt.  (Deal with the small things sooner, so you don’t have to explode.)

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Eric Wong at the Sequart Organization wrote a nifty article about the different ways comic books communicate sound.   As you examine these examples, think about the sounds in your classroom.  What is helpful?  What is hurtful or distracting?

Teachers should record their classroom instruction and interactions from time to time.  You don’t have to sit down and watch an entire lesson.  Just listen to a few minutes and notice what your students actually hear.

Acknowledge the fact that nobody likes the sound of their own voice.  (Blame science.)  But who cares?  Either out loud or in your head, ask yourself,

“What can I do to sound better?”  

Here are some ideas:

1. If your voice is monotone and flat, study television news anchors to learn about adding variety in pitch. (And drink more coffee.)

2. If you have a tendency of erupting, take a deep breath and stay calm (but firm).  (And eat more chocolate.)

3. If you have a snarky streak, save it for open mic night at the comedy club.  Students respect teachers who show them respect first.

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So whatever kind of “word balloons” you use in the classroom, make sure they fit the space and focus on learning.

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