Sometimes I feel like I should show my students 2001 A Space Odyssey. For the life of me, I cannot understand their complete obsession and absorption in technology. I had an incident with a student today in which she argued with me over the use of her phone in class. It's extremely clear what the rule is in my classroom, and probably every other one she's in: no phones in class. Period. If I see a phone, I give a student one verbal warning. After that, I take it. And it's not as if that's even that bad. I will give it back to them at the end of class. So here I was, arguing with a 15 year old about the fact that she could live without her phone for 30 minutes. And she absolutely refused. She hasn't been the only one, either. I really wish I understood what the obsession was. Any free second a student has, I see them with their phones out. I use mine for maybe an hour a day. Also, a student can be living below the poverty line -- and a lot of mine are -- and still have a smartphone. I don't understand it. What is the big deal...
Ok, now I'm starting to rant, but it drives me crazy that I cannot understand why a smartphone is essentially like breathing for these kids. And I cannot understand why they are so disrespectful with regard to these gadgets, which they feel they are entitled to. This article, in fact, articulates well the effect cell phone usage has on these kids with regards to creativity and problem solving. Judging from the work I get from these kids, I would say that's accurate.
Thursday, September 13, 2012
Monday, September 10, 2012
One down, 35 more to go!
I would say the first week of school went well. It seems like I have a pretty great group of kids. And I can already weed out the trouble-makers. I feel prepared, for the most part, and excited, and energetic (we'll see how long that lasts...). I'm looking forward to this year.
But apparently some teachers aren't...
But apparently some teachers aren't...
Monday, September 3, 2012
Send 'em in!
The students, that is. School starts tomorrow for realz and I'm so excited. I'm like a 5 year old on Christmas morning. Sure, I don't feel 100% ready -- there are a couple more things I wanted to put up in my room but didn't have time; I'm still working out the kinks in a few lesson plans -- but overall I'm looking really forward to the school year. I have all sophomores this year, which is a great age group, and I don't have to deal with any senioritis or the bureaucracy of senior discipline. I'm also teaching one advance class, which I'm really looking forward to.
And about those goals I had earlier... The first two didn't really happen and I'm pretty close to the last one (lesson planning months in advance), but I quickly realized that so much of lesson planning depends on the specific personalities and pacing of each class. So I kind of stopped when I got to Thanksgiving, which gives me a good background and a strong cache to build upon. Hopefully all my planning endeavors won't go completely out the window. Here's hoping!
And about those goals I had earlier... The first two didn't really happen and I'm pretty close to the last one (lesson planning months in advance), but I quickly realized that so much of lesson planning depends on the specific personalities and pacing of each class. So I kind of stopped when I got to Thanksgiving, which gives me a good background and a strong cache to build upon. Hopefully all my planning endeavors won't go completely out the window. Here's hoping!
Tuesday, July 17, 2012
The learning never stops!
I'm trying really hard not to slack off this summer, so I'm taking a teacher-ed class that the county is offering this summer. It's a four day session (which is now half-way finished) about Media Literacy, and it has been really fascinating. The course is based around how we can implement media like TV, movies, internet, advertisements, etc. into lesson plans, and it has actually gone above and beyond my expectations.
However, despite all the good that's coming out of this course, it reminds me about the things that are wrong with education. And here they are:
1) The first element that made me rather sad was the fact that teacher materials are rather hard to get. The county purchases textbooks from a certain textbook company, like many others, and this company provides additional materials to help us teach better. Ok, makes sense. But the instructor of the Media Literacy course said that the county was going to give each teacher a supplemental DVD from this company that had things like film clips with guiding questions to make our jobs easier. Except then they didn't because these DVDs cost $300... each. Probably because of copyright and stuff, but still. That is ridiculous. I realize this textbook company is a for-profit corporation (which is sickening to me), but that is outrageous. However, what I found even more offensive was the fact that these guiding questions (the instructor gave us a preview) were pretty simplistic for the most part. The textbook company seemed quite patronizing in that regard, saying that teachers are basically interchangeable and not even all that necessary -- all we do is press play, apparently.
2) Next, I've gotten to know teachers at other schools through this course, and the way they talk about how the SOLs make their jobs more difficult is rather baffling. For instance, one woman was saying she teaches a Read 180 class, which is a highly scripted course that helps struggling readers. She is supposed to stick to the script, but today she said she had to deviate from it in order to teach simile, metaphor and personification, which are not in the script for this course, but are on the SOL. Which these students, even though they are behind their peers, still have to pass. Umm, what? How does that make any sense whatsoever? That just goes to show that standardized tests do more harm than good, and that there is something wrong with prescribed programs, especially when they are so evidently contradictory.
3) The instructor today was talking about a project she had her students do in which they had to create and discuss a metaphor they created based on a specific text. She said this was a fabulous project, because the depth of conversation and analysis the students got into was much greater than it would have been if she had provided them with a more simple question-and-answer, or even a seminar. I thought that was really awesome, but then of course my mind went to the idea of standardized tests again, and how these tests aren't really testing what students know. It was clear to this teacher how well her students understood a text, but more importantly, how honed their critical thinking skills are, yet if they were to have a standardized test on the same text, it would be difficult to judge how deeply their thoughts could go.
4) Finally (and this is not from the course), this article is so well-written, so poignant, and so in-tune about what is wrong with national education standards when it comes to children in poverty. Why is there so much wrong with this profession?
However, despite all the good that's coming out of this course, it reminds me about the things that are wrong with education. And here they are:
1) The first element that made me rather sad was the fact that teacher materials are rather hard to get. The county purchases textbooks from a certain textbook company, like many others, and this company provides additional materials to help us teach better. Ok, makes sense. But the instructor of the Media Literacy course said that the county was going to give each teacher a supplemental DVD from this company that had things like film clips with guiding questions to make our jobs easier. Except then they didn't because these DVDs cost $300... each. Probably because of copyright and stuff, but still. That is ridiculous. I realize this textbook company is a for-profit corporation (which is sickening to me), but that is outrageous. However, what I found even more offensive was the fact that these guiding questions (the instructor gave us a preview) were pretty simplistic for the most part. The textbook company seemed quite patronizing in that regard, saying that teachers are basically interchangeable and not even all that necessary -- all we do is press play, apparently.
2) Next, I've gotten to know teachers at other schools through this course, and the way they talk about how the SOLs make their jobs more difficult is rather baffling. For instance, one woman was saying she teaches a Read 180 class, which is a highly scripted course that helps struggling readers. She is supposed to stick to the script, but today she said she had to deviate from it in order to teach simile, metaphor and personification, which are not in the script for this course, but are on the SOL. Which these students, even though they are behind their peers, still have to pass. Umm, what? How does that make any sense whatsoever? That just goes to show that standardized tests do more harm than good, and that there is something wrong with prescribed programs, especially when they are so evidently contradictory.
3) The instructor today was talking about a project she had her students do in which they had to create and discuss a metaphor they created based on a specific text. She said this was a fabulous project, because the depth of conversation and analysis the students got into was much greater than it would have been if she had provided them with a more simple question-and-answer, or even a seminar. I thought that was really awesome, but then of course my mind went to the idea of standardized tests again, and how these tests aren't really testing what students know. It was clear to this teacher how well her students understood a text, but more importantly, how honed their critical thinking skills are, yet if they were to have a standardized test on the same text, it would be difficult to judge how deeply their thoughts could go.
4) Finally (and this is not from the course), this article is so well-written, so poignant, and so in-tune about what is wrong with national education standards when it comes to children in poverty. Why is there so much wrong with this profession?
Tuesday, July 10, 2012
Friday, July 6, 2012
Monday, June 25, 2012
Learning from Failures (and Successes)
Now that the school year is over, I have gotten monumentally lazy, as evinced from my lack of postings.
But now seems like as good a time as any to list my three overall goals for this summer:
1. Learn how to drive manual transmission
2. Read at least three books in the "Song of Fire & Ice" series. I'm reading "A Game of Thrones" right now.
3. Plan out first quarter entirely and have an outline for second quarter ready to go.
This third goal, obviously, is the most time-consuming and painstaking. I was taught in grad school that you should begin with the assessment and work backwards. I have tried to do this in my planning last year, but it's mind-boggingly difficult. I've always started at the beginning, and I always will. Of course, I do have an end goal in mind, because otherwise what's the point?
However, I have learned from last year, and this year I'm lucky because I have more time (an entire summer, in fact) to plan, and it will be much more specific (and much less sporadic) than my beginning of the year plans from last year. Here we go...
But now seems like as good a time as any to list my three overall goals for this summer:
1. Learn how to drive manual transmission
2. Read at least three books in the "Song of Fire & Ice" series. I'm reading "A Game of Thrones" right now.
3. Plan out first quarter entirely and have an outline for second quarter ready to go.
This third goal, obviously, is the most time-consuming and painstaking. I was taught in grad school that you should begin with the assessment and work backwards. I have tried to do this in my planning last year, but it's mind-boggingly difficult. I've always started at the beginning, and I always will. Of course, I do have an end goal in mind, because otherwise what's the point?
However, I have learned from last year, and this year I'm lucky because I have more time (an entire summer, in fact) to plan, and it will be much more specific (and much less sporadic) than my beginning of the year plans from last year. Here we go...
Tuesday, May 22, 2012
Whoops...
With the craziness at the end of the year, I guess I forgot to post. Here are some tidbits.
First, student quotes/maneuvers that stay with me:
S: Ms. Brown, can you please not call my mom about my grade?
Me: Well, that's kind of my job.
S: I know, but can you give *me* the assignments I'm missing instead? She's bat-shit insane.
Me: *speechless*
S: She almost threw my computer away.
Me (regaining composure, though not entirely): I'm sorry to hear that. But I did give you the assignments. Get them in as soon as you can.
And my favorite of the year, which I will probably (hopefully) remember for years: My entire fifth period class helped one student put on a very elaborate ruse to ask me to go the prom with him. It was hilarious, however, I'm still not sure if he was joking...
As well as prom being in the air, so are standardized tests, screwing up the schedule even more so that it already is at the end of the year. I see my fifth period three more times before the final. Which basically means they will be screwed.
Speaking of standardized tests, here's awesomeness* out of Florida.
*sarcasm
Wow, I can't believe the year is almost over...
First, student quotes/maneuvers that stay with me:
S: Ms. Brown, can you please not call my mom about my grade?
Me: Well, that's kind of my job.
S: I know, but can you give *me* the assignments I'm missing instead? She's bat-shit insane.
Me: *speechless*
S: She almost threw my computer away.
Me (regaining composure, though not entirely): I'm sorry to hear that. But I did give you the assignments. Get them in as soon as you can.
And my favorite of the year, which I will probably (hopefully) remember for years: My entire fifth period class helped one student put on a very elaborate ruse to ask me to go the prom with him. It was hilarious, however, I'm still not sure if he was joking...
As well as prom being in the air, so are standardized tests, screwing up the schedule even more so that it already is at the end of the year. I see my fifth period three more times before the final. Which basically means they will be screwed.
Speaking of standardized tests, here's awesomeness* out of Florida.
*sarcasm
Wow, I can't believe the year is almost over...
Thursday, April 26, 2012
Community & collaboration
Two things. First: because it is the last quarter and senioritis has set in, the attendance problem in my fifth period class (seniors) has gotten worse. I've had 4 students from that class I haven't seen since the quarter started. So I sent an email to their administrator and the Attendance Specialist (I'm not exactly sure what his job is, but he seems to be effective) about it. The next day, each of these students were in class. That was kind of amazing, though I wonder how long it will last.
Secondly: With the same class today, we finished up reading Macbeth and I wanted to do an interactive activity with it so I explained that the classroom was now a courtroom and divided the class into two groups. One group was playing the Prosecution, proving Lady Macbeth's guilt and sanity, and the other group was the Defense, proving that she was just an accomplice, and that she was insane. I told them to make their cases they had to find textual evidence from the play. I was anticipating groans when I said this, but there was nary a peep.
With this class in particular, I am weary of trying anything the least bit nontraditional, even something where students get to argue (and they LOVE to argue). Plus, this activity did not go as well as I had hoped with my previous senior class, the one I use with which to gauge the effectiveness of activities, since they seem to be generally less apathetic. So I was a little concerned when I introduced the activity, but they were totally into it. Even the students who weren't saying anything were interested in the arguments. It was a fantastic class. I hope the attendance and the interest will not completely dissipate before the end of the year.
Secondly: With the same class today, we finished up reading Macbeth and I wanted to do an interactive activity with it so I explained that the classroom was now a courtroom and divided the class into two groups. One group was playing the Prosecution, proving Lady Macbeth's guilt and sanity, and the other group was the Defense, proving that she was just an accomplice, and that she was insane. I told them to make their cases they had to find textual evidence from the play. I was anticipating groans when I said this, but there was nary a peep.
With this class in particular, I am weary of trying anything the least bit nontraditional, even something where students get to argue (and they LOVE to argue). Plus, this activity did not go as well as I had hoped with my previous senior class, the one I use with which to gauge the effectiveness of activities, since they seem to be generally less apathetic. So I was a little concerned when I introduced the activity, but they were totally into it. Even the students who weren't saying anything were interested in the arguments. It was a fantastic class. I hope the attendance and the interest will not completely dissipate before the end of the year.
Thursday, April 19, 2012
Broken System Is Broken
Another disappointing discovery in the local policy department. I got an email from a student's counselor yesterday asking what grades this girl would need for the final quarter and the final exam to pass. She has failed all three quarters so far.
So this morning I sat down to start doing the math. Her three quarter grades averaged to a 45%. I was a little confused how to figure out how this would affect the rest of the year for her, but I was doubtful she could pass if she earns less than 100% from here on out. So I went next door to another (English) teacher to ask how he figures those things out.
However, he told me I couldn't use a number. I had to use a letter grade. Umm, but teacher, letters can't have averages. Apparently, though, each letter is assigned a number much like the GPA scale: A is 4, B is 3, C is 2, D is 1, and E is 0. Ok, I guess that makes sense.
But here's the broken part: A student needs a total of 5 points to graduate. Which means my failing student -- a girl who rarely comes to class, never completes her homework, bombs most tests, and barely completes classwork -- can theoretically get an A, then a D, and then it doesn't matter if she fails the last semester or the final. Think about that: we have built a system that actually encourages students to slack off after just nine weeks of school.
If you have failed three quarters, I don't think you should be able to pass the course. Otherwise, we are teaching children that it's okay to be lazy for most of your life as long as you do *some* work the last month or so of school. Teaching life lessons? We're doing it wrong.
So this morning I sat down to start doing the math. Her three quarter grades averaged to a 45%. I was a little confused how to figure out how this would affect the rest of the year for her, but I was doubtful she could pass if she earns less than 100% from here on out. So I went next door to another (English) teacher to ask how he figures those things out.
However, he told me I couldn't use a number. I had to use a letter grade. Umm, but teacher, letters can't have averages. Apparently, though, each letter is assigned a number much like the GPA scale: A is 4, B is 3, C is 2, D is 1, and E is 0. Ok, I guess that makes sense.
But here's the broken part: A student needs a total of 5 points to graduate. Which means my failing student -- a girl who rarely comes to class, never completes her homework, bombs most tests, and barely completes classwork -- can theoretically get an A, then a D, and then it doesn't matter if she fails the last semester or the final. Think about that: we have built a system that actually encourages students to slack off after just nine weeks of school.
If you have failed three quarters, I don't think you should be able to pass the course. Otherwise, we are teaching children that it's okay to be lazy for most of your life as long as you do *some* work the last month or so of school. Teaching life lessons? We're doing it wrong.
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