Kids Book Review: My Weird School Daze


About 6 weeks ago I had posted to my facebook page asking friends had anyone heard of or read any books in this series “My weird school daze.”

Not many of my friends (teachers or parents) had read the series but some had heard of it. I have a 5 year old boy who is way beyond picture books and not able to fully read chapter books on his own, but chapter books hold his attention when read to him and he usually will recognize many of the words.

The series caught my interest because the narrator of the book is a young boy of color with a diverse variety of friends in the second grade when the series starts.

I don’t know what 2nd grade or 3rd grade humor is because my child is not there yet and that’s not the grade I teach but the humor in the book is pretty funny but “mature” in my opinion for a 5 year old.  The main character whose name is Arlo but goes by AJ complains a lot about school makes fun of his classmates in particular the girls Andrea and Emily and makes jokes that I think are 3rd grade like jokes but that I find a little bit above my 5 year old’s head.  For example in one of the books a pregnant teacher faints at graduation and another teacher goes to give her mouth-to-mouth resuscitation and the boys all shriek “Eewwwwww! Mr so-and-so is kissing Mrs so-and-so.” My son was confused about what mouth to mouth resuscitation meant and why the boys thought one teacher was kissing another teacher. Meanwhile my husband and I are laughing hysterically!

We are on book 3 of the first 10 books of the series which we bought at my son’s Book Fair. The humor that he understands he finds very funny. I find myself having to do a lot of explaining to him and sometimes it is quite challenging explaining 3rd grade jokes to a 5 year old.

So far the series is enjoyable and we get to discuss a lot of things such as: school really isn’t that bad, girls are as good as boys, you should respect your teachers, etc to counter the behavior & thoughts of the characters in the book. My son looks forward to reading it so we will continue to read it I just have to be prepared to do some explaining and countering.

My nephew who is in 3rd grade is also reading the series for himself so probably the book is most appropriate for 2nd and 3rd graders and not so much for kindergarten or first graders who are transitioning to chapter books. Maybe the Mercy Watson series remains one of the most appropriate for kindergarten and first graders.  My son found the Tree house series which lots of people love, scary!

My humble mother of a precocious 5 y.o. who loves book opinion.

A Reflection on Teaching Religion and Diversity…online

worldI have been teaching about religion and cultural competency online since 2010.  I began doing so because (a) I had a newborn and wanted to spend less time on campus and (b) the university was asking us to create more online courses. I have tweaked the courses a lot over the years and gathered ideas from colleagues across the country.  It is a challenge and takes some fine balancing to teach such topics online. It is definitely time consuming! 😊😄Some say it is a bad idea to teach uncomfortable/controversial topics online. I think it can and should be done. I think so mainly because online offers more students opportunity to take a variety of classes that they may not otherwise be able to take because of their time and life commitments.  Secondarily, I have found that my online students are more open with their discussion than me student in my face-to-face courses (their is some literature out there about the perception of being somewhat anonymous online).

I am currently teaching an online course about religion and society. 🏯⛪🔯🔱It is a Sociology course so the readings are based on the theoretical frameworks of the traditional through post-modern Sociological theorists.  Because of where we live, I find approx 90% of the students to be former Catholics who do not currently practice a religion AND have a disdain for organized religion (LOTS of research out there on this, especially as it relates to 20 and 30 year olds). The students have been most interested in how religions address the LGBT community & people of color, and the role of women or lack thereof within some religions.

When I teach the cultural competency course (in Social Work) students are required to pick a culture that is different than their own and explore that culture’s food, socio-cultural, religious and other traditions and customs.  🎎🙇👭👬👳👲Culture is broadly defined but mostly in the course we study and discuss various social identities. In the end students tend to focus on national origin or religion, therefore most students choose either Judaism or Islam for their ongoing project/paper.  Given the state in which we live students also tend to choose Cambodian, Vietnamese, Cape Verdean, or Brazilian cultures also and thus often end up at a Catholic Church or Buddhist Temple.

This semester in the Religion and Society course, no student has chosen Islam. I asked if anyone had interest in exploring Islam for their research paper and that I had often sent students to a specific Islamic Center in our state and that the center is welcoming, etc., etc. A few brave students emailed me to say that they were interested but scared to visit a Mosque or Islamic Center.  We discussed back and forth about their fears and the pros and cons of this research topic.  In the end, no student chose Islam. I was disappointed, but each year I am learning new things about teaching topics that some students find uncomfortable, challenging, and/or are afraid of.


Facilitating Learning

  1. Even though our college and universities push us to teach online so that more students have access and can take courses, some courses really are best taught face-to-face.
  2. If I chose to teach anything related to diverse identities online then I have to require students to engage in more discussions than usual. There is typically a question/topic per week and students respond to me and to two other students. I then compose a lecture-like post based on all of their responses so and ask them to respond to that post.  So that’s at least 3-4 opportunities to discuss a topic and engage in some teaching & learning.
  3. Again, if I chose to teach anything related to diverse identities online I should think about requiring at least two (at the beginning and at the end) face-to-face meetings so that we can all see each other, have an open discussion, more forward, and end together.  This seems to defeat the purpose of teaching online, which is why hybrid is usually a good option.
  4. I like students to think about the possible wide range of topics and choose for themselves, but… it is an undergraduate course and even though it goes against my pedagogical style I could pre-select topics and say “Pick from these topics only” thus pushing students out of their comfort zone. This might be helpful to some students and patronizing to others.

If you teach about the broad topic(s) of diversity:

  1. Do you teach online, hybrid, or face-to-face?
  2. Do you allow students to select their own topics or do you have a pre-selected list?
  3. What other suggestions would you give me as I move forward in teaching this solely online?

Respectful, constructive comments and discussions are welcome, please.  Thank you.