It's been an emotional week for me. Kids are testing my patience, making me laugh, infuriating me, and filling me with love all at the same time. Some are rising to the occasion and others are falling deeper into the cracks. And I'm angry. So, so angry. Because I'm not sure what to do right now. I don't know how to make things better. I imagine it's what a doctor feels when s/he is trying to help a patient but none of the medicine is working.
I'm not alone. I'm surrounded by a lot of tired teachers who are asking themselves the same question. Lately, when I walk into school I wonder what it's like to be at a school that isn't so emotionally taxing. There, I said it. Sometimes I feel like I can't say that. Afraid that it'll make me seem like a bad teacher, disloyal to my school or kids, or a horrible leader. I also fear that it perpetuates every negative stereotype that exists about urban schools. But I think that maybe being able to say that actually makes me a good teacher, makes me more loyal, and an even better leader. I don't have my head in the sand. I don't try to pretend that the things that are wrong at my school don't exist. I don't try to act like I don't teach in an urban public school.
I chose and choose to stay at my high school. That doesn't make me a martyr or a saint, nor does it make me a fool. It might make me slightly crazy. It definitely makes me tired. And I hate that being a teacher makes it nearly impossible to tell people in other professions that I'm tired. That I'm somehow being silently judged. In other cases openly.
I watched a video this morning that one of my friends posted about a high school in Philadelphia. It made me cry. Because this is the reality for so many teachers and so many students. It's the reality for me. The students and teachers in the video could have been any of my colleagues. The students could have been any of ours. Thankfully, my school has better resources and doesn't have metal detectors or the same amount of fighting. But we are fighting the same fight and anyone who doesn't think it isn't a battle doesn't have a clue.
I encourage you to watch this video, and I encourage you to learn more about the way your state funds public education. I encourage you to think twice about what you think it means to be poor in America. I encourage you to think about how you can make a difference in the lives of today's students.
Saturday, November 8, 2014
Sunday, November 2, 2014
Prove It!
It's hard to believe that it's already November 1st, which means I'm two weeks away from the end of the first trimester. Fall has been busy, which is pretty typical during cross country season. I'm looking forward to having more time to plan, to write my concept paper, and breathe again.
I'm also looking forward to integrating some of the new CCR standards into the classroom. This week I started with EBC, which is short for evidence based claims. While Indiana didn't technically adopt the Common Core, anyone who has looked at the standards can tell you that they're pretty much identical. There's been much debate about the Common Core and honestly I'm impartial. I see merit to the standards, as well as the flaws. At the end of the day, I still have to make sure my students can think critically, analyze and understand texts, and write for different audiences.
One aspect of the new standards that I am excited about is the use of evidence based claims in students' thinking. It's a skill that everyone should have and is one that is extremely important in the tech savvy world we live in. In a nutshell, students have to be able to make a claim, provide reasons why the claim is true, and support their reasons/claim with text based evidence. The evidence piece is the part I'm loving most, because it forces students to engage in metacognition, to analyze the text in different ways, and support their argument with proof.
Too often, we take things at face value. This is dangerous, because it creates a mindset where we trust anything we see without checking to see if there's legitimate proof or evidence. Someone's opinion is simply an opinion and sometimes opinions are dangerous. We see a post, video, or infographic on social media, and we click share without even checking the link's authenticity. As a result, society is plagued by misinformation, biased information, and some information that is downright false. As a result today's students are walking around in a world filled with half truths, blatant lies, and amazing spin masters. That's a dangerous world, and I'll do whatever I can to prevent them from becoming easy prey.
Here are some great resources:
http://langwitches.org/blog/2012/03/01/annotexting/
www.engageny.org/resource/making-evidence-based-claims-units-ccss-ela-literacy-grades-6-12
http://www.clearbiology.com/helping-students-make-evidence-based-claims/
http://www.cojusd.org/Page/1152
I also suggest checking out pinterest for more great resources!
I'm also looking forward to integrating some of the new CCR standards into the classroom. This week I started with EBC, which is short for evidence based claims. While Indiana didn't technically adopt the Common Core, anyone who has looked at the standards can tell you that they're pretty much identical. There's been much debate about the Common Core and honestly I'm impartial. I see merit to the standards, as well as the flaws. At the end of the day, I still have to make sure my students can think critically, analyze and understand texts, and write for different audiences.
One aspect of the new standards that I am excited about is the use of evidence based claims in students' thinking. It's a skill that everyone should have and is one that is extremely important in the tech savvy world we live in. In a nutshell, students have to be able to make a claim, provide reasons why the claim is true, and support their reasons/claim with text based evidence. The evidence piece is the part I'm loving most, because it forces students to engage in metacognition, to analyze the text in different ways, and support their argument with proof.
Too often, we take things at face value. This is dangerous, because it creates a mindset where we trust anything we see without checking to see if there's legitimate proof or evidence. Someone's opinion is simply an opinion and sometimes opinions are dangerous. We see a post, video, or infographic on social media, and we click share without even checking the link's authenticity. As a result, society is plagued by misinformation, biased information, and some information that is downright false. As a result today's students are walking around in a world filled with half truths, blatant lies, and amazing spin masters. That's a dangerous world, and I'll do whatever I can to prevent them from becoming easy prey.
Here are some great resources:
http://langwitches.org/blog/2012/03/01/annotexting/
www.engageny.org/resource/making-evidence-based-claims-units-ccss-ela-literacy-grades-6-12
http://www.clearbiology.com/helping-students-make-evidence-based-claims/
http://www.cojusd.org/Page/1152
I also suggest checking out pinterest for more great resources!
Tuesday, October 28, 2014
Reading Apprenticeship
Last spring I was lucky enough to attend training on Reading Apprenticeship. It was part of an initiative that Washington High School embarked on to commit itself to improving literacy instruction. Given my background in literacy and my passion for reading, it seemed like the perfect fit. And it was and is. I love RA. The training we received was relevant, easy to apply, and just made sense. In short, RA is a combination of best practices in reading instruction. It is not a program, it is not a curriculum, but it is a way to transform literacy for people of all abilities. The book Reading for Understanding has changed my life and highly recommend it to anyone interested in helping their students become better readers.
Some of my favorite strategies to use in RA include QAR, MIPS, Text Coding, using anchor charts, activating schema (and having students discuss their schema!), and triple journal entries.
At Washington, we are striving to incorporate RA in every content area and have committed to doing the work in homeroom. It is a logical place to use active reading strategies and to have students practice close reading. Like any new endeavor, it has not been without challenges.
Some of the challenges include:
1. Engaging struggling or disinterested students in independent reading and class discussion
2. Helping students to understand the relationship between literacy and power
3. Helping students understand the relevance of building schema and using active reading strategies
4. Integrating technology with RA and close reading
We know and understand that our students must have 21st Century thinking and reading skills, both of which require close reading. This work must be done. Yet, we must also acknowledge the challenges that come with trying something new.
What strategies do you know of or use that could help us in our work?
Some of my favorite strategies to use in RA include QAR, MIPS, Text Coding, using anchor charts, activating schema (and having students discuss their schema!), and triple journal entries.
At Washington, we are striving to incorporate RA in every content area and have committed to doing the work in homeroom. It is a logical place to use active reading strategies and to have students practice close reading. Like any new endeavor, it has not been without challenges.
Some of the challenges include:
1. Engaging struggling or disinterested students in independent reading and class discussion
2. Helping students to understand the relationship between literacy and power
3. Helping students understand the relevance of building schema and using active reading strategies
4. Integrating technology with RA and close reading
We know and understand that our students must have 21st Century thinking and reading skills, both of which require close reading. This work must be done. Yet, we must also acknowledge the challenges that come with trying something new.
What strategies do you know of or use that could help us in our work?
Sunday, September 21, 2014
Thank a Teacher
It's Sunday, and this is the first time since school started that I've actually sat down on a Sunday and played around on Pinterest. That being said, I also didn't grade half of what I brought home, but I also coached for 7 hours yesterday. Such is life.
So, if you don't know, I am currently working on my dissertation. I have been working on it for four months and haven't even gotten past the introduction of the concept paper, but not for a lack of trying! My topic is why teachers stay in low-performing urban high schools. This topic has evolved and there's a lot to learn about why teachers stay, especially since we know all about why they leave: poor pay, huge work loads, lack of support, dysfunctional schools, and so on and so on. The teaching profession has the highest attrition rate of any other profession. Period. There's also a decline in college graduates entering the teaching force.
People outside of the teaching profession tend to have an idealized view of the teaching profession. Summers off! Spring break! Christmas break! You only have to work 8-3!
Right...
Reality:
Summers: Work a second job, coach, continue going to school, attend professional development. Go on vacation that doesn't require you to grade papers, lesson plan, etc.
Spring break: grading papers, lesson planning
Christmas break: grading papers and enjoying a nice break from the kids we did not give birth to but love nonetheless
Actual school day: 5% of teachers actually work from 8-3. They are the PE teachers (sorry, but it's true!!).
During the day, good teachers not only teach, but they discipline, redirect, cheer on, assist, wipe tears, write passes, answer questions, ask questions, ignore gross smells, and generally enjoy what they do without expecting a thank you.
We spend time with 22-180 kids every day. Every day. Think about that the next time your child is driving you nuts.
I love my job, even right now, when I'm under a ridiculous amount of pressure. But it's hard. Really, really hard. Especially in urban schools. It just is.
So how about we all take a little time to thank a teacher before another great professional walks out the door...
So, if you don't know, I am currently working on my dissertation. I have been working on it for four months and haven't even gotten past the introduction of the concept paper, but not for a lack of trying! My topic is why teachers stay in low-performing urban high schools. This topic has evolved and there's a lot to learn about why teachers stay, especially since we know all about why they leave: poor pay, huge work loads, lack of support, dysfunctional schools, and so on and so on. The teaching profession has the highest attrition rate of any other profession. Period. There's also a decline in college graduates entering the teaching force.
People outside of the teaching profession tend to have an idealized view of the teaching profession. Summers off! Spring break! Christmas break! You only have to work 8-3!
Right...
Reality:
Summers: Work a second job, coach, continue going to school, attend professional development. Go on vacation that doesn't require you to grade papers, lesson plan, etc.
Spring break: grading papers, lesson planning
Christmas break: grading papers and enjoying a nice break from the kids we did not give birth to but love nonetheless
Actual school day: 5% of teachers actually work from 8-3. They are the PE teachers (sorry, but it's true!!).
During the day, good teachers not only teach, but they discipline, redirect, cheer on, assist, wipe tears, write passes, answer questions, ask questions, ignore gross smells, and generally enjoy what they do without expecting a thank you.
We spend time with 22-180 kids every day. Every day. Think about that the next time your child is driving you nuts.
I love my job, even right now, when I'm under a ridiculous amount of pressure. But it's hard. Really, really hard. Especially in urban schools. It just is.
So how about we all take a little time to thank a teacher before another great professional walks out the door...
Sunday, September 7, 2014
At the Center
This year I have tackled the business of centers. I have failed miserably, but have also learned some valuable lessons. In theory, centers are awesome. In real life, they take a lot of planning. They take scaffolding, they take time, and they require a lot of teacher release. They are the essence of a student centered classroom, and I am slowly honing the craft.
Primary teachers have centers down to a science, and I am amazed at some of the lessons teachers are able to put together. My centers are evolving, as is the structure. This is the first year that I've done centers every day. But, thanks to the guidance of my partner in crime, I only have students go to one station per day. I have four centers total: independent/reading, computer, teacher, and writing. The day begins with the bell ringer, word of the day, some direct instruction, and then we break into our stations. The first week I wanted to cry. I wanted to QUIT doing them and go back to the safety of what I'd always done. But I didn't, and I am so glad I decided to persevere through the growing pains. I know that centers are what's best for my students, but implementing them takes time, a lot of teacher planning, and lots of resources.
Centers allow me to work with a small group of students, which has been great. I feel like I can finally give real feedback and can see the potential for student growth. I just have to be patient with myself as I muddle through the messiness. The teacher center is also a great way to check student writing, bell work, and anything else worth assessing. The reading block allows me to give extended independent reading to my students and the reading journal provides some accountability. Students have freedom to type, study vocab, and build schema on the computers and the writing center provides opportunities for students to be creative and to hone some writing skills. I highly suggest setting up an area for writing resources such as paper, pens/pencils, prompts, options for the types of writing, and a place for students to keep track of their work.
I highly suggest centers to anyone who is interested in varying their instruction and getting more accomplished in a shorter amount of time. I also suggest talking to other teachers who use centers. Ask them everything they know! Pinterest is also a fantastic resource for activities.
I still have a lot to learn about the art of centers in the high school classroom, but I'm glad I took the leap!
Primary teachers have centers down to a science, and I am amazed at some of the lessons teachers are able to put together. My centers are evolving, as is the structure. This is the first year that I've done centers every day. But, thanks to the guidance of my partner in crime, I only have students go to one station per day. I have four centers total: independent/reading, computer, teacher, and writing. The day begins with the bell ringer, word of the day, some direct instruction, and then we break into our stations. The first week I wanted to cry. I wanted to QUIT doing them and go back to the safety of what I'd always done. But I didn't, and I am so glad I decided to persevere through the growing pains. I know that centers are what's best for my students, but implementing them takes time, a lot of teacher planning, and lots of resources.
Centers allow me to work with a small group of students, which has been great. I feel like I can finally give real feedback and can see the potential for student growth. I just have to be patient with myself as I muddle through the messiness. The teacher center is also a great way to check student writing, bell work, and anything else worth assessing. The reading block allows me to give extended independent reading to my students and the reading journal provides some accountability. Students have freedom to type, study vocab, and build schema on the computers and the writing center provides opportunities for students to be creative and to hone some writing skills. I highly suggest setting up an area for writing resources such as paper, pens/pencils, prompts, options for the types of writing, and a place for students to keep track of their work.
I highly suggest centers to anyone who is interested in varying their instruction and getting more accomplished in a shorter amount of time. I also suggest talking to other teachers who use centers. Ask them everything they know! Pinterest is also a fantastic resource for activities.
I still have a lot to learn about the art of centers in the high school classroom, but I'm glad I took the leap!
Thursday, July 31, 2014
Thoughts about Getting It Wrong
It's been awhile since I've blogged, but I have been busy working on my dissertation, so I think I have an excuse. School is only three weeks away and the meetings, lesson planning, curriculum revamping, and reflecting has officially begun. The reflecting part is what I want to focus on today, as it is such an intricate part of the teaching profession and also the entire point of this blog.
Upon reflecting and discussing teaching with other teachers, I realized how afraid many teachers are to share when they get it wrong. I think this is especially true in the era that we currently teach in. There is so much pressure to get it right and to be good all the time, that too many teachers have stopped sharing their mistakes. They've stopped seeking help from their colleagues or administrators. They've stopped reflecting. And that's dangerous.
The minute we stop talking about what we do wrong is the minute we stop growing. Schools have to begin doing a better job of making teachers feel safe about getting it wrong. To be clear, I'm not talking about the perpetually poor teachers who need to find a new profession. I'm talking about good teachers who are human and sometimes get it wrong. Because even the best teachers get it wrong sometimes. Yet, when you have colleagues that you can confide in, ask questions, observe, and discuss best practices with, then you have an amazing arsenal of true professional development.
I'm lucky that I have several teachers who are my friends and confidants. They challenge me to grow not only as an educator, but as a leader and individual, as well. But those kind of relationships require trust and that isn't always easy to find. So my challenge to fellow educators this fall is to find one person in your building or another building who you can provide a safe environment to discuss strengths and challenges with. These discussions might not always be pretty or easy and they might require some alcohol, but they're worth having.
Sometimes getting it wrong is actually right.
Upon reflecting and discussing teaching with other teachers, I realized how afraid many teachers are to share when they get it wrong. I think this is especially true in the era that we currently teach in. There is so much pressure to get it right and to be good all the time, that too many teachers have stopped sharing their mistakes. They've stopped seeking help from their colleagues or administrators. They've stopped reflecting. And that's dangerous.
The minute we stop talking about what we do wrong is the minute we stop growing. Schools have to begin doing a better job of making teachers feel safe about getting it wrong. To be clear, I'm not talking about the perpetually poor teachers who need to find a new profession. I'm talking about good teachers who are human and sometimes get it wrong. Because even the best teachers get it wrong sometimes. Yet, when you have colleagues that you can confide in, ask questions, observe, and discuss best practices with, then you have an amazing arsenal of true professional development.
I'm lucky that I have several teachers who are my friends and confidants. They challenge me to grow not only as an educator, but as a leader and individual, as well. But those kind of relationships require trust and that isn't always easy to find. So my challenge to fellow educators this fall is to find one person in your building or another building who you can provide a safe environment to discuss strengths and challenges with. These discussions might not always be pretty or easy and they might require some alcohol, but they're worth having.
Sometimes getting it wrong is actually right.
Thursday, May 29, 2014
This Must Stop
Cyber bullying. I have to admit that I hadn't really given much thought to cyber bullying, even though I had a vague idea of what it entailed, until yesterday.
I'm not sure if schools outside the urban realm know about the term "thot", but it's pretty much the equivalent of "slut", "hoe", "skank", or any other unpleasant word used to describe a female. The term "thot" has taken on a life of its own and usually I chalk it off as a stupid word that adolescents arbitrarily throw around. Then, I discovered "thot" pages. They're everywhere on social media: instagram, facebook, twitter, and a million other places that people frequent. The worst part about these "thot" pages, is that many of them have been created by students about other students.
In short, if you click on one of these pages, you will find a picture of a so-called "thot" followed by a caption that I can't even post in this blog. It's sickening. It's disgusting. It's painful, and it has to stop. Sadly, many of my students think it's OK, because "so and so shouldn't put herself out there like that". Back in the day, you might have had your name in a bathroom stall, which albeit is bad enough, but it pails in comparison to what you see on these pages. It's criminal, and every time I look at one of these girls in the hallway, my heart breaks.
There are so many things wrong with this picture that I don't know where to start.
1. Why do people think it's OK to publicly destroy another human being?
2. Why are these 14 and 15 year old girls posting inappropriate pictures of themselves on social media (I have a theory, trust).
3. Why aren't these pages shut down by Facebook, Instagram, etc?
4. Where are the parents of all these young people?
5. Why isn't someone protecting our young people, especially young girls, from this kind of vilification?
These girls could be your niece, your cousin, a daughter of a dear friend, YOUR daughter. We simply cannot ignore this as educators, parents, or advocates for young people. We have to find a way to protect them when they cannot protect themselves. I honestly think we need to have an ethics class about social media, and I think all students should be required to take it. Can anyone say slander? I'm not sure where to start on this issue, but I know we have to start somewhere.
Who's with me?
I'm not sure if schools outside the urban realm know about the term "thot", but it's pretty much the equivalent of "slut", "hoe", "skank", or any other unpleasant word used to describe a female. The term "thot" has taken on a life of its own and usually I chalk it off as a stupid word that adolescents arbitrarily throw around. Then, I discovered "thot" pages. They're everywhere on social media: instagram, facebook, twitter, and a million other places that people frequent. The worst part about these "thot" pages, is that many of them have been created by students about other students.
In short, if you click on one of these pages, you will find a picture of a so-called "thot" followed by a caption that I can't even post in this blog. It's sickening. It's disgusting. It's painful, and it has to stop. Sadly, many of my students think it's OK, because "so and so shouldn't put herself out there like that". Back in the day, you might have had your name in a bathroom stall, which albeit is bad enough, but it pails in comparison to what you see on these pages. It's criminal, and every time I look at one of these girls in the hallway, my heart breaks.
There are so many things wrong with this picture that I don't know where to start.
1. Why do people think it's OK to publicly destroy another human being?
2. Why are these 14 and 15 year old girls posting inappropriate pictures of themselves on social media (I have a theory, trust).
3. Why aren't these pages shut down by Facebook, Instagram, etc?
4. Where are the parents of all these young people?
5. Why isn't someone protecting our young people, especially young girls, from this kind of vilification?
These girls could be your niece, your cousin, a daughter of a dear friend, YOUR daughter. We simply cannot ignore this as educators, parents, or advocates for young people. We have to find a way to protect them when they cannot protect themselves. I honestly think we need to have an ethics class about social media, and I think all students should be required to take it. Can anyone say slander? I'm not sure where to start on this issue, but I know we have to start somewhere.
Who's with me?
Thursday, May 22, 2014
Wrapping Up
I'm wrapping up my first year as department chair and my 10th year as a teacher. It's been a challenging, rewarding, frustrating, and amazing year. We have roughly two weeks remaining (because I refuse to count the three days they tacked on at the end) and while my motto is usually finish strong, I've come to realize that the end of the year is similar to running. The end of the year is really about tapering for the big race, which for some is the ECA, final exams, AP exams, or for me, landing the plane.
For a long time I tried to use the last couple weeks of school for intense training, but have learned over time that the mileage, speed work, and interval training has already been done. We did that from August until a couple of weeks ago. We trained hard, we varied our workouts, and we grew as learners and individuals. Now, it's time to taper. It's time to enjoy the last few weeks with each other, to reflect on the good, the bad, and the ugly. It's time to take the class outside and let them free write. It's time to let them enjoy a nice game of Scrabble. It's time to teach the fun stuff that we've had to keep locked away because we couldn't find a standard to match it, even though we knew our kids would love it. It's time to look forward to next fall, to a fresh start, to new faces, and to new energy.
We're all tired and ready for school to be out, and that's OK. It's human. But somewhere along the way, I think we've forgotten that it's OK for the end of the year to be a celebration.
So, let's get the party started :)
For a long time I tried to use the last couple weeks of school for intense training, but have learned over time that the mileage, speed work, and interval training has already been done. We did that from August until a couple of weeks ago. We trained hard, we varied our workouts, and we grew as learners and individuals. Now, it's time to taper. It's time to enjoy the last few weeks with each other, to reflect on the good, the bad, and the ugly. It's time to take the class outside and let them free write. It's time to let them enjoy a nice game of Scrabble. It's time to teach the fun stuff that we've had to keep locked away because we couldn't find a standard to match it, even though we knew our kids would love it. It's time to look forward to next fall, to a fresh start, to new faces, and to new energy.
We're all tired and ready for school to be out, and that's OK. It's human. But somewhere along the way, I think we've forgotten that it's OK for the end of the year to be a celebration.
So, let's get the party started :)
Monday, April 28, 2014
Avoiding Burn Out
I read a blog this morning about ways teachers can avoid burn out, and it had a lot of great information. Yet, as the day went on, I couldn't help but think that there are some important ways that corporations and the IDOE could help with teacher burn out. After all, if they want to retain teachers, they're going to have to take a serious look at what they are doing too. Corporations that want to keep good people do things to keep those people. The world of education should take note.
1. Have half days once a month. We used to have these, but then they decided that students were getting robbed of an education and we were breaking the law so the great Tony Bennett made sure they did away with those. Problem? For many of us, it was a much needed break. It allowed us to work in our rooms without the students there, to plan lessons, to have a quality teacher meeting, and to have an hour lunch. An HOUR lunch.
2. Give everyone in the corporation some kind of partnership with local spas. We get stressed and we need massages, but we don't make any money, so it's pretty much a luxury. Yes, we can go to the guys in the middle of the mall who do a decent job, but there's something to be said for getting a quality massage without everyone looking at you.
3. Four day work weeks. I don't mind putting in extra time during the week if I can have three days to get my other stuff done. You know, grading, laundry, cleaning, etc. Wait, I forgot having FUN.
4. Provide teachers with time to reflect, plan, and engage with other professionals outside of the classroom.
5. Instead of giving everyone the same professional development, provide each teacher with a stipend to use towards a class, online PD, a conference, or anything else deemed worthy of teacher growth.
6. Pay attention to class size. It matters. Even if research is out on whether it makes a difference in the actual classroom, it most definitely makes a difference in grading. I have friends teaching at Penn who have 150 or more students. That's a nightmare for any teacher, but especially English teachers.
7. Improve the quality of the substitute teacher pool. I hate taking days off because everything goes wrong and my lesson plan is rarely followed. Immediate increase in stress level.
8. Sometimes students and teachers need a break from each other. We're kind of like a family in that way. We get on each others' nerves and we need space. Find a productive way to create that space.
9. Pay us a competitive wage. They expect us to further our education even though it means going further in debt. This debt then becomes a burden and is stressful, especially when people without a college degree are making more than we are. When I finish my doctorate, I should have the salary to go with it. Just sayin'.
10. Do not lean on the same people to do everything. Yes, they are good, but there are other people who can share the load. It's unfair to make your best teachers also do everything else. It prevents them from being better teachers because they're busy trying to get everything else on the list done.
11. Mental health days...that don't require lesson plans!
1. Have half days once a month. We used to have these, but then they decided that students were getting robbed of an education and we were breaking the law so the great Tony Bennett made sure they did away with those. Problem? For many of us, it was a much needed break. It allowed us to work in our rooms without the students there, to plan lessons, to have a quality teacher meeting, and to have an hour lunch. An HOUR lunch.
2. Give everyone in the corporation some kind of partnership with local spas. We get stressed and we need massages, but we don't make any money, so it's pretty much a luxury. Yes, we can go to the guys in the middle of the mall who do a decent job, but there's something to be said for getting a quality massage without everyone looking at you.
3. Four day work weeks. I don't mind putting in extra time during the week if I can have three days to get my other stuff done. You know, grading, laundry, cleaning, etc. Wait, I forgot having FUN.
4. Provide teachers with time to reflect, plan, and engage with other professionals outside of the classroom.
5. Instead of giving everyone the same professional development, provide each teacher with a stipend to use towards a class, online PD, a conference, or anything else deemed worthy of teacher growth.
6. Pay attention to class size. It matters. Even if research is out on whether it makes a difference in the actual classroom, it most definitely makes a difference in grading. I have friends teaching at Penn who have 150 or more students. That's a nightmare for any teacher, but especially English teachers.
7. Improve the quality of the substitute teacher pool. I hate taking days off because everything goes wrong and my lesson plan is rarely followed. Immediate increase in stress level.
8. Sometimes students and teachers need a break from each other. We're kind of like a family in that way. We get on each others' nerves and we need space. Find a productive way to create that space.
9. Pay us a competitive wage. They expect us to further our education even though it means going further in debt. This debt then becomes a burden and is stressful, especially when people without a college degree are making more than we are. When I finish my doctorate, I should have the salary to go with it. Just sayin'.
10. Do not lean on the same people to do everything. Yes, they are good, but there are other people who can share the load. It's unfair to make your best teachers also do everything else. It prevents them from being better teachers because they're busy trying to get everything else on the list done.
11. Mental health days...that don't require lesson plans!
Sunday, April 20, 2014
The Elephant in the Room
I'm taking a risk posting this kind of reflection, but I think it's worth it. For the past few weeks I've been knee deep in research trying to solidify my dissertation topic. I wrestled with a few ideas, had a few rejected, and finally settled on a topic that hopefully gets approved by my chair.
In a nutshell, I want to explore teacher perceptions about the impact they believe their instructional practices have on student engagement, achievement, etc. Students often indicate that teachers are one of the most important factors in their decision to not only stay in school, but to achieve academically.
Ah, yes, that's a lot of responsibility for one person. For one profession. In a lot of ways it doesn't seem fair. In a lot of ways, it's too daunting, too exhausting, and simply too much for educators to own. Perhaps that, along with the demands of rigid standardized testing, is one of the reasons teachers are leaving the profession in groves.
Some educators question whether our profession has become a game of who can put on the best show. I would argue that engagement and entertainment are two separate things, and that reciprocal teaching should happen on a daily basis. We don't make it easier for students, rather we challenge them, we push them to do better, we raise the bar, and we ask "why not us?". Good teachers do this. They might not do it the same way, but they do it.
But we're tired.
We're tired of turning on the television and seeing a former student who is wanted in connection to robbery, assault, or murder.
We're tired of the entitlement that exists in all of our schools and every socioeconomic class.
We're tired of feeling like we care more than our students care about their own futures.
We're tired of being measured by a single test.
We're tired of students who curse, defy, and destroy others around them, including themselves.
We're tired of burying our students from senseless acts of violence.
We're tired of burying our students because they couldn't find a reason to live.
We're tired of people who don't know anything about education making serious legislative decisions.
We're tired of facing opposition from parents, rather than receiving their support.
We're tired.
Some of us are so tired that we'll leave the teaching profession. Some already have.
Yet, a lot of us wake up every day, stand outside our door, and refuse to give in. We shake off our weariness, drink a cup of coffee, and remain hopeful that we're making a difference. And we do, even if it doesn't always feel like it.
In a nutshell, I want to explore teacher perceptions about the impact they believe their instructional practices have on student engagement, achievement, etc. Students often indicate that teachers are one of the most important factors in their decision to not only stay in school, but to achieve academically.
Ah, yes, that's a lot of responsibility for one person. For one profession. In a lot of ways it doesn't seem fair. In a lot of ways, it's too daunting, too exhausting, and simply too much for educators to own. Perhaps that, along with the demands of rigid standardized testing, is one of the reasons teachers are leaving the profession in groves.
Some educators question whether our profession has become a game of who can put on the best show. I would argue that engagement and entertainment are two separate things, and that reciprocal teaching should happen on a daily basis. We don't make it easier for students, rather we challenge them, we push them to do better, we raise the bar, and we ask "why not us?". Good teachers do this. They might not do it the same way, but they do it.
But we're tired.
We're tired of turning on the television and seeing a former student who is wanted in connection to robbery, assault, or murder.
We're tired of the entitlement that exists in all of our schools and every socioeconomic class.
We're tired of feeling like we care more than our students care about their own futures.
We're tired of being measured by a single test.
We're tired of students who curse, defy, and destroy others around them, including themselves.
We're tired of burying our students from senseless acts of violence.
We're tired of burying our students because they couldn't find a reason to live.
We're tired of people who don't know anything about education making serious legislative decisions.
We're tired of facing opposition from parents, rather than receiving their support.
We're tired.
Some of us are so tired that we'll leave the teaching profession. Some already have.
Yet, a lot of us wake up every day, stand outside our door, and refuse to give in. We shake off our weariness, drink a cup of coffee, and remain hopeful that we're making a difference. And we do, even if it doesn't always feel like it.
Saturday, April 5, 2014
Poetic Justice
Spring break is here, even if you can't tell so by looking out the window. The dissertation process is stressing me out, and I'm only two weeks in. Shoot. Me. Now. However, today's blog is devoted to my creative writing class! I picked up an extra class third trimester, and it happens to be creative writing. Honestly, I wasn't sure where to begin as I had never taught it before. Luckily, Caelea and Kelli both have and continue to teach creative writing, and they were able to give me some helpful suggestions.
What I'm learning quick, is that I love creative writing because there are NO standards, no standardized tests, no mini assessments, and nothing else polluting the ability of learning to take place in my room. It's a teacher's dream. I have 14 students and most of them enjoy being there even if they hadn't selected it as an elective. I have a few drop ins that are attendance issues, but overall, I have a fantastic group of students to work with. Did I mention that they're ridiculously creative?
I've found a lot of great ideas on the internet, but I'm trying to figure out how to bring in non-traditional literature into the mix. If anyone has ideas for readings that I could use in my class, please let me know. I also want to play with some art inspiration. I had planned on publishing our first magazine through issuu, but I was having technical difficulties getting one of the submissions in the final Word document. I will definitely have it up and running the Tuesday I get back to school and am excited to share their first bits of writing with others.
As for me, I've taken to writing the warm ups with them, and I honestly think it's helped me tap into my creative side again. It's been refreshing and energizing and cleansing. Here is a warm up piece from yesterday. Perhaps I'll come back to it and do some revising, but for now, it's just a piece of me.
I long for freedom like a child yearns for its mother. I'm not trapped or enclosed by bars or concrete walls, but I am surrounded by responsibilities that threaten to consume my every breath. Pressure to succeed, a dissertation to write, students to teach, bills to pay, nagging student loan debt. Deadlines, due dates, cloudy skies, do this-do that. I long for open roads, blue skies, the smell of the salty ocean air. I want to run for as long as I want, free from the time constraints of my daily grind. I want to drink my coffee slowly, savoring its richness, its deep aroma that brings comfort, rather than having to down it in a minute flat. I want to sit outside and wake up slowly, not to the sound of an alarm. I want to look in the mirror and be content with what I see. I want to climb sand dunes and explore clay pits. I want to lick an ice cream cone and bask in the sun. I want to be free from the chains that bind called life.
![writing quotes <3 [my favorite is "Literature is the art of writing something that will be read twice."]](https://lh3.googleusercontent.com/blogger_img_proxy/AEn0k_vWZNms0JOM0lrN5xRHf1tbe5JvlxI1w9HYHvbK054G4U7ZUF5FWiW_9xOnZpRFo-1d9ET2ZWnpGOs6CZxxwTRTNvH5wUe8CsHP6UrTBaZJdD893b2h6ym_WoSMsYLGYvkOtJvCUChdIasqRPVvVe501a9HcegVyg=s0-d)
What I'm learning quick, is that I love creative writing because there are NO standards, no standardized tests, no mini assessments, and nothing else polluting the ability of learning to take place in my room. It's a teacher's dream. I have 14 students and most of them enjoy being there even if they hadn't selected it as an elective. I have a few drop ins that are attendance issues, but overall, I have a fantastic group of students to work with. Did I mention that they're ridiculously creative?
I've found a lot of great ideas on the internet, but I'm trying to figure out how to bring in non-traditional literature into the mix. If anyone has ideas for readings that I could use in my class, please let me know. I also want to play with some art inspiration. I had planned on publishing our first magazine through issuu, but I was having technical difficulties getting one of the submissions in the final Word document. I will definitely have it up and running the Tuesday I get back to school and am excited to share their first bits of writing with others.
As for me, I've taken to writing the warm ups with them, and I honestly think it's helped me tap into my creative side again. It's been refreshing and energizing and cleansing. Here is a warm up piece from yesterday. Perhaps I'll come back to it and do some revising, but for now, it's just a piece of me.
I long for freedom like a child yearns for its mother. I'm not trapped or enclosed by bars or concrete walls, but I am surrounded by responsibilities that threaten to consume my every breath. Pressure to succeed, a dissertation to write, students to teach, bills to pay, nagging student loan debt. Deadlines, due dates, cloudy skies, do this-do that. I long for open roads, blue skies, the smell of the salty ocean air. I want to run for as long as I want, free from the time constraints of my daily grind. I want to drink my coffee slowly, savoring its richness, its deep aroma that brings comfort, rather than having to down it in a minute flat. I want to sit outside and wake up slowly, not to the sound of an alarm. I want to look in the mirror and be content with what I see. I want to climb sand dunes and explore clay pits. I want to lick an ice cream cone and bask in the sun. I want to be free from the chains that bind called life.
Friday, March 28, 2014
Be Hopeful!
Today's post is a little different than most of my blogs, because while I'm engaging in reflective practice, it's about the work I do with Girls on the Run.
A couple of years ago I became a Solemate for GOTR and the WHS student council always has one of the spirit stations at the 5K race. I wanted to bring GOTR to the West Side, as I knew there was a need for it. After a lot of planning and hard work by Lety Verduzco, we were able to secure a GOTR site through the Boys and Girls Club and a generous grant. Lety, me, an ND grad student named Claire, and one of the founders of the Michiana chapter of GOTR Kris, are the coaches at Harrison and they are awesome women to work with.
We spend an hour and a half on Mondays and Wednesdays working with 15 girls on a myriad of issues: body image, health, exercise, decision making, cooperation, displaying gratitude, and empowering young girls. These girls are some of the most amazing 3rd and 4th graders I have ever met. They are intelligent, insightful, hopeful, fun, energetic, and loving. I wish I could capture their passion for school and life for everyone in the community to see. I also want to give a shout out to Harrison Primary, which has impressed me with their commitment to their students. There is no doubt in my mind that quality teaching and learning is taking place in that building, and the evidence of parent outreach is tremendous.
It's refreshing to see education at the primary level, because it's so different than high school. It also makes me kind of sad to know how much pressure these kids feel to pass ISTEP. My girls mention it every time I'm there. But mostly, it's a reason to be hopeful of the future. Good things are happening, but the community needs to know about them. If not, we are left thinking that things are as bad as the media would like us to believe.
So I invite you to support public education, to support your local schools, to support the kids in your community, to volunteer, and to help shape the future. You won't be disappointed.
A couple of years ago I became a Solemate for GOTR and the WHS student council always has one of the spirit stations at the 5K race. I wanted to bring GOTR to the West Side, as I knew there was a need for it. After a lot of planning and hard work by Lety Verduzco, we were able to secure a GOTR site through the Boys and Girls Club and a generous grant. Lety, me, an ND grad student named Claire, and one of the founders of the Michiana chapter of GOTR Kris, are the coaches at Harrison and they are awesome women to work with.
We spend an hour and a half on Mondays and Wednesdays working with 15 girls on a myriad of issues: body image, health, exercise, decision making, cooperation, displaying gratitude, and empowering young girls. These girls are some of the most amazing 3rd and 4th graders I have ever met. They are intelligent, insightful, hopeful, fun, energetic, and loving. I wish I could capture their passion for school and life for everyone in the community to see. I also want to give a shout out to Harrison Primary, which has impressed me with their commitment to their students. There is no doubt in my mind that quality teaching and learning is taking place in that building, and the evidence of parent outreach is tremendous.
It's refreshing to see education at the primary level, because it's so different than high school. It also makes me kind of sad to know how much pressure these kids feel to pass ISTEP. My girls mention it every time I'm there. But mostly, it's a reason to be hopeful of the future. Good things are happening, but the community needs to know about them. If not, we are left thinking that things are as bad as the media would like us to believe.
So I invite you to support public education, to support your local schools, to support the kids in your community, to volunteer, and to help shape the future. You won't be disappointed.
Tuesday, March 25, 2014
Working the Process
It's been a crazy few weeks, but it's been a good few weeks! I haven't had much time to blog since I've been working on getting my research project approved, and there's so much I want to say. Alas, today will be devoted to the power of the process.
Too often, educators get in their own way. We think of great ideas and instantly try to implement them in the classroom without accounting for how we will need to scaffold what we're trying to teach. I promise that scaffolding is one of those words that educators throw out all the time, but aren't really sure what it means or how to do it. The past two weeks have been victorious. I have owned scaffolding and the research process, two things which are not easy. I spent a lot of time front loading how to annotate articles, find MIPS (most important points), formulate a thesis, and why it's important to determine the credibility of a source. It has paid off this week as my students have begun their own research projects.
I introduced Scrible to my students as a way to organize their resources and to annotate the different sources they were using. Shout out to Kelli Stair for introducing me to Scrible this past summer! I love it and highly recommend it for any teacher who is trying to prepare students to conduct research. Another great website is a.nnotate.com if you want students to code PDF files or Power points.
It has been neat to watch my students struggle with the research process and formulate their own ideas and thoughts about what's going on in the world. Their projects are due next week, and I'm excited to see what they come up with :)
Too often, educators get in their own way. We think of great ideas and instantly try to implement them in the classroom without accounting for how we will need to scaffold what we're trying to teach. I promise that scaffolding is one of those words that educators throw out all the time, but aren't really sure what it means or how to do it. The past two weeks have been victorious. I have owned scaffolding and the research process, two things which are not easy. I spent a lot of time front loading how to annotate articles, find MIPS (most important points), formulate a thesis, and why it's important to determine the credibility of a source. It has paid off this week as my students have begun their own research projects.
I introduced Scrible to my students as a way to organize their resources and to annotate the different sources they were using. Shout out to Kelli Stair for introducing me to Scrible this past summer! I love it and highly recommend it for any teacher who is trying to prepare students to conduct research. Another great website is a.nnotate.com if you want students to code PDF files or Power points.
It has been neat to watch my students struggle with the research process and formulate their own ideas and thoughts about what's going on in the world. Their projects are due next week, and I'm excited to see what they come up with :)
Thursday, February 27, 2014
The Struggle
Anyone who knows me can testify that my faith is extremely important to me. I would not be who I am and could not do what I do without God. On Sunday, the homily was about the need to forgive and love those who are the HARDEST to love. I was convicted and still am convicted because I am struggling with this issue right now.
I've had a student who has been mad at the world since August. This student hates me, hates most adults, is defiant, is rude, and gets under my skin like no student I've ever had. Ever. In ten years. I've had a lot of difficult students in my ten years of teaching, but I've never met one who I couldn't connect with. Until now. I feel like I'm running into a brick wall. Nothing I say or do is right. I'm pretty sure I've been shot with daggers, and it's taking everything I have right now to be the professional adult in this situation. It's testing me as a Christian, and I'm failing miserably. Deep down I know there's a hurt child inside all that anger, insolence, and hatred. I'm just having a hard time seeing it.
Living your life according to God's law is a challenge sometimes, and I'm losing epically. I know I can't change this student, but I can change my attitude. So I'm going to pray about this and would appreciate prayers from my fellow brothers and sisters. I don't expect it to happen over night, but I know it will happen with God's help.
I've had a student who has been mad at the world since August. This student hates me, hates most adults, is defiant, is rude, and gets under my skin like no student I've ever had. Ever. In ten years. I've had a lot of difficult students in my ten years of teaching, but I've never met one who I couldn't connect with. Until now. I feel like I'm running into a brick wall. Nothing I say or do is right. I'm pretty sure I've been shot with daggers, and it's taking everything I have right now to be the professional adult in this situation. It's testing me as a Christian, and I'm failing miserably. Deep down I know there's a hurt child inside all that anger, insolence, and hatred. I'm just having a hard time seeing it.
Living your life according to God's law is a challenge sometimes, and I'm losing epically. I know I can't change this student, but I can change my attitude. So I'm going to pray about this and would appreciate prayers from my fellow brothers and sisters. I don't expect it to happen over night, but I know it will happen with God's help.
Sunday, February 16, 2014
A Note on Creativity
Last week one of my students said something pretty profound, and I haven't been able to stop thinking about it. Anyone who knows me well knows I'm creative. I love painting, drawing, exploring different music, decorating, writing, taking pictures, and playing with fashion. My classroom has so much color and there are tons of quotes, pictures, shelves of books, posters, and student work. I hate anything dull. With a passion.
Clearly, my creativity trickles into my teaching. I try to think of really different performance tasks because I want my students to think outside the box. However, I never really considered how someone who thinks s/he lacks creativity might feel like one of these assignment is impossible to accomplish. The student I was writing about earlier told me that "your brain is all rainbows and color and pictures and stuff. And mine, mine is grey. I don't think like you." I literally stopped in my tracks and saw two things: how right he was and how sad it was that he thought he lacked creativity. Or that he associated creativity with color, rainbows, and things that glitter.
Creativity is everywhere. It's in our instagram photos, the selfies people take (this is a talent, I swear!), people's clever and witty tweets, their writing, their thoughts, the clothes they wear, their cover photo on FB, their cooking and drinking. It's endless. The thing is, so many people think they're dull and boring and have nothing to bring to the table of creativity. It's just not true. Our creativity might not look the same, but it doesn't mean we don't have any. Are some blessed with more than others? Yes. But we do a disservice when place ourselves in a grey little box, only find validation on a scantron sheet or standardized test, or a myriad of other "safe" places to express our knowledge.
I also have to recognize that I need to provide different options for my students that they feel comfortable with and gradually provide those students with opportunities to practice being creative. I need them to feel safe before they put it all on the line on a large assignment.
On that note, I'm going to return to thinking about rainbows and pictures, and apparently lots of color :)
Clearly, my creativity trickles into my teaching. I try to think of really different performance tasks because I want my students to think outside the box. However, I never really considered how someone who thinks s/he lacks creativity might feel like one of these assignment is impossible to accomplish. The student I was writing about earlier told me that "your brain is all rainbows and color and pictures and stuff. And mine, mine is grey. I don't think like you." I literally stopped in my tracks and saw two things: how right he was and how sad it was that he thought he lacked creativity. Or that he associated creativity with color, rainbows, and things that glitter.
Creativity is everywhere. It's in our instagram photos, the selfies people take (this is a talent, I swear!), people's clever and witty tweets, their writing, their thoughts, the clothes they wear, their cover photo on FB, their cooking and drinking. It's endless. The thing is, so many people think they're dull and boring and have nothing to bring to the table of creativity. It's just not true. Our creativity might not look the same, but it doesn't mean we don't have any. Are some blessed with more than others? Yes. But we do a disservice when place ourselves in a grey little box, only find validation on a scantron sheet or standardized test, or a myriad of other "safe" places to express our knowledge.
I also have to recognize that I need to provide different options for my students that they feel comfortable with and gradually provide those students with opportunities to practice being creative. I need them to feel safe before they put it all on the line on a large assignment.
On that note, I'm going to return to thinking about rainbows and pictures, and apparently lots of color :)
Tuesday, January 28, 2014
A Lesson Learned
I was fully prepared to go to school tomorrow. In fact, I even did my hair so I wouldn't have to do it in the morning (saves so much time!). So when I saw that we were closed tomorrow, I was shocked. Maybe I still am. I must admit that the extra day is coming in handy with this illness I've been battling, the snow, the frigid temps, and my COMP that is due in two weeks. I am taking advantage of these days, and I'm also thinking back to the last time I was in this place.
I was so ready to get back to school after our extended winter break, that I "wanted it too much" (credit BPG for the phrase). I know you're probably thinking how can it be wrong to want it too much. I asked myself this question the night of our first day back at school, which went down as an epic disaster. Yet, after a series of reflective questioning, I realized he was right. I wanted the first day back to be so spectacular that I forgot that the best made plans don't often go as we expect them to. Just because I had an amazing lesson plan (in my eyes), just because I was ready to be back in the groove, just because I had to cram a 4 week unit into 2, just because I...well you get the picture. Everything was related to what I wanted, what I expected, what I dreamed, what I envisioned. None of it was based on what I knew deep down about kids: they're kids.
Kids are fickle, they're social, they're anti-social, they're moody, they're hormonal, they're apathetic, they're excited, they're lazy, they're active, they're a bunch of oxymora! I don't know how my kids will be when they come to me on Thursday. But I do know how I'll be, which is chill. I'm going to be cool, calm, collected, I'm going to go with the flow. We'll make the most of what we have on Thursday and Friday and then we'll start fresh Monday.
You see, I want it, but I don't want it too much :)
I was so ready to get back to school after our extended winter break, that I "wanted it too much" (credit BPG for the phrase). I know you're probably thinking how can it be wrong to want it too much. I asked myself this question the night of our first day back at school, which went down as an epic disaster. Yet, after a series of reflective questioning, I realized he was right. I wanted the first day back to be so spectacular that I forgot that the best made plans don't often go as we expect them to. Just because I had an amazing lesson plan (in my eyes), just because I was ready to be back in the groove, just because I had to cram a 4 week unit into 2, just because I...well you get the picture. Everything was related to what I wanted, what I expected, what I dreamed, what I envisioned. None of it was based on what I knew deep down about kids: they're kids.
Kids are fickle, they're social, they're anti-social, they're moody, they're hormonal, they're apathetic, they're excited, they're lazy, they're active, they're a bunch of oxymora! I don't know how my kids will be when they come to me on Thursday. But I do know how I'll be, which is chill. I'm going to be cool, calm, collected, I'm going to go with the flow. We'll make the most of what we have on Thursday and Friday and then we'll start fresh Monday.
You see, I want it, but I don't want it too much :)
Sunday, January 26, 2014
Sea of...
It's day four of being sick in Northern Indiana, and let's just say it's been a struggle. I can think of a million things I would actually enjoy doing right now: tubing, sledding, ice skating, building a snowman, but alas, I am too sick to do anything fun. Yesterday, I was practically too sick to do anything that involved thinking. I didn't even go to church today, which if you know me, rarely happens. My ass is always in the pew on Sundays! However, for everyone's best interests, I decided that it would be best if I stayed at home.
So for the past few hours I've been working on my COMP, planning out centers for my classroom, reading articles, and contemplating life as a teacher. I read an interesting article today on FB about how to make sure your best people leave (http://www.ragan.com/Main/Articles/Top_10_ways_to_ensure_your_best_people_will_quit_47779.aspx). Yes, you read that correctly. It was a great article, and it discussed the kind of climate that makes good employees frustrated. While it wasn't geared towards educators (because, I mean, who really thinks of us as professionals-note my sarcasm), it hit the nail on the head. I've been in a funk for the past month or so. School spirit and school morale is pretty dismal right now (insert a lack of fun), I'm feeling a little used and abused (insert unappreciated, #7), and I'm feeling completely constricted by what I can and cannot do by my technology limitations (can I please get my router back? #8). In short, I'm fed up and frustrated. I want to move forward, but I feel stuck, and I feel like my kids are stuck because I'm stuck. Not a good combination.
See, I love teaching. Ask any of my former students, they'll tell you how much I love teaching. I also happen to be pretty good at it. Except right now, I kind of feel like I'm not doing as good of a job as I could be. Actually, I know I'm not. I want to open up the world to my students, let them spread their wings, find value in what they're learning, but lately it feels like I've lost my way. I've had glimmers of it in the poetry slam, the connections my students made with R & J and their idiotic impulsive decisions. Glimpses, however, are not enough. I want a full-fledged movement like I had the first year I did a service learning unit on the Rwandan Genocide and my students created a dynamic black and white magazine about what they learned. Talk about authentic learning. I miss having time for students to create poems about the masks they wear and being able to make actual masks! It was quite a sight to see all those symbolic pieces hanging from the ceiling. Yes it was messy, but it was worth it.
I hate that for whatever reason, education has seemed to have forgotten that students are people. Yes, they are children, but they are people. Last week one of my students stood up and said "dang, who decided that we needed to sit all day at school?". What a great questions! Lord knows, I'm the one who takes walk breaks at all day in-services because I feel like I'm going to die if I sit in that chair any longer. But it's "sit in your seat", "be quiet", "stop moving", "put that food away", "give me your electronic device" all day long for most of these kids and we wonder why they hate school. And we want them to perform on a standardized test? Sorry people, but this is a different generation, and at a certain point, we have to realize that or we're going to keep running into a brick wall. We need to start caring about the right things, instead of things we think we have the right to control. Kids are kids and they're going to test the limits. Sometimes, they're going to make horrific choices that we don't understand, but it's our job to help them do better. It's our role as educators today. Like it or not. And many of us can't keep doing it alone.
We need to start having real conversations about mutual respect, authentic assessment, authentic experiences in the classroom, student accountability (firmly believe in this) struggles that come with implementing theory into practice, reaching today's students, figuring out which disciplinary issues matter, and which ones honestly only matter to us. It's time for reflective practice. I'm in it for the long haul, and I plan on teaching other 18-20 year-olds to commit their lives to this amazing profession (even with all this b.s. legislation).
I'm starting with myself, and I'm starting by getting rid of the negative energy around me. It's bringing me down, and I can't let it do that. I just gotta do me, and if that means surrounding myself with only a core group of people again, so be it.
On a different note, here's a great poem from the poetry slam we had in January. Sorry about the rocky video job, but we don't have a class for that...
So for the past few hours I've been working on my COMP, planning out centers for my classroom, reading articles, and contemplating life as a teacher. I read an interesting article today on FB about how to make sure your best people leave (http://www.ragan.com/Main/Articles/Top_10_ways_to_ensure_your_best_people_will_quit_47779.aspx). Yes, you read that correctly. It was a great article, and it discussed the kind of climate that makes good employees frustrated. While it wasn't geared towards educators (because, I mean, who really thinks of us as professionals-note my sarcasm), it hit the nail on the head. I've been in a funk for the past month or so. School spirit and school morale is pretty dismal right now (insert a lack of fun), I'm feeling a little used and abused (insert unappreciated, #7), and I'm feeling completely constricted by what I can and cannot do by my technology limitations (can I please get my router back? #8). In short, I'm fed up and frustrated. I want to move forward, but I feel stuck, and I feel like my kids are stuck because I'm stuck. Not a good combination.
See, I love teaching. Ask any of my former students, they'll tell you how much I love teaching. I also happen to be pretty good at it. Except right now, I kind of feel like I'm not doing as good of a job as I could be. Actually, I know I'm not. I want to open up the world to my students, let them spread their wings, find value in what they're learning, but lately it feels like I've lost my way. I've had glimmers of it in the poetry slam, the connections my students made with R & J and their idiotic impulsive decisions. Glimpses, however, are not enough. I want a full-fledged movement like I had the first year I did a service learning unit on the Rwandan Genocide and my students created a dynamic black and white magazine about what they learned. Talk about authentic learning. I miss having time for students to create poems about the masks they wear and being able to make actual masks! It was quite a sight to see all those symbolic pieces hanging from the ceiling. Yes it was messy, but it was worth it.
I hate that for whatever reason, education has seemed to have forgotten that students are people. Yes, they are children, but they are people. Last week one of my students stood up and said "dang, who decided that we needed to sit all day at school?". What a great questions! Lord knows, I'm the one who takes walk breaks at all day in-services because I feel like I'm going to die if I sit in that chair any longer. But it's "sit in your seat", "be quiet", "stop moving", "put that food away", "give me your electronic device" all day long for most of these kids and we wonder why they hate school. And we want them to perform on a standardized test? Sorry people, but this is a different generation, and at a certain point, we have to realize that or we're going to keep running into a brick wall. We need to start caring about the right things, instead of things we think we have the right to control. Kids are kids and they're going to test the limits. Sometimes, they're going to make horrific choices that we don't understand, but it's our job to help them do better. It's our role as educators today. Like it or not. And many of us can't keep doing it alone.
We need to start having real conversations about mutual respect, authentic assessment, authentic experiences in the classroom, student accountability (firmly believe in this) struggles that come with implementing theory into practice, reaching today's students, figuring out which disciplinary issues matter, and which ones honestly only matter to us. It's time for reflective practice. I'm in it for the long haul, and I plan on teaching other 18-20 year-olds to commit their lives to this amazing profession (even with all this b.s. legislation).
I'm starting with myself, and I'm starting by getting rid of the negative energy around me. It's bringing me down, and I can't let it do that. I just gotta do me, and if that means surrounding myself with only a core group of people again, so be it.
On a different note, here's a great poem from the poetry slam we had in January. Sorry about the rocky video job, but we don't have a class for that...
Thursday, January 2, 2014
Star Crossed Love and Crisis Intervention
It's officially the second day in 2014, and I'm four days away from beginning the second half of the school year. I was hoping that at this point in break I would be brimming with new ideas about how to teach "Romeo and Juliet", writing, success time, and how to best manage the instructional calendar. Sadly, I'm anything but enthused. Inside, I feel empty. Creativity? Pretty much nonexistent. Positivity? More like frustration. I've spent the past few years aligning the 9th grade curriculum and instructional calendar to the Common Core and the Indiana Standards, only to read in the paper that our glorious legislators are ready to tank both and start fresh.
I've read the concerns about the Common Core, and I like to think I'm well-versed in all things curriculum and instruction oriented, and honestly, I support the Common Core. I don't support state legislation about education that is created on the ideals of people who have never taught a day in their life. People are afraid of what they don't know, what they think will happen based on a variety of fallacies floating around the internet, and their own opinions about how they want their child to be educated (which you are entitled to as a parent).
I appreciate that concern, I value those opinions, but at the end of the day, I want answers based on evidence, rather than emotions. I want the students I teach to leave high school reading at an appropriate grade level. I want them to be able to speak and listen in an educated away. I want them to treat their fellow brothers and sisters with dignity and respect. I want them to be free of racist stereotypes that will do far more damage than a standard that expects them to evaluate the reason behind a valid argument. I want them to be free from teachers who simply don't want to be in the classroom anymore. Some who have already written them off as menaces to society. I want them to question, to explore, and think a little. Not be told what to think.
I'm tired of teaching "Romeo and Juliet" for the 20th time. I have great essential questions, a killer statement of enduring understanding, and my favorite "Verona Twilight", but aside from that, I don't want anything to do with teaching something that is so damn sad and idiotic. Can you tell I'm just not feeling this? Yet, I'm full of guilt. Because I should care. Or should I? How can I get my students excited to delve into something that I want nothing to do with? It's cold and snow is everywhere, can't we teach something other than a tragedy based on the impulsive idiotic decisions of two ridiculous teenagers?
Sometimes I wish that people would just get out of my way. Including the asinine legislators at every level. Let me do my job. Let me figure out how to create some passion in the classroom instead of selling my soul to standardized tests. I want my teaching to mean something, and right now, I'm not sure it does.
I've read the concerns about the Common Core, and I like to think I'm well-versed in all things curriculum and instruction oriented, and honestly, I support the Common Core. I don't support state legislation about education that is created on the ideals of people who have never taught a day in their life. People are afraid of what they don't know, what they think will happen based on a variety of fallacies floating around the internet, and their own opinions about how they want their child to be educated (which you are entitled to as a parent).
I appreciate that concern, I value those opinions, but at the end of the day, I want answers based on evidence, rather than emotions. I want the students I teach to leave high school reading at an appropriate grade level. I want them to be able to speak and listen in an educated away. I want them to treat their fellow brothers and sisters with dignity and respect. I want them to be free of racist stereotypes that will do far more damage than a standard that expects them to evaluate the reason behind a valid argument. I want them to be free from teachers who simply don't want to be in the classroom anymore. Some who have already written them off as menaces to society. I want them to question, to explore, and think a little. Not be told what to think.
I'm tired of teaching "Romeo and Juliet" for the 20th time. I have great essential questions, a killer statement of enduring understanding, and my favorite "Verona Twilight", but aside from that, I don't want anything to do with teaching something that is so damn sad and idiotic. Can you tell I'm just not feeling this? Yet, I'm full of guilt. Because I should care. Or should I? How can I get my students excited to delve into something that I want nothing to do with? It's cold and snow is everywhere, can't we teach something other than a tragedy based on the impulsive idiotic decisions of two ridiculous teenagers?
Sometimes I wish that people would just get out of my way. Including the asinine legislators at every level. Let me do my job. Let me figure out how to create some passion in the classroom instead of selling my soul to standardized tests. I want my teaching to mean something, and right now, I'm not sure it does.
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