Category Archives: Life in the Classroom

My Case for Homogenous Groupings in High School

Posted by on
Assessment, Education, Education Policy, Life in the Classroom, Literacy, Social Issues

TBg4YM By Mark

I look with envy at my peers in the math department.

Sure, I know they have the same issues I have as an English teacher: kids who don't turn work in; hours of planning, prep, and grading to do; a state standardized test looming over our heads.

But, there's one thing they have that I really want.

You probably won't find many Algebra II students who cannot do basic work with monomials and reverse order of operations. In Geometry, the kids are all likely equally confounded at first by the mysteries of Pythagorus. In Algebra I, more often than not I think the kids at least have basic number sense.

Or, perhaps it is better put this way…

In that Algebra I class, there's probably not a kid sitting there running advanced differential equations through his head while everyone else solves for x. If that kid were spotted, you better believe that his teacher would bump him up to somewhere that he could be both more challenged and better served.

But in an English 9 class, just because their birthdays fell within a given year, a kid who can immediately spot the nuances in Scout's narration in To Kill a Mockingbird and by the end articulate how the novel is a coming-of-age tale about the collapse of childhood illusions is sitting next to a kid who still thinks Scout is a boy and Atticus is African-American.

Continue reading →

Testing “Out”

Posted by on
Assessment, Education, Education Policy, Life in the Classroom

Test By Mark

In the last two weeks, a few things have me thinking about the age old debate over how schools "grade" students. First, in Nevada, there was this discussion about the merits of allowing students in public high schools take exams to earn state-required graduation credit (as opposed to putting in the seat time). 

Second, there were the 28 letters I sent home to students' parents this past Monday updating them that their students were earning a D or F in my English class.

When I look at those 28 letters, there are really only probably seven kids getting the low grades who I think genuinely have not yet exhibited the minimum language arts expectations which I have at this point in the semester and thus "deserve" the F. The other 21? Missing assignments. I'd bet dollars to donuts that those 21 would pass an on-demand-test of minimum language arts skills and content, and I have few concerns about next spring's state tests for those kids, even though they are presently earning Ds and Fs in my class. They've been able to show me that they have the skills through classroom work and other assessments, some of them far exceeding the standards from the very first assessment–yet their grade is an F.

I know that this discussion is almost as old as the model of education present in most public schools today, but how do you as a teacher reconcile the necessity of "grades" and the reality that grades do not necessarily reflect actual skill in a content area? 

Are these kids earning failing grades due to a lack of content knowledge and skill or due to a lack of ability to submit complete work on time...which incidentally is not one of my content area standards? Is the idea of a mastery test (in lieu of seat time) really out of line? We put so much stock in those one-time snapshot tests to assess school and teacher effectiveness, so why not a one-time snapshot test for a kid who has the skills but doesn't want to spend 90 hours this semester in a class which will penalize him for poor organization, not a lack of skill?

What happened to Study Hall?

Posted by on
Education, Life in the Classroom

20091003-old-books By Mark

He's a middle-of-the-bell-curve kind of kid, affable and hard working, but his strongest efforts tend to net him Cs at the very best. 

He's not into sports, and is always telling me about his truck that he's working on at home. He's got a good mind for literature (my content area) and when he really puts effort into it is a better-than-average writer. 

But, he's not the most organized. The only thing keeping him from a higher grade in his English class is that he's missing a few assignments here and there, bombed a few vocabulary quizzes for lack of studying, and didn't take well to the recent unit on poetry.

And he's probably not going to graduate from high school on time. He's a few credits short already, as a junior. He knows his problem: he can do the work, but when he leaves school, it just doesn't get done. Chores on his family's small farm and tinkering under the hood of his or any number of other local vehicles…the joys that make his face glow when he talks about them…take up all his precious homework time when he should be doing his geometry or poetry or history homework.

We've already had some lively discussion here about the importance of vocational ed and trade skills in our public schools, so that's not my angle here. This young man could conceivably graduate from high school with the required math, science, English and history. He's not averse to the requirements for PE and art and CTE. He's capable, and there are ways to make up those credits. In our building, in addition to all the named requirements, a student must also take a total of 6.0 credits of general electives in order to graduate.  Many use these for foreign language, higher level math and science, extra arts and music, or other specialized courses that interest them. We do have two periods of woodshop and vehicle design, but that's about all we can fund and house.

With all due respect with my colleagues in arts, CTE and upper division maths and sciences, what this young man needs isn't more of those in his schedule.  

He needs study hall.

Continue reading →

What makes schools work

Posted by on
Assessment, Education, Education Policy, Life in the Classroom, Professional Development, Social Issues, Teacher Leadership

Gear mechanism on antique steam powered grain combine, Woodburn, Oregon, photo by Mark By Mark

It's a question I and my teammates get often: "Why don't they do this for all freshmen?"

About seven years ago, some administrators with a clear vision saw a need in our building: far too many tenth graders weren't actually tenth graders. By credits, they were still ninth graders.  Far too many kids were not on track for on-time graduation…or even graduation at all. These administrators had an idea of what they thought would help solve this problem. So, they attended conferences and did some initial research.

Then, those administrators with a clear vision did something that I fear is unfortunately rare, but has made all the difference. 

They identified the problem.

And then they trusted teachers to figure out how to best solve it.

Continue reading →

The Reason I Didn’t “Fix” Your Child

Posted by on
Assessment, Education, Games, Life in the Classroom, Parent Involvment

U30451904 By Mark

It was at a intervention meeting, where her child's teachers (including me) and the grade-level counselor had gathered to strategize how better serve her child, that she said to me from across the table:

"You didn't do your job. You were supposed to fix my child. Why didn't you fix him?"

She said it with steel in her eyes and barbs in her voice. She was simmering near her boiling point and I started wondering if anyone else in the room knew the extension to reach the school resource officer.

Everyone was flabbergasted. She went on about how at the summer orientation I talked about all the things I do in class to help struggling students: extra support to break down complex tasks, face-to-face writing conferences, online resources, peer support, modified texts…the list went on. In truth, I had done all those things for her son. I had offered these to her child, yet her child still was failing.

Isn't it always the case that we think of the right thing to say well after the moment has passed? That moment passed six years ago, but here goes:

"Ma'am, I'd be more than happy to share with you the reason I didn't fix your child…

Continue reading →

Extending the School Year (finally)

Posted by on
Current Affairs, Education, Education Policy, Life in the Classroom, Social Issues

Stopwatch_Full

By Mark

The press was briefly abuzz recently when President Obama mentioned his ideas for extending the school year. While this seems to be far from a concrete policy decision, it reopens a discussion to which we seem to return every so often. 

Is Obama out of line? Aside from the cute arguments of fifth graders who want their summer break, why do people resist this concept so vehemently? If we can't change this, how can we change anything else about our faltering education system?

I love my "three months paid vacation and a month off at Christmas" (as if), but am for extending the school year. What are your thoughts?

The Obama Speech: How Should Schools Handle Hot Politics?

Posted by on
Current Affairs, Education, Education Policy, Life in the Classroom, Science, Social Issues

Campfire_j By Mark

Let me be clear from the outset: I'm not here to argue about whether Obama's speech is good, bad, ugly; propaganda, motivation, or mind control. There are too many unproductive shouting matches going on about that elsewhere on the web. Missing from those shouting matches is reasoned discussion of what I think is a more important question with a much larger impact on what I do as a teacher.

The controversy about the broadcast of Obama's "work hard" speech has precipitated some interesting responses from school districts across the country, ranging from the superintendent of schools in Tempe saying all teachers shall show the address and parents are "not allowed" to opt out, to districts like mine who instructed teachers to get parent permission before showing the speech. These policies have an impact on classroom instruction–much more of an impact than the speech itself–because it brings up the question about how schools should handle politically charged and divisive content, and what the school's role is in mediating that content for students.

Many an educator who attempts to make content relevant will want to connect to current events. Whether its genetic engineering, military endeavors, alternative energies or health care, it is easy for a curriculum to turn into a volatile tinderbox, because these topics and others have clear political implications.

How should schools handle hot political topics?

Knowing vs. Thinking

Posted by on
Education, Life in the Classroom, Literacy, Mathematics

I read an article a couple of weeks ago that really caught my attention. Unfortunately, when I went back to it – or at least TRIED to go back to it, I couldn't for the life of me remember where I had read it. Darn. It was about the use of technology in the classroom and how, if we aren't careful about how we use it, we might actually be doing more harm than good to our students' ability to think critically.

What technology and the use of the internet can give us is instant access to amounts of information so vast that our ancestors couldn't even have dreamt of it. Yes, I am a Google fanatic, and even as an English teacher who refuses to spell "relief" any other way, I have been known to use "google" as a verb. However, when I recently assigned my students a research project, I was reminded of how dismaying it is to see how they confuse "finding information" with "thinking" and "learning." They are great at cutting and pasting information into beautiful PowerPoint presentations or blogs or webpages. What this lost article pointed out and what I have fought against in my classroom is the ease with which technology negates the need to actually think. I require that for every sentence of fact, students are required to present two sentences of their own analysis, but often students are willing to settle for a lower grade in order to avoid the "pain" involved in activating their brain.

It reminds me of a conversation I once had with one of my daughter's elementary school teachers who felt it was unnecessary to require kids to memorize the multiplication tables or spelling lists because they would always have access to calculators and spell check programs. I tried to explain how understanding the concepts underlying the equations and word structure was just as important as being able to solve the equations or spell the words correctly, but she was in complete disagreement, stating that there are plenty of other areas where the kids can be asked to "think," and that if we skip some of the rote memorization, we can move on to more and better concepts. I understand the point she was trying to make, but recognizing patterns in equations or word formation is basic to analysis of any kind.

While we're touting the use of technology as "best practice," we have to be conscientious that we are not substituting flashy presentations and clever sound bites (or bytes) for true critical thinking, which is fundamental to the success of civilization.

P.S. If anyone read that article and could lead me back to it, I would greatly appreciate it!

Least Restrictive?

Posted by on
Life in the Classroom

In my tenth-grade core English classes, we’ve been working on writing skills with regard to literary analysis with the triple goal of learning how to find relevant citations, how to use MLA formatting, and how to answer WASL-type analysis questions. One young man in my class has really been struggling with the concepts and doing poorly on the quizzes, even though he understands the literature. I told him after he struggled with one quiz that I would sit down and do the next one with him. He was absolutely horrified at the thought and said, “Then everyone else will know that I’m in special ed! I wish I could just go back to a special ed classroom where it doesn’t matter that I’m stupid.” That broke my heart. He is far from being “stupid,” but that is his academic self image. He didn't care that I had sat down and worked on the quiz with two other struggling students (who happen to NOT have IEPs).

This brought me back to a subject I have contemplated much over the last decade. When I started teaching in this district, our SE kids were mainstreamed. Then the trend changed to separate SE classes. Now the pendulum is swinging back to inclusion models as being the "least restrictive environment" (LRE).

Continue reading →