Every month, the English department (like every other discipline) has a dept. meeting. Invariably, the meeting entails reiteration of what the county and/or principal wants us to implement, and then there is the requisite whining. This week, there was a raucous ruckus (see what I did there?) about the new grading policies that will most likely begin next September. Currently, we can basically weight the grades however we want, as long as homework is not a ridiculous amount (I think 15% is the max). However, the administrators on high in their infinite "wisdom" have declared that now, homework and classwork together can now not count for more than 20% of a student's grade. Which means that 80% comes from tests. What happened to all their bitching about not wanting us to "teach to the test"?
On the one hand, I can see where having a student's grade based primarily on their knowledge makes sense, and the practice with which to master this knowledge counts much less. However, students will quickly realize with this system that they can do little to no work in class and at home and they can still most likely earn a passing grade. But what they will fail to realize is that they can only master the information on tests if they spend enough time practicing. Therefore, students who just care about grades and not learning skill sets (which, let's face it, is how most of them think, as do their parents) will not be motivated to ever attend class unless there is a test. (Just like many college students... but that's another subject.)
Furthermore, as one colleague pointed out, this will mean we have to "test the shit out of these kids" in order to get enough data for sufficient grading, which will make them even less engaged in school and more apathetic toward learning in general. Another teacher pointed out that in the city in which he taught before he came here, these standards were implemented, and because of them, teachers had to have a specific number of homework assignments, tests, seminars, etc., and because it was almost impossible to fit all this in and not make themselves (or the students) crazy, teachers ended up randomly calling a classroom activity a test or project, and thus the categories lost all meaning.
Yikes.... I could go on, but I won't. Sooooo glad it's the weekend and there are only four more days of school before Winter Break. Before I sign off, I thought I would share this, with which I agree 100%. That's where we should be headed, not prescribing random percentages to classroom procedures.
Friday, December 16, 2011
Monday, December 12, 2011
Mental Health Day
I'm taking today off for two reasons (though perhaps only one is legitimate). Firstly, and most legitimately, I am in the process of moving, and I would like a day to get things done, unpack, call banks about address change, etc etc. Secondly, and perhaps less (or not at all) legitimately, I need a break from my freakin' seventh period.
Seventh period is by far my most challenging of the day, but things were getting much better. I had a system, the kids were into it, it was working. But right after Thanksgiving, everything changed. I got a new girl who just made everything ten times worse (who I found out Friday was a foster child and has been popped around from school system to school system, which probably accounts for her discipline issues). She was absolutely uncontrollable. I essentially went off the deep end and my students know it. I lost authority over them for three minutes. But those three minutes, like all minutes in the classroom, are essential. I was shaking when the dismissal bell rang (from pent up anger, embarrassment, stress, and a sense of failure) and went to see an administrator about the situation. He was completely understanding and told me later he had dealt with the problem child accordingly.
For some reason, the weeks between Thanksgiving and Winter Break are the most hellish of the entire year, for both students and teachers. Earlier that same week, I had an issue with a different student from the same class who I suspected of being mentally unstable. I asked a fellow teacher if I should report her actions directly to the school psychologist, or tell her counselor first. He suggested that, since she had verbally threatened me, I tell the administrator and then the counselor. Whoa.
Ug... only eight more days of school, then a much deserved break.
Seventh period is by far my most challenging of the day, but things were getting much better. I had a system, the kids were into it, it was working. But right after Thanksgiving, everything changed. I got a new girl who just made everything ten times worse (who I found out Friday was a foster child and has been popped around from school system to school system, which probably accounts for her discipline issues). She was absolutely uncontrollable. I essentially went off the deep end and my students know it. I lost authority over them for three minutes. But those three minutes, like all minutes in the classroom, are essential. I was shaking when the dismissal bell rang (from pent up anger, embarrassment, stress, and a sense of failure) and went to see an administrator about the situation. He was completely understanding and told me later he had dealt with the problem child accordingly.
For some reason, the weeks between Thanksgiving and Winter Break are the most hellish of the entire year, for both students and teachers. Earlier that same week, I had an issue with a different student from the same class who I suspected of being mentally unstable. I asked a fellow teacher if I should report her actions directly to the school psychologist, or tell her counselor first. He suggested that, since she had verbally threatened me, I tell the administrator and then the counselor. Whoa.
Ug... only eight more days of school, then a much deserved break.
Thursday, December 1, 2011
Words are Hard...
I went to a training today that dealt with teaching English Language Learners. They are obviously at a disadvantage because they're learning both language and content at the same speed that native English speakers are learning the content, so the county has decided to educate its teachers about how better to serve this group. Most suggestions they had, perhaps obviously, can serve all populations of students. But what I found most interesting was that we wrapped up the session with a reading selection from an old SOL test. I have no idea what grade level it was for, but holy crap it was difficult for anyone other than a high achieving (not average) Junior native speaker. It was ridiculous. There is no wonder ELL students have a difficult time passing standardized tests. I'm not saying we should dumb things down, but I'm saying we should expect them to perform at a specific level which may be lower than their peers, because words are hard, man.
Friday, November 25, 2011
Thanksgiving!
It's been strange having 3 days off and it still only being Friday. It's going to be a pain going back to school on Monday, for both me and the kids.
But anyway, I found this gem about standardized tests and poverty in the Post today. Le sigh.
But anyway, I found this gem about standardized tests and poverty in the Post today. Le sigh.
Wednesday, November 23, 2011
Out of the Mouth of Babes...
I'm going to try really, really hard to update this more often. It was a short week since Thanksgiving is tomorrow, and this month has been short and a little broken up in general, which means the kids are more riled up than usual. As I was walking to the library yesterday, I heard this gem: "Dude, you think too much about the ladies. Do your work first, then you can think about the ladies!" That's right: Priorities. He haz them.
Also, my immediate supervisor and the county English supervisor came by to watch me teach. It went pretty damn awesomely. Hooray. So I still have a job. For now.
Also, my immediate supervisor and the county English supervisor came by to watch me teach. It went pretty damn awesomely. Hooray. So I still have a job. For now.
Friday, November 18, 2011
Sunday, October 30, 2011
Change of Pace
This week was surprisingly low-key. I gave an end of unit test to my sophomores, and they were actually quiet for (almost) the entire class. I have to give it to them-- it's difficult to be quiet and patient for an hour and a half. Classes really should not be that long. But I was pleased and somewhat impressed that they managed to hold it (mostly) together and get their work done. Also, I am still figuring out how long it actually takes kids to finish things, and how difficult they really are. Apparently the test was way harder and took way longer than I envisioned. Oopsies.
Anyway, here are more articles by the same two fabulous women I always praise. The first, by VS, discusses the ridiculous policies being enacted in DC public schools, even though they completely ignore facts and statistics. Ummmm, k. The second, also by VS, tells a rather depressing story about the College Board deliberately discriminating against a nearly blind student. I've always despised the College Board for their capitalistic, standardized ridiculousness, but this is just disgusting. And finally, this last article, by DR, continues to reiterate the folly of NCLB. She says it perfectly here: "The federal government does not know how to reform schools. Period. Congress doesn’t, and the U.S. Department of Education doesn’t." Amen, sistah!
Anyway, here are more articles by the same two fabulous women I always praise. The first, by VS, discusses the ridiculous policies being enacted in DC public schools, even though they completely ignore facts and statistics. Ummmm, k. The second, also by VS, tells a rather depressing story about the College Board deliberately discriminating against a nearly blind student. I've always despised the College Board for their capitalistic, standardized ridiculousness, but this is just disgusting. And finally, this last article, by DR, continues to reiterate the folly of NCLB. She says it perfectly here: "The federal government does not know how to reform schools. Period. Congress doesn’t, and the U.S. Department of Education doesn’t." Amen, sistah!
Friday, October 21, 2011
What a week!
Phew. I am exhausted. This has been a hellish week. I'm not going to go into details, but suffice it to say that meetings put me WAY behind in terms of grading and planning (which I consider way more important, but hey, what do I know?). On top of everything else, we had a fire drill today that was not a drill. Apparently there was a gas leak, so they had to evacuate the whole school for about an hour. Fun times. It was good to see the kids fooling around, though. They needed that break for a bit. Anyway, I am probably going to bed early tonight. So overwhelmed right now.
Thursday, October 13, 2011
Wednesday, October 12, 2011
Whoops...
Haven't updated in a while. Bad blogger. Also haven't been keeping up on education news. Bad Ms. Brown. But today, my students took the PSATs. Most of them complained about it. Can't say I really blame them. They are so inundated with standardized tests that the important ones are starting to mean nothing. Not to mention that the class time taken out to administer these tests could be used for actually teaching something. What a novel concept. Anyway, here's an article about it (by guess who) that sums up yet another problem with the standardized milieu affecting education today. Woot?
Tuesday, September 20, 2011
Why so standardized?
I did not go to school today because I had to go to an all-day training for new English teachers. The training was supposed to teach us how to use our textbooks. Qua? A: Why was this training not done before school started? B: Why do we even need training on how to use a textbook? Surely (most) teachers are intelligent enough to figure out how to navigate through them. There are also people called Department Heads and Resource Teachers we can turn to.
To add another layer of ridiculousness to this nonsense, the county is discontinuing the use of these textbooks next year. Que?? We can surely spend our time doing other things (like, oh I don't know, LESSON PLANNING??) if what we "learned" today will be useless in another 9 months.
Now add ANOTHER layer of incongruity on top of that unappetizing cake. (Though not a surprising layer.) There were maybe 20 minutes of the whole day that were useful, out of the 6+ hours of the training. And it could have been handed to us in packets. We're adults. We will read it. Maybe I'm being optimistic; I'm also quite computer literate (most of the training was how to use the supplemental online resources, which I didn't even think were useful for my purposes... but I'll come to that in a moment), and perhaps some of the older teachers are luddites. Ok, fine, but the county does not need to pay for a private textbook company to send their Floridian consultant (even though we use VA textbooks.... ummmmmm ok....) to walk us through tons of information that most of us either won't use or will forget the second we walk out of that room. Not to mention paying for the subs who have to replace us. This seems especially ridiculous in a county as bountiful and wealthy as this; there are plenty of people and resources for media illiterate teachers to turn to.
The frosting on this masterpiece, though, was the insistence of doing EVERYTHING (or so it seemed) through this one textbook company. Sure, some of it served to save us time coming up with tests and the like, but most of it seemed like a marketing campaign toward standardization. Ug.
Ok, I am really not a sourpuss (except I am when it comes to this country's obession with standardization). One of the benefits of working in this particular county is the freedom with which we are allowed to teach. That can also be difficult, as I was given few guidelines and fewer texts. But clearly, standardization has not affected us as much as other counties. Yet.
And finally (whoops, didn't mean to write an essay...), I continue to love Valerie Strauss for reasons like this. Normally I don't like Alfie Kohn nearly as much, but he has earned major brownie points with me with this article denouncing standardized tests.
To add another layer of ridiculousness to this nonsense, the county is discontinuing the use of these textbooks next year. Que?? We can surely spend our time doing other things (like, oh I don't know, LESSON PLANNING??) if what we "learned" today will be useless in another 9 months.
Now add ANOTHER layer of incongruity on top of that unappetizing cake. (Though not a surprising layer.) There were maybe 20 minutes of the whole day that were useful, out of the 6+ hours of the training. And it could have been handed to us in packets. We're adults. We will read it. Maybe I'm being optimistic; I'm also quite computer literate (most of the training was how to use the supplemental online resources, which I didn't even think were useful for my purposes... but I'll come to that in a moment), and perhaps some of the older teachers are luddites. Ok, fine, but the county does not need to pay for a private textbook company to send their Floridian consultant (even though we use VA textbooks.... ummmmmm ok....) to walk us through tons of information that most of us either won't use or will forget the second we walk out of that room. Not to mention paying for the subs who have to replace us. This seems especially ridiculous in a county as bountiful and wealthy as this; there are plenty of people and resources for media illiterate teachers to turn to.
The frosting on this masterpiece, though, was the insistence of doing EVERYTHING (or so it seemed) through this one textbook company. Sure, some of it served to save us time coming up with tests and the like, but most of it seemed like a marketing campaign toward standardization. Ug.
Ok, I am really not a sourpuss (except I am when it comes to this country's obession with standardization). One of the benefits of working in this particular county is the freedom with which we are allowed to teach. That can also be difficult, as I was given few guidelines and fewer texts. But clearly, standardization has not affected us as much as other counties. Yet.
And finally (whoops, didn't mean to write an essay...), I continue to love Valerie Strauss for reasons like this. Normally I don't like Alfie Kohn nearly as much, but he has earned major brownie points with me with this article denouncing standardized tests.
Friday, September 16, 2011
The good, the bad, and the CRAZY
Classes at the school at which I teach are on a block schedule, so I see students every other day. I have a crazy disruptive & rude 7th period, and a ridiculously docile and almost boring 6th period. Mind you, these classes meet at the exact same time every day, and the difference between them could not be more pronounced. A lot of it is the dynamic of the students in terms of how they interact with each other; almost half the students in my 7th period have ADHD or have animosity toward each other or are just generally giant jackasses. I am so exhausted after they leave, whereas after 6th period I am just frustrated because I can't tell if the information is getting to them.
There is so much to keep track of in teaching. It's usually not until after the fact that I realize there are other factors at work when a student sits in my class: are they wondering if they can eat tonight? If their mother will wander home drunk? If their father will hit them?.... The list goes on and on. VS says it well (as usual) in this article about poverty. She also has another one about standardization that is rather amusing yet also sad.
Yaaaaaaaaaay weekend.
There is so much to keep track of in teaching. It's usually not until after the fact that I realize there are other factors at work when a student sits in my class: are they wondering if they can eat tonight? If their mother will wander home drunk? If their father will hit them?.... The list goes on and on. VS says it well (as usual) in this article about poverty. She also has another one about standardization that is rather amusing yet also sad.
Yaaaaaaaaaay weekend.
Friday, September 9, 2011
They're Baaaaaack!
...the students, that is. School has been in session for four days and I'm EXHAUSTED. And I'm starting to wonder how teachers have time to do every day tasks like laundry, grocery shopping, and even eating. I've heard that it gets better after the first year, though, so I will continue to tread water and make sure the kids are always aware of my head. But I am SO looking forward to the weekend.
Education policy! Hoorays! Tell me why we leave it up to the politicians again? Ugh.
Education policy! Hoorays! Tell me why we leave it up to the politicians again? Ugh.
Friday, September 2, 2011
OVERWHELMED!!
School starts on Tuesday fo' realz. This week was meetings, meetings, planning, decorating my room, and did I mention meetings? Ohmigosh, so much to do and so little time to do it in. Well, bring it on...
Thursday, August 25, 2011
No longer itinerant...
Finally got a job as a full time teacher! Woooohooooo!! However, education is always in motion (transient, if you will) so I will still try to update this blog on a regular basis. "Try" being the operative word.
Thursday, June 23, 2011
Wednesday, June 22, 2011
One more day!
Even though one of the mottoes of this school is "Learn many things," little of that goes on in the last week of school. I was subbing for a teacher today and her instructions to me were "They can play games, talk, do whatever." Really? You're not even going to attempt to teach them anything? Another room I walked by was playing SpongeBob on the TV.
On one hand, I can't say I blame them. Grades are turned in, students have checked out, everyone (students & teachers) just want to be done. But if that's the case, why is there still school? It's just a waste of time and money at this point. In fact, I even considered not coming into work tomorrow (the last day) because what will I have to do? But then I justified it because I would be paid for it. That's really a stupid reason.
Here is, probably, the last article of the year. I feel like it is an extremely accurate portrayal of what is wrong with DC school policy, and why what people are doing to fix it goes against everything education stands for.
And on that positive note... I want school to be over too.
On one hand, I can't say I blame them. Grades are turned in, students have checked out, everyone (students & teachers) just want to be done. But if that's the case, why is there still school? It's just a waste of time and money at this point. In fact, I even considered not coming into work tomorrow (the last day) because what will I have to do? But then I justified it because I would be paid for it. That's really a stupid reason.
Here is, probably, the last article of the year. I feel like it is an extremely accurate portrayal of what is wrong with DC school policy, and why what people are doing to fix it goes against everything education stands for.
And on that positive note... I want school to be over too.
Thursday, June 16, 2011
A bit of repetition
...but there's not a whole lot to report with 5 days of school left (why is it that many? School should really be over now. Anyway...)
I found this article to be quite poignant. It's a repeat of many things I've already posted (particularly how poverty plays into education, Race to the Top, and unappreciation of teachers), but all are important.
I found this article to be quite poignant. It's a repeat of many things I've already posted (particularly how poverty plays into education, Race to the Top, and unappreciation of teachers), but all are important.
Tuesday, June 14, 2011
Now that testing is over...
...very little is happening. Every teacher here that I have talked to says there is no point to the last two weeks of school. Especially since their grades are due by the end of this week. What a waste of time and taxpayer dollars.
However, we must remain professional. So "learning" continues as if nothing were wrong. But the students can tell that the teachers want summer vacation to be here just as much as they do.
My schedule is also back to normal (that is, boring). So I read education policy, of course. Here is an interesting article about gifted education, which I think is looked at much less than SPED, and clearly more research needs to be done. But that is the bane of education research in general. Change is so slow to happen. Aaargh.
However, we must remain professional. So "learning" continues as if nothing were wrong. But the students can tell that the teachers want summer vacation to be here just as much as they do.
My schedule is also back to normal (that is, boring). So I read education policy, of course. Here is an interesting article about gifted education, which I think is looked at much less than SPED, and clearly more research needs to be done. But that is the bane of education research in general. Change is so slow to happen. Aaargh.
Thursday, June 9, 2011
Parental Units
...can often determine the result of a child's education. It's well known that students from broken homes don't do well in school, and then their children don't, and then their children, and so on down the line through a never-ending cycle.
And on the other side, overachievers are bred by overachievers are bred by overachievers... you get the idea.
And of course, VS does it again, with this article about the same topic.
I am finished with testing nonsense, hooray! Thus I have a lot of free time again. Not so hooray...
And on the other side, overachievers are bred by overachievers are bred by overachievers... you get the idea.
And of course, VS does it again, with this article about the same topic.
I am finished with testing nonsense, hooray! Thus I have a lot of free time again. Not so hooray...
Tuesday, June 7, 2011
Standardization is not standard
More complaints about standardized testing today. Surprise, surprise.
One of the ESL teachers was in the testing coordinator's room today, and he was saying how useless the tests were for his students, since the tests are not written to cater to students whose first language is not English. At this school, there are three levels of ESL students: A, who are *just* learning how to speak, B, who have a pretty good grasp of the language, and X, who know English well enough to be placed into mainstream curricula. This teacher said that the A students by definition should *not* pass the standardized tests. If they do, we have to move them up to B status and then they miss a year of instruction. Yet, their scores count against the school when they fail. Qua? In what universe does that make sense?
While this article does not relate to standardized testing, nor is it by Valerie (amazing! Even more amazing, it's by Jay Matthews, whom I normally detest, and while I'm still not a fan of his writing here, he does make a good point, and this probably should have been a completely separate sentence, but oh well)... it does relate to education policy as a whole, and states why politicians tend to generally ignore it.
This is the last week of testing. Then there are two more weeks of school, in which students will learn nothing and do nothing, because everything they did previously was so they would do well on the tests. So we're going to waste two weeks. Awesome.
One of the ESL teachers was in the testing coordinator's room today, and he was saying how useless the tests were for his students, since the tests are not written to cater to students whose first language is not English. At this school, there are three levels of ESL students: A, who are *just* learning how to speak, B, who have a pretty good grasp of the language, and X, who know English well enough to be placed into mainstream curricula. This teacher said that the A students by definition should *not* pass the standardized tests. If they do, we have to move them up to B status and then they miss a year of instruction. Yet, their scores count against the school when they fail. Qua? In what universe does that make sense?
While this article does not relate to standardized testing, nor is it by Valerie (amazing! Even more amazing, it's by Jay Matthews, whom I normally detest, and while I'm still not a fan of his writing here, he does make a good point, and this probably should have been a completely separate sentence, but oh well)... it does relate to education policy as a whole, and states why politicians tend to generally ignore it.
This is the last week of testing. Then there are two more weeks of school, in which students will learn nothing and do nothing, because everything they did previously was so they would do well on the tests. So we're going to waste two weeks. Awesome.
Friday, June 3, 2011
Trash Talking Testing
Only a few more days of testing left! It seriously wastes so much time, both for students and for teachers. This article sums it up nicely. Awesome.
It's Friday! Hooray! And less than three weeks of school left!
It's Friday! Hooray! And less than three weeks of school left!
Thursday, June 2, 2011
I'll let Valerie speak for me today
She often lets someone else speak for her, anyway. Here's an article about the obvious but ignored (and mostly easily fixable) problems in educational policy. This one is quite silly and has no real relevance but I found it to be an amusing read.
I proctored again today. Almost finished with stupid testing!
I proctored again today. Almost finished with stupid testing!
Wednesday, May 25, 2011
Environs
It's kind of amazing how much impact one's environment has on one's personality. There is one teacher I work with whose style I really admire, and her kids seem to respect her, too. But when it came to dealing with the testing situation, she was a total bitch. Most teachers don't seem to realize what an ordeal it is for the testing coordinator to deal with all the minute details that are necessary for these required tests, but this woman was completely ridiculous about it.
On the other side of the coin, I was sitting in with the ED kids (emotionally distoibed) while they tested with a couple of "regular" students. I have been with these kids before in their self-contained classroom, where there are a pain to deal with. But here, they were fantastic. Because of the difference of the teacher. The difference was amazing-- it was like they were different children.
Oh, teaching styles. How much you matter.
On the other side of the coin, I was sitting in with the ED kids (emotionally distoibed) while they tested with a couple of "regular" students. I have been with these kids before in their self-contained classroom, where there are a pain to deal with. But here, they were fantastic. Because of the difference of the teacher. The difference was amazing-- it was like they were different children.
Oh, teaching styles. How much you matter.
Tuesday, May 24, 2011
And the testing continues...
I've been up to my eyeballs in logistics with the testing, and I'm not even the one in charge. It's ridiculous. One more week...
On my lunch break, I have fulfilled my Valerie Strauss obsession. In this article, she explains exquisitely about why Matthews' "Challenge Index" is problematic. This is what inspired my dislike of Matthews (even more so than his poor writing), so clearly I strongly agree with her.
This one discusses why innovation is not always a good thing. Also well-written.
On my lunch break, I have fulfilled my Valerie Strauss obsession. In this article, she explains exquisitely about why Matthews' "Challenge Index" is problematic. This is what inspired my dislike of Matthews (even more so than his poor writing), so clearly I strongly agree with her.
This one discusses why innovation is not always a good thing. Also well-written.
Monday, May 16, 2011
Bad Slacker
...though I was actually quite busy last week. There seems to be some sort of pattern in May when the weather turns nice, when teachers happen to "get sick" and substitutes don't feel like working. So, I step in. Also, prepping for testing has been quite the feat.
Speaking of which, that's basically all this week will be about: the ever important, increasingly less popular SOLs. Kind of ridiculous, no?
I'm still trying to keep up on education policy. There were two today from VS. The first discusses the failures of education policy in general and is, of course, spot on. The other, from a guest writer, talks about the unfair position in which teachers are often put. Both well-written and salient.
Speaking of which, that's basically all this week will be about: the ever important, increasingly less popular SOLs. Kind of ridiculous, no?
I'm still trying to keep up on education policy. There were two today from VS. The first discusses the failures of education policy in general and is, of course, spot on. The other, from a guest writer, talks about the unfair position in which teachers are often put. Both well-written and salient.
Friday, May 6, 2011
Testing testing
I've been so busy this week! It's been amazing!
Mostly, though, I've been helping getting things ready for the SOL tests. The testing coordinator gets so overwhelmed with paperwork this time of year that she can't do the job all by herself. It's kind of ridiculous. On top of that, I will be trained to administer these tests. Yes, we have to be trained. Every year. More ridiculousness.
On Tuesday, I actually administered a different standardized test, called the DPRs (Degrees of Reading Power). They are somehow supposed to test what grade level students read at, but I'm not sure how accurate they are. I realize I am not an expert in standardized testing, but what makes someone at a fifth grade reading level versus a fourth grade reading level, and can you really assess those minuscule differences by having them fill in the blank with the missing words? (That's all the test was... 70 questions of that. Evidently it's called "cloze.")
Speaking of testing, here is a well-written article about just that to wrap up the week. Horaaaaaaaay Friday.
Mostly, though, I've been helping getting things ready for the SOL tests. The testing coordinator gets so overwhelmed with paperwork this time of year that she can't do the job all by herself. It's kind of ridiculous. On top of that, I will be trained to administer these tests. Yes, we have to be trained. Every year. More ridiculousness.
On Tuesday, I actually administered a different standardized test, called the DPRs (Degrees of Reading Power). They are somehow supposed to test what grade level students read at, but I'm not sure how accurate they are. I realize I am not an expert in standardized testing, but what makes someone at a fifth grade reading level versus a fourth grade reading level, and can you really assess those minuscule differences by having them fill in the blank with the missing words? (That's all the test was... 70 questions of that. Evidently it's called "cloze.")
Speaking of testing, here is a well-written article about just that to wrap up the week. Horaaaaaaaay Friday.
Thursday, April 28, 2011
Damn you, tornado warning!
Usually when it's nice outside, the kids will go out during the tail-end of their lunch periods. But since there is a tornado watch, they all stayed inside today. They seemed extra rowdy because of that. I was monitoring during 6th and 7th grade lunch, and both were out of control. It was pretty exhausting to keep the kids close-to-sane. Yikes.
Also, here's a reiteration of my girl-crush on Diane Ravitch's writing. This article speaks volumes on current ed reform. I especially like her astute observation that "[d]ata mean nothing when your mind is made up." How true. Damn stubbornness.
Also, here's a reiteration of my girl-crush on Diane Ravitch's writing. This article speaks volumes on current ed reform. I especially like her astute observation that "[d]ata mean nothing when your mind is made up." How true. Damn stubbornness.
Wednesday, April 27, 2011
Individual Learning
I was an English teacher for one period today. Or, more accurately, I was sitting at an English teacher's desk. Her lesson plans were to have her students work on several projects that related to their recent reading. They were all quite well-behaved and on-task, and thus I really didn't have to do anything.
I would consider that classroom heavily student-centered. The students were self-paced and meeting the necessary objectives on their own terms. But, that doesn't mean that all seatwork implies a student-centered classroom. It depends upon the nature of the work.
As an example, this article, written by Alfie Kohn (via VS, of course) calls attention to the danger of rote worksheets and meaningless standardization as replacements for real education. Same old, same old, but oh so accurate.
I would consider that classroom heavily student-centered. The students were self-paced and meeting the necessary objectives on their own terms. But, that doesn't mean that all seatwork implies a student-centered classroom. It depends upon the nature of the work.
As an example, this article, written by Alfie Kohn (via VS, of course) calls attention to the danger of rote worksheets and meaningless standardization as replacements for real education. Same old, same old, but oh so accurate.
Tuesday, April 26, 2011
Metaphors!
I actually had something to do today! Amazing!
I was teaching upper-level ESL children about quotation marks, mixed numbers, and the Underground Railroad. The first two they found to be fairly straight forward. But the Underground Railroad was confusing as hell for them. Granted, it was confusing for me when I was in middle school and actually spoke the language well.
We read a short passage about the Underground Railroad, and then they had to answer fairly sophisticated questions about the passage, one of them being why the Underground Railroad was called the Underground Railroad. Even though the passage stated it was a way escaped slaves went from safe house to safe house until they got far enough north to be free, almost all of them were picturing an actual track underground. Although, luckily, they all knew enough not to think it was an actual railroad. Why must history be so complicated?
In other news, this article about standardized tests is fantastic. I know, I post a lot of these, but this one calls out specific, concise reasons why we should have other methods of testing knowledge.
Here's another article in a completely different vein, about how much power one student can have, and about the idiocy regarding science that is prevalent throughout the Bible belt. Haaaaaaaalelujah!
I was teaching upper-level ESL children about quotation marks, mixed numbers, and the Underground Railroad. The first two they found to be fairly straight forward. But the Underground Railroad was confusing as hell for them. Granted, it was confusing for me when I was in middle school and actually spoke the language well.
We read a short passage about the Underground Railroad, and then they had to answer fairly sophisticated questions about the passage, one of them being why the Underground Railroad was called the Underground Railroad. Even though the passage stated it was a way escaped slaves went from safe house to safe house until they got far enough north to be free, almost all of them were picturing an actual track underground. Although, luckily, they all knew enough not to think it was an actual railroad. Why must history be so complicated?
In other news, this article about standardized tests is fantastic. I know, I post a lot of these, but this one calls out specific, concise reasons why we should have other methods of testing knowledge.
Here's another article in a completely different vein, about how much power one student can have, and about the idiocy regarding science that is prevalent throughout the Bible belt. Haaaaaaaalelujah!
Thursday, April 14, 2011
Counting Down
Is it terrible that I'm just counting down the hours to spring break? And have even less motivation than usual?
Speaking of motivation, this article is astute and very worthwhile. The question of how to help students motivate themselves cannot be easily solved, but Ferlazzo definitely gets the conversation going.
Off topic (big surprise), but I am not easily offended. However, the first time I saw students wearing bracelets that said "I <3 boobies," I was slightly offended. But, as with everything else, got used to it in time. Apparently, though, these bracelets were the catalyst for a lawsuit. I think I side with the judge on this one. It's not as if their bracelets said something really offensive, after all.
Speaking of motivation, this article is astute and very worthwhile. The question of how to help students motivate themselves cannot be easily solved, but Ferlazzo definitely gets the conversation going.
Off topic (big surprise), but I am not easily offended. However, the first time I saw students wearing bracelets that said "I <3 boobies," I was slightly offended. But, as with everything else, got used to it in time. Apparently, though, these bracelets were the catalyst for a lawsuit. I think I side with the judge on this one. It's not as if their bracelets said something really offensive, after all.
Tuesday, April 12, 2011
Friday, April 8, 2011
Hooray for Being Useful!
And hooray for Friday!
I'm teaching Spanish all day today... yay? At least it gives me something to do.
The looming news right now is of course the impending government shutdown. It won't affect my job but it will affect a hell of a lot of important stuff. This really has nothing to do with education but I'm posting it anyway because it's huge: FAQ's about possible shutdown.
And if the Michelle Rhee debacle in DC wasn't bad enough, NYC is having even bigger problems. These two articles (written by guess who) illustrate the complete clusterfuck that's going on there right now and with education policy in general. Can someone who knows what the hell they're doing please step up to run the schools? Kthxbai.
I'm teaching Spanish all day today... yay? At least it gives me something to do.
The looming news right now is of course the impending government shutdown. It won't affect my job but it will affect a hell of a lot of important stuff. This really has nothing to do with education but I'm posting it anyway because it's huge: FAQ's about possible shutdown.
And if the Michelle Rhee debacle in DC wasn't bad enough, NYC is having even bigger problems. These two articles (written by guess who) illustrate the complete clusterfuck that's going on there right now and with education policy in general. Can someone who knows what the hell they're doing please step up to run the schools? Kthxbai.
Thursday, April 7, 2011
Gym Class, Spanish, and Math, oh my!
Yesterday and today have been rather boring, but at least I've done *something*...
Make-up school pictures were yesterday so I hung out in the gym registering students for pictures. That took the first 5-10 minutes of class... kinda dull. But again, at least it was something. And interestingly, there were more sixth graders who showed up than 7th or 8th graders. Not sure why.
Today I filled in for a Spanish teacher until the sub showed up right at the end of first period. There were no lesson plans so it was kind of fun (read: frustrating) doing things on the fly. I called the office to see if she had left the sub plans there and 10 minutes later a secretary appears with movies. I play one called "A Day in the Life of a Mexican Family" but it started in the middle (oops). I had them answer two question (hooray for coming up with things to do in 2 minutes!) but they had 15 minutes left of class. Hmmm... I asked them to work on whatever they had to do quietly. They were actually quite well behaved.
Then I taught a sped math class today. There were only three students. It was pretty easy, and the kids did what they were supposed to do. So today worked pretty well for me.
And believe it or not, I'm not posting an outside article. Amazing!
Make-up school pictures were yesterday so I hung out in the gym registering students for pictures. That took the first 5-10 minutes of class... kinda dull. But again, at least it was something. And interestingly, there were more sixth graders who showed up than 7th or 8th graders. Not sure why.
Today I filled in for a Spanish teacher until the sub showed up right at the end of first period. There were no lesson plans so it was kind of fun (read: frustrating) doing things on the fly. I called the office to see if she had left the sub plans there and 10 minutes later a secretary appears with movies. I play one called "A Day in the Life of a Mexican Family" but it started in the middle (oops). I had them answer two question (hooray for coming up with things to do in 2 minutes!) but they had 15 minutes left of class. Hmmm... I asked them to work on whatever they had to do quietly. They were actually quite well behaved.
Then I taught a sped math class today. There were only three students. It was pretty easy, and the kids did what they were supposed to do. So today worked pretty well for me.
And believe it or not, I'm not posting an outside article. Amazing!
Tuesday, April 5, 2011
Is it spring yet?
Oh this crazy DC weather.
The third quarter ended Thursday (hard to believe) and there was no school on Friday. To celebrate, several staff members (of which I was one) participated in a basketball game against another middle school. It was a lot of fun, doubly so because we won. And surprisingly, I was not only a starter, I got to play about half the game. And actually did pretty decently. Hooray! Then everyone went out for nachos and beer afterward. Hooray for bonding with colleagues!
Anyway, as usual I have nothing to do so far today and thus read the WaPo ed section. Great articles, including this one, arguing *against* standards. While I somewhat agree with the authors, I am all for national education standards. However, I think standardized tests are not the way to go about achieving them.
I LOVE LOVE LOVE this article. It is incredibly poignant and accurate. Everyone should share it with everyone they know. Maybe then this stupid "test 'em until they're dead" movement will die out.
The third quarter ended Thursday (hard to believe) and there was no school on Friday. To celebrate, several staff members (of which I was one) participated in a basketball game against another middle school. It was a lot of fun, doubly so because we won. And surprisingly, I was not only a starter, I got to play about half the game. And actually did pretty decently. Hooray! Then everyone went out for nachos and beer afterward. Hooray for bonding with colleagues!
Anyway, as usual I have nothing to do so far today and thus read the WaPo ed section. Great articles, including this one, arguing *against* standards. While I somewhat agree with the authors, I am all for national education standards. However, I think standardized tests are not the way to go about achieving them.
I LOVE LOVE LOVE this article. It is incredibly poignant and accurate. Everyone should share it with everyone they know. Maybe then this stupid "test 'em until they're dead" movement will die out.
Wednesday, March 30, 2011
March Madness!
..no madder than usual, really. We're all mad here.
However, I got roped into playing in the staff basketball game versus another middle school tomorrow evening. Should be interesting. Our coach is quite competitive, so he uses the better players, so I probably won't be playing for more than five minutes. Yay?
Anyway, Ravitch has done it again, this time with this article. Really, people, is it that difficult to figure this stuff out? Listen to the teachers! They know what they're doing!
However, I got roped into playing in the staff basketball game versus another middle school tomorrow evening. Should be interesting. Our coach is quite competitive, so he uses the better players, so I probably won't be playing for more than five minutes. Yay?
Anyway, Ravitch has done it again, this time with this article. Really, people, is it that difficult to figure this stuff out? Listen to the teachers! They know what they're doing!
Monday, March 28, 2011
Wishing for Spring
I didn't post last week for a couple reasons. First, I was out sick Monday and Tuesday, and the days I was actually here, I was doing something the entire time! It was amazing! But also, nothing really of import happened, so there was no point in posting.
Today I am subbing for the drama teacher, and she had just finished a project with her eighth graders, so she wanted them to read scenes to prepare two-person performances. I tell you, getting sixteen fourteen-year-olds to focus on a four page script is ridiculously difficult. Sometimes I feel like I'm teaching kindergarten.
And I'm back with more ed reform news (surprise, surprise). Although what is surprising is that it's not by Strauss. This article talks about class size and puts an interesting spin on the issue and makes us think more about budget, academic achievement, and the societal microcosm that is education.
Today I am subbing for the drama teacher, and she had just finished a project with her eighth graders, so she wanted them to read scenes to prepare two-person performances. I tell you, getting sixteen fourteen-year-olds to focus on a four page script is ridiculously difficult. Sometimes I feel like I'm teaching kindergarten.
And I'm back with more ed reform news (surprise, surprise). Although what is surprising is that it's not by Strauss. This article talks about class size and puts an interesting spin on the issue and makes us think more about budget, academic achievement, and the societal microcosm that is education.
Wednesday, March 16, 2011
More Articles!
Tuesday, March 15, 2011
Catchin' Up
The play's final performance was Saturday. It wiped me out. Then I was sick yesterday. Blech. So this is an amalgamation of various articles that have come out recently that have resonated with me. No real thesis to this entry. Oh well.
Actually, I can narrow it down to two. This first one discusses NCLB and why it sucks. But the reporter states this more eloquently. Obama visited the school I interned at last spring, which is one of the most successful schools in the DC area (specifically regarding its progressive technology pursuits), and yet was labeled as failing. Riiiight.
This next one calls attention to the zero-tolerance drug policy in Fairfax County Public Schools. There have been several previous articles about this, mainly discussing how the outcomes of the zero tolerance policy have led to student suicides. Although the subject of this article did not kill herself, her adolescence was essentially ruined for something that was not even a big deal. I wonder if these things will cause Fairfax to adjust its policies. My guess, though, is that they won't.
Actually, I can narrow it down to two. This first one discusses NCLB and why it sucks. But the reporter states this more eloquently. Obama visited the school I interned at last spring, which is one of the most successful schools in the DC area (specifically regarding its progressive technology pursuits), and yet was labeled as failing. Riiiight.
This next one calls attention to the zero-tolerance drug policy in Fairfax County Public Schools. There have been several previous articles about this, mainly discussing how the outcomes of the zero tolerance policy have led to student suicides. Although the subject of this article did not kill herself, her adolescence was essentially ruined for something that was not even a big deal. I wonder if these things will cause Fairfax to adjust its policies. My guess, though, is that they won't.
Wednesday, March 9, 2011
Crunchy.
It's crunch time this week with the play opening tomorrow, so haven't had much time to get my thoughts together enough to write them down. But, of course, I still read the Post, and must post that. This article (found by guess who) discusses the problems with "data-driven" instruction. If only more people (i.e. so-called government officials) viewed education this way.
Thursday, March 3, 2011
Only One This Week
...apparently not much has happened. Or maybe too much.
Yes, it's the latter. It's, as they say, crunch time now, for the school play I'm helping with opens a week from today. Holy cow.
The students seem completely clueless when it comes to the schedule. It is true that theater is its own beast, with its own weird scheduling known only to those who understand how theater works, but these kids just don't get basic dates.
Auditions were way back in November, and we gave them schedules then, and told their parents to sign a form that says they agree with the schedule. But we find out TWO DAYS AGO that some cast members have an orchestra competition (a required grade for that class) next Friday, which was supposed to be opening night. Seriously, kids? And more so, parents of kids? How did you not look at your calendar to avoid this massive schedule-fuck?
Also, can't end the week without referring to education news. This article talks about teacher unions v. improving schools. Why are they mutually exclusive? Someone's gotta figure this mess out.
Yes, it's the latter. It's, as they say, crunch time now, for the school play I'm helping with opens a week from today. Holy cow.
The students seem completely clueless when it comes to the schedule. It is true that theater is its own beast, with its own weird scheduling known only to those who understand how theater works, but these kids just don't get basic dates.
Auditions were way back in November, and we gave them schedules then, and told their parents to sign a form that says they agree with the schedule. But we find out TWO DAYS AGO that some cast members have an orchestra competition (a required grade for that class) next Friday, which was supposed to be opening night. Seriously, kids? And more so, parents of kids? How did you not look at your calendar to avoid this massive schedule-fuck?
Also, can't end the week without referring to education news. This article talks about teacher unions v. improving schools. Why are they mutually exclusive? Someone's gotta figure this mess out.
Friday, February 25, 2011
Interdiscipinary Projects
I've been meaning to write this post for a while but never got around to it for one reason or the other...
While I was subbing for the aide, I noticed that the eighth grade English teachers in particular liked to do interdisciplinary projects (that is, projects that incorporate other subjects along with English). One example of this is that the students had to write an essay with the topic "If I were a climate, this is the climate I would be because..." which I thought was clever for a variety of reasons. First (and most obvious), it helped them get a more definitive understanding of their geography terms. Secondly, it's an atypical essay which required more creative thinking than most. I really enjoyed helping students write theirs.
Another example which also involves Social Studies would be their Living History Project. Students had to find a person at least 50 years older than them to interview. This not only involved history, but also journalism (and therefore, research). I left before the students presented these, but I heard they were great.
The last example deals with science. They had to pick an element from the periodic table and personify it either by dressing up like the superhero (or villain) version of the element, or portraying it on a poster. This was a good project too, though I'm still not sure how it incorporated English, which, you would think, would be necessary for an English class. However, that doesn't discredit the project's merit.
Each of these were creative and enhanced the students' ability to make connections and their critical thinking skills. I'm a big believer in holistic learning, anyway, and the above are good examples of that.
I'm not going to end the week without reverence to you know who (did you think I would?). This first article is really a letter about why the Wisconsin boycotts are important (from a Wisconsin resident.) This one, actually written by Strauss, once again exploits the evils of a certain ex-Chancellor and makes me ponder yet again how the hell she became so popular. Cannot wait to read "The Bee Eater."
While I was subbing for the aide, I noticed that the eighth grade English teachers in particular liked to do interdisciplinary projects (that is, projects that incorporate other subjects along with English). One example of this is that the students had to write an essay with the topic "If I were a climate, this is the climate I would be because..." which I thought was clever for a variety of reasons. First (and most obvious), it helped them get a more definitive understanding of their geography terms. Secondly, it's an atypical essay which required more creative thinking than most. I really enjoyed helping students write theirs.
Another example which also involves Social Studies would be their Living History Project. Students had to find a person at least 50 years older than them to interview. This not only involved history, but also journalism (and therefore, research). I left before the students presented these, but I heard they were great.
The last example deals with science. They had to pick an element from the periodic table and personify it either by dressing up like the superhero (or villain) version of the element, or portraying it on a poster. This was a good project too, though I'm still not sure how it incorporated English, which, you would think, would be necessary for an English class. However, that doesn't discredit the project's merit.
Each of these were creative and enhanced the students' ability to make connections and their critical thinking skills. I'm a big believer in holistic learning, anyway, and the above are good examples of that.
I'm not going to end the week without reverence to you know who (did you think I would?). This first article is really a letter about why the Wisconsin boycotts are important (from a Wisconsin resident.) This one, actually written by Strauss, once again exploits the evils of a certain ex-Chancellor and makes me ponder yet again how the hell she became so popular. Cannot wait to read "The Bee Eater."
Wednesday, February 23, 2011
Who's in charge here?
So the woman in charge of the sub assignments (including mine) sent me an email WEEKS ago about the fact that I'm covering an English teacher first period today due to a meeting she has to attend. But apparently another teacher is running late so she asks me to sit with her TA class until she arrives (this teacher doesn't have a first period so it's not a conflict). I'm getting my stuff together right before TA when the other school based sub sticks his head in the door. I'm confused. So is he, because he was told to go where I already was. Ummmmm... k. But he leaves when he sees I'm there.
But then I'm called away from that classroom and back to the office. So the other SBS shows up again. When I get to the office, the woman in charge (supposedly) tells me to cover a math teacher for first period. I tell her about the email she sent, and she's confused, which makes me confused, because I think I have the date wrong. So I go to the math teacher's room, and she says, "What are you doing here? You're supposed to cover Ms. L's class!" Ummmmm... k. I go back to where I was originally supposed to be to teach Englishy things. Yeesh.
Then. I go back to the office after first period and she tells me to cover for an aid starting fifth period. But I have nothing to do until then, so I get on a library computer. She comes looking for me in the library at the end of third period and tells me I'm supposed to be covering for said aid. I tell her, "You told me not until fifth period." She looks confused, but then realizes I'm right. So then she asks me to cover for the drama teacher fourth period. So I go down there.
As the students are wandering into the class, she calls and tells me a different sub is going to take my place so I can sub for the aid like I was supposed to do. Ummmmmm... k. I do, and the last three periods of the day go off without a hitch. But still.
Holy crap, woman. Get your head on straight.
However, a bright point in the day came during the ESL History class (which I have helped with before so really know the kids). The teacher had them play a game of tug-o-war with slightly different rules to mimic the conditions of the Continental Army v. the British Army during the American Revolution. The kids loved it, and really understood the parallels. It was awesome.
But then I'm called away from that classroom and back to the office. So the other SBS shows up again. When I get to the office, the woman in charge (supposedly) tells me to cover a math teacher for first period. I tell her about the email she sent, and she's confused, which makes me confused, because I think I have the date wrong. So I go to the math teacher's room, and she says, "What are you doing here? You're supposed to cover Ms. L's class!" Ummmmm... k. I go back to where I was originally supposed to be to teach Englishy things. Yeesh.
Then. I go back to the office after first period and she tells me to cover for an aid starting fifth period. But I have nothing to do until then, so I get on a library computer. She comes looking for me in the library at the end of third period and tells me I'm supposed to be covering for said aid. I tell her, "You told me not until fifth period." She looks confused, but then realizes I'm right. So then she asks me to cover for the drama teacher fourth period. So I go down there.
As the students are wandering into the class, she calls and tells me a different sub is going to take my place so I can sub for the aid like I was supposed to do. Ummmmmm... k. I do, and the last three periods of the day go off without a hitch. But still.
Holy crap, woman. Get your head on straight.
However, a bright point in the day came during the ESL History class (which I have helped with before so really know the kids). The teacher had them play a game of tug-o-war with slightly different rules to mimic the conditions of the Continental Army v. the British Army during the American Revolution. The kids loved it, and really understood the parallels. It was awesome.
Tuesday, February 22, 2011
Short n Sweet (like me)!
Today I asked facilities to open a classroom. I used the word "janitor." The woman in charge of making sure doors open scolded me and said, "We call them custodians." Whoops. My bad. Didn't realize "janitor" was such an epithet. I guess I should have in this PC world, but geez. Calling them "custodians" doesn't erase the fact that they clean toilets for a living. Not that there's anything wrong with that.
Also, my love affair of Valerie Strauss continues (also of Diane Ravitch, who is of fault in this article). It discusses what's going on in Wisconsin and why. Hooray!
Also, my love affair of Valerie Strauss continues (also of Diane Ravitch, who is of fault in this article). It discusses what's going on in Wisconsin and why. Hooray!
Thursday, February 17, 2011
To Yell or Not To Yell... That's Not Really the Question
It's obvious that different teachers have different methods of discipline, and even different views on what warrants a particular punishment. But what's not so obvious is why teachers hold these different views.
Case in point: My write-up of the student on Friday. The principal has asked him and me to sit down and "talk it out." Which I feel is a waste of time. So does the lead classroom teacher who was also involved. But the principal loves to micromanage and give certain students a chance. Which I already did with this boy. But whatever, clearly I'm not the one in charge.
Here's another example: Since it was so nice today, the kids could go outside to play after they finished their lunch. The other school-based sub and I were outside supervising. I feel that this is the one time in the day when kids can be kids, and as long as they're not putting themselves or anyone else in danger, they can basically do whatever they want. However, the other SBS is a friggin' stickler. The seventh graders were sitting on the concrete wall that separates the playground from the parking lot, and I berated students who were grabbing at these students' shoes or horse-playing while sitting on the wall. SBS was watching something else. I turn my back for two seconds and a boy is standing up on the wall. Not only does SBS yell at him incredibly loudly, but he made the student go back inside. If I had seen him first, however, I would have asked him (not scolded) to not stand up, because he could get hurt. I also wouldn't punish him and make him go back inside. I wouldn't want to imply anything besides a safety concern. But the way this guy did it, it sounded like the kid was doing something completely unforgivable. Whereas in reality, kids don't always acknowledge danger. This teacher has a reputation for being a strict ass, but even so. I found that utterly ridiculous.
Sometimes specific regulations are bad, but in this case, the same standards need to apply to all teachers. It confuses kids otherwise.
Case in point: My write-up of the student on Friday. The principal has asked him and me to sit down and "talk it out." Which I feel is a waste of time. So does the lead classroom teacher who was also involved. But the principal loves to micromanage and give certain students a chance. Which I already did with this boy. But whatever, clearly I'm not the one in charge.
Here's another example: Since it was so nice today, the kids could go outside to play after they finished their lunch. The other school-based sub and I were outside supervising. I feel that this is the one time in the day when kids can be kids, and as long as they're not putting themselves or anyone else in danger, they can basically do whatever they want. However, the other SBS is a friggin' stickler. The seventh graders were sitting on the concrete wall that separates the playground from the parking lot, and I berated students who were grabbing at these students' shoes or horse-playing while sitting on the wall. SBS was watching something else. I turn my back for two seconds and a boy is standing up on the wall. Not only does SBS yell at him incredibly loudly, but he made the student go back inside. If I had seen him first, however, I would have asked him (not scolded) to not stand up, because he could get hurt. I also wouldn't punish him and make him go back inside. I wouldn't want to imply anything besides a safety concern. But the way this guy did it, it sounded like the kid was doing something completely unforgivable. Whereas in reality, kids don't always acknowledge danger. This teacher has a reputation for being a strict ass, but even so. I found that utterly ridiculous.
Sometimes specific regulations are bad, but in this case, the same standards need to apply to all teachers. It confuses kids otherwise.
Tuesday, February 15, 2011
My virtual hetero-love affair with Valerie Strauss continues...
Even though she didn't write this one, she found it, so I must give her credit for that. I found it very profound and informative.
This one is all her, and it makes perfect sense. I'm all for idealism, but policy makers need to be realistic. Goals set through idealism (and this sounds horrible) based on false evidence (or none at all) will only result in failure.
Also, kids were hopped on on sugar and crazier than usual yesterday. The English teacher I subbed for had them use Valentine's heart candy messages to write couplets. It was a creative lesson plan, but did not help assuage the sugar high. Oh well. Today seems more mellow.
This one is all her, and it makes perfect sense. I'm all for idealism, but policy makers need to be realistic. Goals set through idealism (and this sounds horrible) based on false evidence (or none at all) will only result in failure.
Also, kids were hopped on on sugar and crazier than usual yesterday. The English teacher I subbed for had them use Valentine's heart candy messages to write couplets. It was a creative lesson plan, but did not help assuage the sugar high. Oh well. Today seems more mellow.
Friday, February 11, 2011
When Rudeness Manifests...
Wrote my first ever referral today. I was helping out the Spanish teacher last period because she had to do oral tests with the kids and I was monitoring the class while she was out with them individually. One boy who is known for his orneriness purposefully dropped a fellow student's notebook on the floor and refused to pick it up. I called him over after the bell to let him explain himself but he was more interested in packing up and rushing out of the room than even looking me in the eye. He essentially dismissed himself and the Spanish teacher told me to write him up, so I did. It seems ridiculous that a huge disciplinary action started due to a dropped notebook. And because part of our goal as educators is to teach kids how be decent human beings, rudeness to this extent is completely unforgivable. Regardless of how good a student this kid is (and he's not, but even so), if a student is completely rude, he/she has not benefited from his/her education, or the teacher has failed that student. Oh, holistic teaching.
Tuesday, February 8, 2011
Like zombies, the arts are aliiiiiiiiiiiiiiiiiiiiiiiiiiiive!
Braaaaaaaaaaaaaaaaaaains.
That's what the arts replenish (and that's where the zombie metaphor ends).
In the past few days, I have been fortunate to sub for a variety of arts teachers-- on Friday I taught chorus for two periods, yesterday taught art for three, and this morning did about 30 minutes of orchestra. The kids in these classes seem genuinely curious and hard-working (with the exception of the orchestra class today, but that's because we were reading some music history). That's not to suggest, though, that students not involved in art are less curious or hard-working, but these qualities certainly seem necessary to take arts classes, whereas they are just "nice to have" in core classes. However, I did think it was interesting that in the art class yesterday, I had to push the kids to think abstractly. Granted, they are just 11-13, but they were really struggling to break out of their literal mindsets. Just another drawback of traditional education, I suppose.
But teaching art classes is fun! Even when I barely know anything about it. (Although I was able to play the melody on the piano during chorus, poorly, but that's what I get for sight-reading.) Hooray!
That's what the arts replenish (and that's where the zombie metaphor ends).
In the past few days, I have been fortunate to sub for a variety of arts teachers-- on Friday I taught chorus for two periods, yesterday taught art for three, and this morning did about 30 minutes of orchestra. The kids in these classes seem genuinely curious and hard-working (with the exception of the orchestra class today, but that's because we were reading some music history). That's not to suggest, though, that students not involved in art are less curious or hard-working, but these qualities certainly seem necessary to take arts classes, whereas they are just "nice to have" in core classes. However, I did think it was interesting that in the art class yesterday, I had to push the kids to think abstractly. Granted, they are just 11-13, but they were really struggling to break out of their literal mindsets. Just another drawback of traditional education, I suppose.
But teaching art classes is fun! Even when I barely know anything about it. (Although I was able to play the melody on the piano during chorus, poorly, but that's what I get for sight-reading.) Hooray!
Thursday, February 3, 2011
I need sleep.
Crazy, crazy day. The morning wasn't too bad, as I was subbing for the librarian and just had to check out books and shelve. But in the afternoon, something in the water must have turned the kids into monsters...
The last period of the day I had to sub for a self-contained science class. I knew most of the kids in there from the self-contained math class I used to aide. They were horrible. Part of the problem was that the teacher didn't leave solid lesson plans and I knew nothing about her materials or curriculum to improvise, so often they were left with not a lot to do. Toward the end of class, the SPED teacher from next door came in and told them their behavior was unacceptable. I was embarrassed that I couldn't control them. She told me to write up the ones who were being really heinous, so I did.
Then, I help with after-school play rehearsals, and the kids today were absolutely atrocious. Most of them didn't know their lines, but you couldn't hear them anyway because there was so much noise in the room. Even the kids who were on stage were being disruptive. The director said afterward that she wanted to stab herself in the eye with a stick. It was really torturous.
Also, on a completely different note, I came across this article (not from the Post this time, believe it or not) about former DC schools chancellor Michelle Rhee's new program, Students First. Shock, shock: it is riddled with problems.
The last period of the day I had to sub for a self-contained science class. I knew most of the kids in there from the self-contained math class I used to aide. They were horrible. Part of the problem was that the teacher didn't leave solid lesson plans and I knew nothing about her materials or curriculum to improvise, so often they were left with not a lot to do. Toward the end of class, the SPED teacher from next door came in and told them their behavior was unacceptable. I was embarrassed that I couldn't control them. She told me to write up the ones who were being really heinous, so I did.
Then, I help with after-school play rehearsals, and the kids today were absolutely atrocious. Most of them didn't know their lines, but you couldn't hear them anyway because there was so much noise in the room. Even the kids who were on stage were being disruptive. The director said afterward that she wanted to stab herself in the eye with a stick. It was really torturous.
Also, on a completely different note, I came across this article (not from the Post this time, believe it or not) about former DC schools chancellor Michelle Rhee's new program, Students First. Shock, shock: it is riddled with problems.
Tuesday, February 1, 2011
The wonders of science
I got stuck judging the science fair today. That was.... interesting, to say the least. I had to help set it up during 7th period, and since I originally thought it would start after 4 (like a normal science fair) I was taking my time and trying to keep the boards organized. But oh, just kidding; I found out at 2:15 that the fair started at 2:30. Whoops. The science teachers were attempting to keep organized and numbered all the projects and situated them all by genre (i.e. biology, chemistry, physics), but eventually they stopped numbering and we had to scramble to find space. Then some judges didn't show up. So I got to judge. It was actually not that difficult. And kind of fun. But tiring. And I really don't want to do it again, but I suppose I will if asked. (I did get free tasty snacks out of the deal...)
Monday, January 31, 2011
Let it snow...
Except don't really. Snow days can be nice, but they really screw everything up. Especially when they come out of nowhere. It started snowing like crazy Wednesday night and they didn't announce school was closed Thursday until after 9pm. Which was kind of ridiculous if you looked outside. Friday was a snow day too, even though things weren't that bad. But that was probably for the best, because who wants to go to school on a Friday after a snow day?
Today, of course, teachers were doing things they planned to do last week. Today the ESL kids were being tested in reading and math. They were benchmark tests, which means they weren't being graded, just used as assessment tools. I realize that it is important to test these kids to see how their language is progressing, but when is enough testing too much? Especially since these kids also get the same tests as students who do have English as their native language (i.e. SOLs). Culturally, these kids may be less used to tests, also, and therefore not have the test-taking skills most adolescents possess. Also, it depends on how well these tests are written. That, I cannot attest to.
Speaking of testing, Valerie Strauss again uncovered another great article about the art and science of teaching. Often there are more questions than answers. Just like in life.
Today, of course, teachers were doing things they planned to do last week. Today the ESL kids were being tested in reading and math. They were benchmark tests, which means they weren't being graded, just used as assessment tools. I realize that it is important to test these kids to see how their language is progressing, but when is enough testing too much? Especially since these kids also get the same tests as students who do have English as their native language (i.e. SOLs). Culturally, these kids may be less used to tests, also, and therefore not have the test-taking skills most adolescents possess. Also, it depends on how well these tests are written. That, I cannot attest to.
Speaking of testing, Valerie Strauss again uncovered another great article about the art and science of teaching. Often there are more questions than answers. Just like in life.
Tuesday, January 25, 2011
Sounds like...
Teaching certainly requires some acting. I was running around like crazy yesterday, because they were actually short-staffed. But when I got to my regular placement (the ESL class), I had to pretend I wasn't feeling harried. And at the end of the day, I had to sub for the drama teacher's last period for an emergency and since I actually know something about drama, that was no problem. She told me we could just play games, and they wanted to play Charades, so we did. It was rather fun.
Today, however, I've been subbing for the Spanish teacher all day. All her directions are written in Spanish. I know very little Spanish. I have been pretty useless about answering questions, etc., and when they've completed their work, I need to hurry to find them something else to do. However, I still need to maintain the air of being an authority figure and look like I know what I'm doing. I can do that pretty easily, thankfully, but again, I have to make it look easy. That's something on which I'm still working.
Today, however, I've been subbing for the Spanish teacher all day. All her directions are written in Spanish. I know very little Spanish. I have been pretty useless about answering questions, etc., and when they've completed their work, I need to hurry to find them something else to do. However, I still need to maintain the air of being an authority figure and look like I know what I'm doing. I can do that pretty easily, thankfully, but again, I have to make it look easy. That's something on which I'm still working.
Friday, January 21, 2011
Timing is not everything.
This article today brought up an interesting question regarding how the school days are being used. I'm not sure on which side of the debate I stand. On the one hand, longer school days, and/or more of them, would help give students more time to grasp the material, and more time for teachers to elicit more information. On the other hand, how much of this time would be used efficiently? Would this extra time simply give bad teachers more time to waste? Obviously, extending the school day cannot be seen as a solution in and of itself, but I do see the importance of the debate, and why it is not easily solved.
Wednesday, January 19, 2011
I saw something amazing today.
For the second half of class, the ESL students I'm now helping with went to the library to read and check out books. Occasionally there is a blind woman who comes to the library with her guide dog (I'm not sure if she was a volunteer, friend of the librarian, or what). Today, one of the ESL students and the blind woman were reading together. The student was reading a beginner's book and the blind woman had the same copy with braille below. She was helping the student with pronunciation, and the student was making the words come alive for the blind woman. It was really amazing. I wish schools could do more community service of that nature.
Also, four day weekend FTW.
Also, four day weekend FTW.
Thursday, January 13, 2011
Checking Out
This afternoon I was subbing for the librarian. That only reinforced the notion that the librarian (and her aides) have an overwhelming job. There is so much that goes on behind the scenes that people don't bother to think about. In the space of less than an hour, I had to re-shelve books, take old library labels off new acquisitions, pack up old books into boxes, check out books to students, and set up the library for after-school. I am exhausted just talking about it. And that was just the beginner stuff. Ms. Librarian wants to train me how to do everything eventually so I can be, as she called it, "library-sub extraordinaire." After school I basically just had to make sure kids were speaking quietly and not killing each other, and we limited the number of children because it was only the library aide and me in there, and even though there are generally at least four adults in the library, they are all doing other things, not just babysitting. You wouldn't think it, but the library is one crazy place.
Tuesday, January 11, 2011
¡Aprender español!
One of the benefits of working with ESL students is that I learn another language along the way. The regular HILT aid (who is bilingual in Spanish and English) was out today, so I had the challenge of working one-on-one with a girl with extremely limited English. Since I have extremely limited Spanish, this definitely provided quite the challenge. However, I felt that I was successful in explaining things so that she understood, and she seemed to grasp concepts that were unfamiliar to her before. Also, I am forced to remember my very rudimentary Spanish. It's rather awesome.
Several students in the ESL class have Amharic or an Asian language as their native language, and thus have to learn another alphabet as well as an entirely new language. They seem to be having an easier time with the curriculum than the two Spanish speakers I work with, for whatever reason (maybe they were learning in their home countries; several of them are here expressly to learn English). They are learning Spanish, as well, due to the translations between the students and the fact that the students continue talking in their native languages because that's what they're comfortable with. Hooray for immersion.
Several students in the ESL class have Amharic or an Asian language as their native language, and thus have to learn another alphabet as well as an entirely new language. They seem to be having an easier time with the curriculum than the two Spanish speakers I work with, for whatever reason (maybe they were learning in their home countries; several of them are here expressly to learn English). They are learning Spanish, as well, due to the translations between the students and the fact that the students continue talking in their native languages because that's what they're comfortable with. Hooray for immersion.
Monday, January 10, 2011
Sexual Healing
...except really just the opposite.
We had a little incident at 7th grade lunch today. The activities' director (a late-30s/early-40s blond woman) was one of the supervisors and as she walked past a group of boys one of them said to her, "Hey, baby," at which the activities' director became (rightly) ensconced and attempted to explain to him what sexual harassment is but had to take a moment to cool off. She asked the school police officer to escort this boy to the office and that she would be with him in just a moment. Evidently, these lewd comments have come from that table of boys before. After that boy left, she asked me to go over to the table with her as a witness and told them that making such comments, particular at a teacher, was a very massive offense. I didn't think the activities' director was overreacting (although she may have taken it a bit too personally), but I also don't think the boy thought he did anything wrong. In fact, the policeman was telling us after he escorted the boy that they were talking about it and it wasn't until the policeman asked the boy, "What if I said that to your mother?" that the boy understood what he had done. Sexual harassment is, therefore, a sticky wicket, a very thin line, and other mixed metaphors. If we want to teach children about it, that means we also have to teach them about sex, lewd behavior, and other uncomfortable topics.
We had a little incident at 7th grade lunch today. The activities' director (a late-30s/early-40s blond woman) was one of the supervisors and as she walked past a group of boys one of them said to her, "Hey, baby," at which the activities' director became (rightly) ensconced and attempted to explain to him what sexual harassment is but had to take a moment to cool off. She asked the school police officer to escort this boy to the office and that she would be with him in just a moment. Evidently, these lewd comments have come from that table of boys before. After that boy left, she asked me to go over to the table with her as a witness and told them that making such comments, particular at a teacher, was a very massive offense. I didn't think the activities' director was overreacting (although she may have taken it a bit too personally), but I also don't think the boy thought he did anything wrong. In fact, the policeman was telling us after he escorted the boy that they were talking about it and it wasn't until the policeman asked the boy, "What if I said that to your mother?" that the boy understood what he had done. Sexual harassment is, therefore, a sticky wicket, a very thin line, and other mixed metaphors. If we want to teach children about it, that means we also have to teach them about sex, lewd behavior, and other uncomfortable topics.
Thursday, January 6, 2011
Victory!
An actual assignment today. For most of the day, I was helping out the HILT-A classes, and for the first two periods (a combined English/reading class), I was helping a boy one-on-one with his reading skills and comprehension. It was pretty great, and also pretty challenging since it was essentially teaching a five-year-old learn how to read. (He can read better in English than a typical five-year-old can, but what made it that difficult was that he could barely speak the language, so when I asked him to do something he may not necessarily have understood.) I also accompanied the students to their math class, and didn't really have much to do there but was basically on-hand to answer questions. The science teacher didn't need assistance, but I did help with social studies, and that was great, too. I was working with all the students and actually had a fair amount to do. What's interesting, though, is that all classes involved language skills (basic acquisition, grammar, etc.) since all these children are coming from a native language that is not English. They were at different levels but were all able to glean something from the lessons at hand. They were also all incredibly eager to learn. I wonder if part of that eagerness comes from a survival mechanism, but whatever the reason, they all seemed motivated, which kept me motivated, as well. Hopefully this will become a regular thing.
Wednesday, January 5, 2011
Wheeeeeeeeeeeeee!
Boredom strikes again....
Came across this article about censorship, specifically about the harm censorship will do to Mark Twain's masterpiece, "Huckleberry Finn." I'm with you all the way, Mr. Gribben. I especially love the fact that he believes "If we can't do that [explore racism in the context of culture and history] in the classroom, we can't do that anywhere." Right on.
Speaking of satire (and we are if we mention "Huckleberry Finn,") here is another excellent article penned in the same fashion. I think I have a girl-crush on Ms. Petri (or at least her prose).
Came across this article about censorship, specifically about the harm censorship will do to Mark Twain's masterpiece, "Huckleberry Finn." I'm with you all the way, Mr. Gribben. I especially love the fact that he believes "If we can't do that [explore racism in the context of culture and history] in the classroom, we can't do that anywhere." Right on.
Speaking of satire (and we are if we mention "Huckleberry Finn,") here is another excellent article penned in the same fashion. I think I have a girl-crush on Ms. Petri (or at least her prose).
Hum de dum...
Once again wasting time in the library with nothing to do. So I read the newspaper. For anyone who is familiar with the education section of the Washington Post, you are aware that the two biggest contributors are Jay Matthews and Valerie Strauss. Pretty much every time, I feel that Valerie > Jay. Here is one of her latest, which discusses that one of the major problem with educational policy (and political policy) is failing to collapse reality with implementation. Reminds me, yet again, of the Jean Anyon book I read in grad school. Clearly, that book resonates with me, and if I were in charge of national education policy, I would require everyone involved in the field to read it.
Also today in the Post, there was another article about the changing face of poverty. Evidently, I work at a school with a large percentage of low-income students, though I doubt any students I encounter are in poverty. (Though it's really hard to tell with all the iPods, smartphones, and expensive clothing every child seems to have every day...) It will take a while, but it looks as if we are slowly developing a more realistic view of income levels, and maybe from that, we can hope to develop a more realistic and effective education policy as a whole.
Also today in the Post, there was another article about the changing face of poverty. Evidently, I work at a school with a large percentage of low-income students, though I doubt any students I encounter are in poverty. (Though it's really hard to tell with all the iPods, smartphones, and expensive clothing every child seems to have every day...) It will take a while, but it looks as if we are slowly developing a more realistic view of income levels, and maybe from that, we can hope to develop a more realistic and effective education policy as a whole.
Tuesday, January 4, 2011
Dolldrums...
Today was ridiculously boring. Not only did I not fill in for anyone, but I had hardly any tasks I could do. I was filing in the main office for about an hour, and after that... nothing. Neither the librarian nor the head of counseling had anything I could do, and I didn't know where else to look. So I fooled around on the computer and then went into the cafeteria to be a lunchroom monitor, whether they needed me there or not. I needed to feel useful. Then I ate my own lunch, and monitored again for third lunch. Then, once again, I had nothing to do. Your tax dollars at work, citizens!
Speaking of boredom, I noticed several times before winter break how prominent instant gratification is in our culture. It really hinders kids' motivations/patience/work ethic/what have you. Technology is certainly partly to blame, but that culture also comes from the fact that we pretty much encourage instant gratification in many ways. One of my goals, certainly, is to gain more patience, and impart this invaluable trait onto my students, as well.
Speaking of boredom, I noticed several times before winter break how prominent instant gratification is in our culture. It really hinders kids' motivations/patience/work ethic/what have you. Technology is certainly partly to blame, but that culture also comes from the fact that we pretty much encourage instant gratification in many ways. One of my goals, certainly, is to gain more patience, and impart this invaluable trait onto my students, as well.
Monday, January 3, 2011
Happy New Year!
A new year, a (semi) new position. Since the aide I was covering for has come back from maternity leave, I am now the official school-based sub. Today I had quite an interesting assignment. I was once again filling in for an aide, but this one has a very particular job since she works with the self-contained, really sped kids. There were only five in the room, but it was an exhausting job. I don't know how people can do that everyday. The majority of them were pretty high-functioning and could do basic and even advanced tasks with little to no help, and one girl even helped one of the lowest-functioning students. This student, along with another boy, needed a LOT of assistance. The girl even needed help getting dressed in and out of her gym clothes. It was kind of depressing, but also kind of refreshing at the same time, because their gym class and typing class were integrated with "regular" kids, and they were very social with everyone, so they seemed to have relatively normal lives. I still put the teachers who work with these kinds of students everyday on pedestals, though. It is quite an undertaking.
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