Every year, without fail, there is at least one parent who feels that his/her student athlete is the epitome of sports and therefore must be released from any responsibility to grades. It's amazing, really! Last year, a mother called a week into summer break to ask me to reconsider her son's final 4th quarter grade because the F he got would prohibit him from getting into the military! I said, "Wow, I'm sorry he made that poor, life-changing choice." The year before that, a father called me after school on the last day of school to ask me to reconsider his son's grade so his son could play football that fall. The kid ended up going to a different school that didn't have a football team. On both accounts, I relented and did these parents/students special favors against my value system. Why is it so hard for me to do that? Because every other student/parent won't ask for special favors! Everyone else obeys the rules and accepts the consequences of their choices. Everyone else wouldn't dare place extra burden on a teacher because of the dishonor of their student's poor choices!
Today, my class was interrupted by a mother who had been in to butter me up a month ago about her fabulous daughter who should be excused for not showing up to class because she works out at 5:00 a.m. . . . . And her daughter is fabulously talented in sports and academically, but why should that automatically qualify her for special treatment?
So the mother asks me to leave my class and to step into the hallway for her special issue. I asked, "Right now? I'm teaching a class."
"Oh, this will just take a minute," she confidently says. Then she goes on to tell me that her daughter is currently receiving an F in my class for missing assignments done in class the other day; but, she declares, this should be excused because she was on a Biology trip." That's all fine and dandy, but she had all of yesterday to collect her missing work, but did the girl or mother show up to get it then? No. I told the woman that I would talk to my supervisor about this. She didn't like my answer because her daughter was scheduled to play varsity today. How is that my problem? Ok, I should be a nice gal and roll over, sure. But since this was the second time I'd seen this mother in a month, I have officially labeled her pushy and nosy. All I can think of when I meet people like this is, "Why should everyone else be subject to my policies and rules, but you should not?"
She pushed the matter three times, to which my response was that I would talk about it with my supervisor. When I finally did talk to the assistant principal, she backed up the mother vehemently and cited district policy. She said that the student has three days to make up the work. I asked our basketball coach about what he thought about the situation and he said that it's the student's job to get the work done before game day so things like this don't happen. He always puts the responsibility back on the athlete so the students can learn how to speak for themselves and follow through with assignments. He also said he didn't have any respect for parents who barge in and demand things for their students.
As a mother myself, when I see an injustice placed upon my child, I am vocal, too, so I took the zero off of the grading website so it wouldn't block the student's ability to play today. As a teacher, this wasn't an injustice, just lack of planning on the kid's part. I hope I don't see this parent again this year because I don't think she has a right to walk the halls freely like she does. She mentioned the first time she spoke with me that she knew the secretaries well, and that they treat her "very nicely." Who says that?
Anyway, my assistant principal always says that it is better to err on the side of the student, even if it makes me angry. I remember that this is a time for students to learn responsibility and that mess ups are a part of it. I realize that parents are there to help guide their kids and I should help them out, too. But dang! If I were a professor in college, I for sure wouldn't talk to any parents by that time in the kid's life!
Teacher Talk
Friday, March 21, 2014
Thursday, January 30, 2014
Slaying The Jabberwockie
What is the point of having school rules when no one follows them?
It's amazing, really. I grew up like any normal American kid who was taught to stand in line and wait my turn to go down the slide. I was taught not to force my way to the front of the lunch line because others had been waiting patiently before I got there. I deemed these two ideas logical and chose to obey them according to fairness. Not only because of fairness, bu rules should be followed to allow for equality to thrive. Granted, there are those times when an emergency demands that certain rules be broken; but when one person purposefully breaks a rule that has been agreed upon by a whole group, then the boundaries become insignificant. Another result is that the group is snubbed by the offender and structure for fair dealing is lost. The offender places himself/herself above the group who was following the rules to promote equality and fairness.
Now don't get me wrong. I'm not going all Ayn Rand on you. Individuality and individual rights also have their place in society. However, schools are public areas for common use and funds are limited. I would love to have my own set of computers so students could rotate through them as needed to complete assignments. That's just not possible with today's funding limitations for education. When people are placed in public situations where sharing is required, rules need to be followed so equal sharing of resources can take place. To overstep those boundaries without regard to those who are working within the rules is to snumb one's nose at other people's value.
So what should be done with little infractions like these? Generally, the offended person moves on without creating a conflict and the guilty person continues to break the rule without repercussion. "Choose your battles," I hear frequently. But I was never sure what that exactly meant. After seeking to bring to justice every offender in my life who has crossed me wrongly, I realize now that the saying means to fight the battles that are most important in life. Again, my child-like mind considers that every battle is important if it brings the offender to justice! In public settings, though, the group as a whole must be considered first over the individual's needs. That's not to say that the individual is denied what they need. This just means that everyone must take a turn when dealing with public property or resources so that everyone may enjoy the benefits therefrom.
Enter! the computer lab sign-up sheet. The sheet used to be located in the school librarian's office. At the beginning of this year, however, she conveniently posted the sheet to a document that can be shared online to every teacher, counselor and administrator in the building. All we have to do is go into the shared document on Google Drive and sign up for a slot in one of four computer labs in the school. The rule is, of course, that no one has the right to erase a sign-up slot for their own purposes. (Basically, it's first-come, first-serve.) But who would really do that unless they really wanted a hailstorm of trouble? No. Instead of that, a teacher or counselor simply sneaks into the computer lab at the very first minute of the class period and takes over the lab. Then, the teacher who first signed up is taken aback when s/he enters with the rightfully assigned class. The signed-up teacher looks like the fool, but meekly protests, "I signed up for the lab this hour." Rather than exit meekly, the offender will say something along the lines of, "Oh, I didn't know," or "I'll just be a minute," or "Oh, you don't mind. I only have a few students."
If sharing can be accomplished without difficulty between class goals, then fine. Sharing is a great idea! However, the students are usually distracted by each other and find ways to steer off course because student/teacher dynamics have just shifted to "questionable" rather than in the regularly "maintained" status. Students are shown that by adult example, being inconsiderate is acceptable and the class is now a party time to talk and not do the work. Another problem with sharing the computer lab with another teacher is that class instruction communicated by one teacher interrupts the other class and distraction resurfaces.
In order to show respect for others, if a teacher or counselor needs to use a computer lab but cannot find one open for their needs, it wouldn't be too difficult to talk to a teacher who has already signed up and negotiate a sharing experience or to trade days. Lack of preparation and caring generally block this respectful attempt, though, and the selfishness continues while the one who followed the rules is looked down on as the "mean" one or a witch. It's really confusing to be taught to follow and to accept rules as a child for the sole purpose of becoming a good adult only to grow up and discover that adults don't actually follow the rules they place on others.
The mindset of today, too, is that the customer is always right. Thanks, Walmart! Today students are taught entitlement. A student, like a customer, is never wrong! No! It's the teacher's fault if the child fails at school or fails to follow the rules. Case in point--every year for the past three years, a father of a football player calls me on the last day of the school year to find out why his son failed my class. The reason these fathers call is that they want to save their sons' fall football standings, not because they are worried about whether or not the year's lessons were properly learned. In all of these cases with football players, I had tried to contact the boys or the parents during the quarter to let them know of the failing grade, but with no response. Then, all of a sudden, I'm supposed to drop my summer to let the student make up assignments that were given back in March! Oh how the football scenario brings up a hundred other issues that could be debated at once!
So what did I do? In each case, with a breath of disgust in my voice, I permitted the offender to win. In order to avoid a longer, more dramatic and senseless dispute, I surrendered and gave them what they wanted. I don't consider myself "the better person" in these situations, either, because I didn't walked away without animosity. These people knew I was upset with what they had chosen to do, so I wasn't any better than they were in the situation, just more justified. But these things really make me wonder why I stay in education. Then I rethink it and decide that people are people no matter where you go. If it isn't a complaining parent, it's a complaining client and I can't avoid working altogether. So like Alice, I'll keep waking up each day praying for peace and slaying the Jabberwockie.
It's amazing, really. I grew up like any normal American kid who was taught to stand in line and wait my turn to go down the slide. I was taught not to force my way to the front of the lunch line because others had been waiting patiently before I got there. I deemed these two ideas logical and chose to obey them according to fairness. Not only because of fairness, bu rules should be followed to allow for equality to thrive. Granted, there are those times when an emergency demands that certain rules be broken; but when one person purposefully breaks a rule that has been agreed upon by a whole group, then the boundaries become insignificant. Another result is that the group is snubbed by the offender and structure for fair dealing is lost. The offender places himself/herself above the group who was following the rules to promote equality and fairness.
Now don't get me wrong. I'm not going all Ayn Rand on you. Individuality and individual rights also have their place in society. However, schools are public areas for common use and funds are limited. I would love to have my own set of computers so students could rotate through them as needed to complete assignments. That's just not possible with today's funding limitations for education. When people are placed in public situations where sharing is required, rules need to be followed so equal sharing of resources can take place. To overstep those boundaries without regard to those who are working within the rules is to snumb one's nose at other people's value.
So what should be done with little infractions like these? Generally, the offended person moves on without creating a conflict and the guilty person continues to break the rule without repercussion. "Choose your battles," I hear frequently. But I was never sure what that exactly meant. After seeking to bring to justice every offender in my life who has crossed me wrongly, I realize now that the saying means to fight the battles that are most important in life. Again, my child-like mind considers that every battle is important if it brings the offender to justice! In public settings, though, the group as a whole must be considered first over the individual's needs. That's not to say that the individual is denied what they need. This just means that everyone must take a turn when dealing with public property or resources so that everyone may enjoy the benefits therefrom.
Enter! the computer lab sign-up sheet. The sheet used to be located in the school librarian's office. At the beginning of this year, however, she conveniently posted the sheet to a document that can be shared online to every teacher, counselor and administrator in the building. All we have to do is go into the shared document on Google Drive and sign up for a slot in one of four computer labs in the school. The rule is, of course, that no one has the right to erase a sign-up slot for their own purposes. (Basically, it's first-come, first-serve.) But who would really do that unless they really wanted a hailstorm of trouble? No. Instead of that, a teacher or counselor simply sneaks into the computer lab at the very first minute of the class period and takes over the lab. Then, the teacher who first signed up is taken aback when s/he enters with the rightfully assigned class. The signed-up teacher looks like the fool, but meekly protests, "I signed up for the lab this hour." Rather than exit meekly, the offender will say something along the lines of, "Oh, I didn't know," or "I'll just be a minute," or "Oh, you don't mind. I only have a few students."
If sharing can be accomplished without difficulty between class goals, then fine. Sharing is a great idea! However, the students are usually distracted by each other and find ways to steer off course because student/teacher dynamics have just shifted to "questionable" rather than in the regularly "maintained" status. Students are shown that by adult example, being inconsiderate is acceptable and the class is now a party time to talk and not do the work. Another problem with sharing the computer lab with another teacher is that class instruction communicated by one teacher interrupts the other class and distraction resurfaces.
In order to show respect for others, if a teacher or counselor needs to use a computer lab but cannot find one open for their needs, it wouldn't be too difficult to talk to a teacher who has already signed up and negotiate a sharing experience or to trade days. Lack of preparation and caring generally block this respectful attempt, though, and the selfishness continues while the one who followed the rules is looked down on as the "mean" one or a witch. It's really confusing to be taught to follow and to accept rules as a child for the sole purpose of becoming a good adult only to grow up and discover that adults don't actually follow the rules they place on others.
The mindset of today, too, is that the customer is always right. Thanks, Walmart! Today students are taught entitlement. A student, like a customer, is never wrong! No! It's the teacher's fault if the child fails at school or fails to follow the rules. Case in point--every year for the past three years, a father of a football player calls me on the last day of the school year to find out why his son failed my class. The reason these fathers call is that they want to save their sons' fall football standings, not because they are worried about whether or not the year's lessons were properly learned. In all of these cases with football players, I had tried to contact the boys or the parents during the quarter to let them know of the failing grade, but with no response. Then, all of a sudden, I'm supposed to drop my summer to let the student make up assignments that were given back in March! Oh how the football scenario brings up a hundred other issues that could be debated at once!
So what did I do? In each case, with a breath of disgust in my voice, I permitted the offender to win. In order to avoid a longer, more dramatic and senseless dispute, I surrendered and gave them what they wanted. I don't consider myself "the better person" in these situations, either, because I didn't walked away without animosity. These people knew I was upset with what they had chosen to do, so I wasn't any better than they were in the situation, just more justified. But these things really make me wonder why I stay in education. Then I rethink it and decide that people are people no matter where you go. If it isn't a complaining parent, it's a complaining client and I can't avoid working altogether. So like Alice, I'll keep waking up each day praying for peace and slaying the Jabberwockie.
Monday, April 19, 2010
Kids say the weirdest things!
I was teaching how to write sentences today and I asked the kids why punctuation isn't an important part of their writing? Basically, "Why don't you care enough to put punctuation?" Most of the answers were, "We're lazy," "Because texting doesn't need it," and "I don't know where it all goes." But the best one today was what one boy said: "I usually write without punctuation. Then I go back and just put periods in random places." I laughed and asked, "Why? Why would you do that?" He said, "The teacher never told me not to."
What is going on here? I told them that my little first grader is learning how to write complete sentences! What happens from first grade to middle school? I'm so amazed that punctuation wouldn't be an important part of writing. Then I asked the class if they think that employers don't look to see if a resume has full, complete sentences. They said they don't believe an employer would care about fragment sentences on a resume or not. Then they said, "McDonald's won't care!" I'm thinking, Is that as far as you are shooting here in life? WOWOWOWOWOW!
Ah the great question! How do we make students CARE!?
What is going on here? I told them that my little first grader is learning how to write complete sentences! What happens from first grade to middle school? I'm so amazed that punctuation wouldn't be an important part of writing. Then I asked the class if they think that employers don't look to see if a resume has full, complete sentences. They said they don't believe an employer would care about fragment sentences on a resume or not. Then they said, "McDonald's won't care!" I'm thinking, Is that as far as you are shooting here in life? WOWOWOWOWOW!
Ah the great question! How do we make students CARE!?
Friday, April 9, 2010
Keep 'em Moving
During a Master's Class discussion we were talking about different ideas for lessons. I mentioned that keeping the kids physically moving while learning really helps to keep the blood flowing to their brain. I mentioned a couple of games and got one back from a P.E. Teacher. Here are all of our games to share!
I love learning games. The only problem is that I don't have very many to go around. But these kids in Middle School, about to go to high school, need to keep their bodies moving so that the blood flows to their brains. We need to keep them interested by keeping lessons short and practice longer and more fun. The social interaction that the students have helps to motivate them to do well in front of their peers. A little competition never hurt, either. So here are some games you might be able to use in your class: 1. Name Game (or could be used to learn Vocab) At the first of the year I get them all in a circle with their knees facing the middle. A rolled up poster or newspaper is used to play tag. I call out a name and the person in the middle has to go tag that person on the knees. The person whose name is called needs to call out another person's name before getting tagged or s/he is in the middle. If they call the middle person's name then they automatically have to switch places and become "it". (Watch out for violent attacks, however. The game is fast-paced and can cause bruises.)
2. The Bang Game! (Used with Vocab normally, or short answers) Have students facing eachother in pairs. The teacher calls out the definition and the students write the word down and say, "Bang!" when they are finished. The winner moves up a seat and the loser moves down a seat. The goal is to get to the number one seat and win over the whole class. This one gets wild, too, but it is great fun!
3. Other than games I use center rotations so that students are not doing one activity or task for more than 15 minutes or so. They get up and move around the room which moves the blood and I have less sleepers in class. Centers also provide opportunities to use Gardener's different intelligences because you can plan activities that use each one at different times. Have them draw, play games, work sheets, study, use computers, whatever you want. It's great!
Active Alliteration 6th - 8th grade Language Arts.
Formation: Standing at desk with partners
equipment: Paper and pencil
Rules/Directions:
1. Teacher reads a story or passage that contains alliteration.
2. Whenever the students hear alliteration they jog in place.
3. Students begin activity and continue for 30 seconds or until teacher resumes reading.
Variation:
1. Have the students think of a physical activity that begins with the same letter of the alliteration.
Example: Samantha sat by the sea
Students begin to swim.
Here is another one.
Classroom Fables 7th grade Language Arts
Formation: Standing beside desks
Equipment: none
Rules/Directions:
1. The teacher reviews various sentence parts.
2. The teacher lists various sentence parts on the chalk board, along with corresponding physical activities for each sentence part:
> Article - hop on 1 foot 5 times
> Noun - walk in place 5 paces
> Verb - jog in place 5 steps
> Adverb - touch elbow to knee 5 times
> Adjective - 5 jumping jacks
> Pronoun - 5 squats
> Preposition - 5 knee lifts
> Conjunction - 5 toe touches
3. The student who sits in the first seat on the first row of desks says one word to begin a sentence (ie, "The")
4. All students complete the corresponding activity for that sentence part.
5. The 2nd student in that row then adds another word (ie,"green") and students complete the corresponding activity for that sentence part.
6. This continues going down each row so that the class creates their own silly story, each student adding one word at a time to form a sentence.
Variation:
1. Could also be used in foreign language classes.
I love learning games. The only problem is that I don't have very many to go around. But these kids in Middle School, about to go to high school, need to keep their bodies moving so that the blood flows to their brains. We need to keep them interested by keeping lessons short and practice longer and more fun. The social interaction that the students have helps to motivate them to do well in front of their peers. A little competition never hurt, either. So here are some games you might be able to use in your class: 1. Name Game (or could be used to learn Vocab) At the first of the year I get them all in a circle with their knees facing the middle. A rolled up poster or newspaper is used to play tag. I call out a name and the person in the middle has to go tag that person on the knees. The person whose name is called needs to call out another person's name before getting tagged or s/he is in the middle. If they call the middle person's name then they automatically have to switch places and become "it". (Watch out for violent attacks, however. The game is fast-paced and can cause bruises.)
2. The Bang Game! (Used with Vocab normally, or short answers) Have students facing eachother in pairs. The teacher calls out the definition and the students write the word down and say, "Bang!" when they are finished. The winner moves up a seat and the loser moves down a seat. The goal is to get to the number one seat and win over the whole class. This one gets wild, too, but it is great fun!
3. Other than games I use center rotations so that students are not doing one activity or task for more than 15 minutes or so. They get up and move around the room which moves the blood and I have less sleepers in class. Centers also provide opportunities to use Gardener's different intelligences because you can plan activities that use each one at different times. Have them draw, play games, work sheets, study, use computers, whatever you want. It's great!
Active Alliteration 6th - 8th grade Language Arts.
Formation: Standing at desk with partners
equipment: Paper and pencil
Rules/Directions:
1. Teacher reads a story or passage that contains alliteration.
2. Whenever the students hear alliteration they jog in place.
3. Students begin activity and continue for 30 seconds or until teacher resumes reading.
Variation:
1. Have the students think of a physical activity that begins with the same letter of the alliteration.
Example: Samantha sat by the sea
Students begin to swim.
Here is another one.
Classroom Fables 7th grade Language Arts
Formation: Standing beside desks
Equipment: none
Rules/Directions:
1. The teacher reviews various sentence parts.
2. The teacher lists various sentence parts on the chalk board, along with corresponding physical activities for each sentence part:
> Article - hop on 1 foot 5 times
> Noun - walk in place 5 paces
> Verb - jog in place 5 steps
> Adverb - touch elbow to knee 5 times
> Adjective - 5 jumping jacks
> Pronoun - 5 squats
> Preposition - 5 knee lifts
> Conjunction - 5 toe touches
3. The student who sits in the first seat on the first row of desks says one word to begin a sentence (ie, "The")
4. All students complete the corresponding activity for that sentence part.
5. The 2nd student in that row then adds another word (ie,"green") and students complete the corresponding activity for that sentence part.
6. This continues going down each row so that the class creates their own silly story, each student adding one word at a time to form a sentence.
Variation:
1. Could also be used in foreign language classes.
Thursday, April 8, 2010
Shaunti Feldhahn Books
Sunday, February 28, 2010
Solution-Tree Conference - Phoenix
Last week I went to a conference in Phoenix, AZ with a few chums from work. I did not want to go at all. I have been dreading the day I would be forced out of my classroom to embark on a convention about Professional Learning Communities. For those who don't know what PLCs are, it is basically a way for schools to change their culture from isolated teachers teaching in solitary confinement and moving toward schools acting as one whole for the benefit of the students.
They threw out research and statistics that the way we assess students, give grades, provide interventions, and play all of the games with students that have been evident in the United States since World War I are not working. Instead of giving a letter grade based on a 100-point system, they move us towards more standards based grading. That means that we take the core curriculum and teach until each kid gets each point, or standard. There is no failure admitted, just proficiency.
Well, I was really overwhelmed and had a stress headache all week wondering how I was going to change what I have done for my whole life as a student and my many four (4) years of teaching. Ok, I'm flexible. I can work with new ideas that work. I got into the system hoping to change it anyway. Fortunately, Solution-Tree and all of their authors have done all the research for us to give us a point from which to start. So I have been designing some new assessment charts for the students to help me with their individual grading.
First, each student will get a chart/table that lists the curriculum for the quarter. Then, I figured that I could track it sort of like they do in Boy Scouts. When they feel they can pass off the requirement, they do. If they fumble, they try again next week and on and on until they get it. During that time we can work individually or get them the help they need until they get it. This just might actually work!
When I get a chance to tweak my charts, I'll post them. But until then, anyone can go to Solution-Tree online and get tons of information there. I really do hope that their way for education will catch on. It really is the best I've seen so far.
They threw out research and statistics that the way we assess students, give grades, provide interventions, and play all of the games with students that have been evident in the United States since World War I are not working. Instead of giving a letter grade based on a 100-point system, they move us towards more standards based grading. That means that we take the core curriculum and teach until each kid gets each point, or standard. There is no failure admitted, just proficiency.
Well, I was really overwhelmed and had a stress headache all week wondering how I was going to change what I have done for my whole life as a student and my many four (4) years of teaching. Ok, I'm flexible. I can work with new ideas that work. I got into the system hoping to change it anyway. Fortunately, Solution-Tree and all of their authors have done all the research for us to give us a point from which to start. So I have been designing some new assessment charts for the students to help me with their individual grading.
First, each student will get a chart/table that lists the curriculum for the quarter. Then, I figured that I could track it sort of like they do in Boy Scouts. When they feel they can pass off the requirement, they do. If they fumble, they try again next week and on and on until they get it. During that time we can work individually or get them the help they need until they get it. This just might actually work!
When I get a chance to tweak my charts, I'll post them. But until then, anyone can go to Solution-Tree online and get tons of information there. I really do hope that their way for education will catch on. It really is the best I've seen so far.
Friday, February 19, 2010
Kids' Answers
On a recent test I tested the kids on commonly confused words like they're, there, and their, etc. One pair of words was emigrate and immigrate. A few answers from my Hispanic kids made me laugh. (Spelling below has not been altered = direct quotes).
Kid #1 "Emigrate means liveing the Unid States and the other is coming to the united states."
Kid #2 "Emigrate: leaving your home country. Immigrate: not a citizen."
Kid #3 "Emigrate - away from home country. Immirate - taken away and put back to there country."
Kid #4 "Emigrate = move to another country. Immigrate = crossing the border Illegal"
Cute, huh? I guess I'll have to go over those two again. Emigrate is when you leave your home country and Immigrate means to enter into a new country
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