It's been a crazy few weeks, and it's taking its toll on my wonderful body right now. Writing over 100 pages in four days, teaching full time, being a normal human being with life issues, surgery, being a full time doctoral student, and being the department head will do that to you. There has been so much I wanted to blog about, yet in the end, sleep has won out. I don't want to try to cram everything into this one blog, so maybe I'll post a couple today :)
It comes as no surprise to the people who know me well that my faith is an essential component of my identity not only as an individual, but in my teaching profession as well. I try to walk in Christ's light, but I definitely fall short. Lately, I've been feeling overwhelmed with everything and anything, so when I heard we were having mission at church a couple of weeks ago, I knew I had to make it. Even if for only one night.
I loved everything about the evening I was able to attend, but the one thing he spoke about that truly spoke to me was the importance of a single moment. He said to never doubt the transformative power of a single moment to change lives. What a message, especially for teachers. We have these moments every second, every minute, and every hour of the day. The way we speak to our students, the way we handle their disruptions and ridiculousness, their adolescent tears, their adolescent choices that leave a lot to be desired, their challenges, and their mistakes. Talk about pressure. Sometimes I think we forget that adolescents are not adults. They might think they are, they might try to talk to us like they are, and they might actually take on that role in their homes. But they're not. Even the most mature ones.
I'm not saying we can't keep it real with students, after all, that might be exactly the moment that is powerful enough to transform their lives. In fact, I rarely sugar coat anything in my class, because the world is a difficult place and they need to know how to live in it. But the way we handle those single moments, those brief encounters, they matter. Sometimes we might want to yell and scream and pound our heads against the wall, sometimes we might want to cry because they're too young to be in that much pain or to have made such as adult decision. Sometimes, we might want to crawl under a rock and find someone more suitable to handle the situation. But we're it.
Teachers take a pounding. Especially the good ones. We take it in the media, from society, from unfair expectations, and from the emotional stress that inevitably comes with teaching other people's children. So as we approach each moment, let's try to think about how to handle it the best way possible. No matter how small, each moment has the potential to transform lives, and that is powerful.
A reflective practitioner blog about the hopes, sweat, tears, and joys of a high school principal.
Monday, November 25, 2013
Friday, November 8, 2013
Working It!
I haven't written in awhile because I've reached one of the pivotal points in my doctoral work so most of my time on the weekend is devoted to research and writing. During the week it's difficult to find a good chunk of time to write a thoughtful entry. However, so much has been racing through my mind, that I had to make time to write.
It has been a powerful and interesting 4 weeks. I had minor sinus surgery, which cramped my style for a good week and a half. I was cranky, tired, and anything but creative. Thankfully, my students didn't throw me out the window.
There's so much I want to write about, but I think the thing that gnawing on me the most is figuring out how to reach the slice of students that needs direct intervention by me. I know who the kids are, and I even have time set up on Fridays to work it, but the problem is I don't know how. There. I said it. I'm not sure how to help my specific slice of kids that is struggling with writing. So my homework is to try and find some awesome teaching videos that hopefully can inspire me to work in small groups in a meaningful way.
The second issue that is concerning me is the increased number of 9th graders who have figured out how to work the system. They're starting to skip, they're starting to miss a lot of class, and there's nothing we can do about it except give them a failing grade that for most of them doesn't impact them anyway. I guess that's why my mind and heart is so invested in my dissertation topic. I want to know what makes these kids tick. Most of the research I've read indicates that intrinsic motivation decreases from about 7-11th grade. The biggest decrease occurring in 9th grade, which is followed by their 10th grade year when they legally can drop out. We have to do something to reach these kids, but right now our hands out tied. Yet, maybe my research can shed some light and help us make some changes at WHS and beyond,
Lastly, I've finally reached the point in my 5th hour when I've pretty much released control due to scaffolding, and it's awesome. I let them roll with what I give them and they are nailing it. It's pretty sweet. 1st and 3rd are nowhere near that, but that's OK, because they've come a long way. It's all about progress.
Happy Friday
It has been a powerful and interesting 4 weeks. I had minor sinus surgery, which cramped my style for a good week and a half. I was cranky, tired, and anything but creative. Thankfully, my students didn't throw me out the window.
There's so much I want to write about, but I think the thing that gnawing on me the most is figuring out how to reach the slice of students that needs direct intervention by me. I know who the kids are, and I even have time set up on Fridays to work it, but the problem is I don't know how. There. I said it. I'm not sure how to help my specific slice of kids that is struggling with writing. So my homework is to try and find some awesome teaching videos that hopefully can inspire me to work in small groups in a meaningful way.
The second issue that is concerning me is the increased number of 9th graders who have figured out how to work the system. They're starting to skip, they're starting to miss a lot of class, and there's nothing we can do about it except give them a failing grade that for most of them doesn't impact them anyway. I guess that's why my mind and heart is so invested in my dissertation topic. I want to know what makes these kids tick. Most of the research I've read indicates that intrinsic motivation decreases from about 7-11th grade. The biggest decrease occurring in 9th grade, which is followed by their 10th grade year when they legally can drop out. We have to do something to reach these kids, but right now our hands out tied. Yet, maybe my research can shed some light and help us make some changes at WHS and beyond,
Lastly, I've finally reached the point in my 5th hour when I've pretty much released control due to scaffolding, and it's awesome. I let them roll with what I give them and they are nailing it. It's pretty sweet. 1st and 3rd are nowhere near that, but that's OK, because they've come a long way. It's all about progress.
Happy Friday
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