Standardization baaaaaad... Curiosity goooooooood

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.

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.

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.