Worst Assignments

These items were consistently mentioned a the worst assignments on my end of the year survey:

1. Film Guides–50% of students mentioned they hated the film guides.  Most liked the films.  It is the guide they detest.
   • “students fall asleep quickly when watching them”
   • “the guide takes away from enjoyment of the movie”
   • “its hard to keep up with the video sometimes”
   • “we didn’t learn anything from it”
   • Why do I assign film guides?   The documentaries/films I use in class often have GREAT content in them. However, my past EXPERIENCE tells me that students tend to go to sleep and miss the main points of the film.  I realize that some of my film guides are intensive.  For example:  my Roots film guide has 100 questions.  We watch Episodes 1 & 2 to illustrate/discuss issues of the Middle Passage.
   • To be truly reflective, I need to listen to my students comments.  I actually discussed this point in detail with my “hellion” class.  They said, that the guides had too many questions.   So I will do 3 things
     
     1. Next year, I will reduce the number of questions on the film guides to see if it makes a difference.
     2. Co-Teacher started doing something new this year with her film guides and she reported good results.  She used the internet to get scene lists/chapter lists for the films shown in class.  She used them to make a T-Chart.  On one side,  students would write the title of the scene.  On the other side, they had to write a summary of what happened in that scene or chapter.  She paused the film after the scene/chapter to discuss what had happened & make connections.  If she couldn’t find a chapter lists, she would find a list of the main characters and as students watched they would identify conflicts or other important information about the character as they watched.
     3. I will do more excerpts from the films, rather than watching the entire documentary.  I will not have my students watch a film and do nothing, that says to them free day and the content is not important. That is not the message I am trying to send.
        
2. Book  Work–in my AAH class, I gave book work, maybe 4 times for the entire semester.  In my world history, they may have had book work 10 times the entire year.  To me, this is NOT excessive.
   • “too much reading”
   • “its boring”
   • Why do I do it?  Student need to read the text for background information.  Again, in preparation for college students need to be able to read a book and dissect/take notes on the information in it.   I can’t tell you how many times I took a test and the info came directly from the text.
   • What will I do differently?  Nothing.  I like book work when its done in moderation.  I do it in moderation.  And occasionally, I need a day to do paperwork my lovely admins require but have graciously decline me the prep time to do so.
3. Projects–25% of students mentioned this as something they hate.
   • “They were complicated and boring”
   • “we have other classes”
   • “this is an elective” *sigh* I don’t even want to discuss this again.
   • “because most children don’t try.  There are only a  few like me who did it”
   • “because some students aren’t creative”
   • Why I give them?  To teach students how to research.  If they plan to study anything after high school, research is an important component.  Students need to learn how to research, comprehend their research and apply it.
   • What will I do differently?  Explain the importance of research.  Teach more research skills in class.  Maybe,  offer a lot more in research time.
4. Portfolio/Notebook/Binder Check
   • “Sometimes we misplace things.  that doesn’t mean that were irresponsible and we should lose points for it”
   • Why do I require a notebook?  Students need to know that a notebook should be kept and used as a  study tool.  Students need to be taught organization skills.  Notebook checks help improve students grades.
   • What will I do differently?  I need to do some research on how to effectively use notebooks in class.  I need to spend more time showing/discussing why they are valuable and how keeping one will prepare them “organizationally” for college or the work place or even managing their own home activities–bills, documents.
5. Vocabulary Cards/List–in my AAH class, I made them make vocabulary cards.  An image & word must be on the front.  Definition on the back.  In my WH, students keep their vocabulary in T-Chart form.  Word & graphic in the left hand column, definition on the right side.
   • I thought they were unnecessary”
   • “Pointless & didn’t have anything to do with what we were studying”
   • Why do I do it?  My students have LIMITED vocabularies.  Part of history & reading primary sources is understand what the people are saying.  If you don’t understand the words in the text, then you don’t understand the meaning of the document.  If I required them to read the document, most wouldn’t understand the context.
     
   • What will I do differently?  Find ways to use the vocabulary in class more often.  More vocabulary quizzes.  Point out and have students highlight when we encounter vocabulary words.  Require students to use the words in our discussion.
6. Notes--I’m surprised at how many students had issues with taking notes.  About 10% of students mentioned that there was too much notetaking.
   • “it’s pointless”
   • “I didn’t like all of the writing”
   • “it seemed as if we took notes everytime we came to class”
   • Why do I do it?  When you write something down you are more like to remember it.  It is a skill they will need for college.  AND most of all:  IT IS A HISTORY CLASS.
   • What will I do differently?  Teach more note taking skills.  I teach notetaking at the beginning of the school year–the Cornell note style.   In my lesson write after the notetaking lesson, I tell them to write what they need.  And then I give them a quiz, right after the lesson, with instructions to use their notes.  The idea is drill home the value of notetaking.  However, this year was NUTS, we lost 20% of our instructional time due to scheduling.  Therefore, when I realized I needed to get through my curriculum more quickly, I began to give them “guided notes.”  (Basically, its an outline of my lesson and they fill in the blanks as we go along.)  And I admit it:  I lectured a LOT more this year.  Direct instruction was my solution to the “time issue.”  So, notes will not go away.  I will simply teach why we take notes and make them more productive & useful.

Other students mentioned that they hated things like journals, essays and group work.  But these things were minimally listed; therefore, I don’t see them as big issues.  I love journals because they add a reflective component to the class.  I’d like to do more journal work next year.  Maybe, one at the beginning and one at the end of class.

Classic Moment

A student who is frequently absent & concerned about her grade approached me, “My mom got your email.  We are concerned because some of the grades for my late/make up work were low.”

The email had informed her mother that the student was not cooperative with the opportunities I gave for make up work.  She didn’t want to stay after school, come during lunch or Saturday school.  I was not offering any other alternatives.  This student was absent more than she was present. And at this point in the school year, I’m not as accommodating as the first quarter.

“Yes, you received the reduced grade I give for make up work.” I responded.

“But I worked hard.  I think my grade should be higher and you gave me a check mark on the work.”

“Yes, you received a ‘for credit” grade.”

“But my grade should be higher.”

“You have a 94.”

“I’m not happy with that.  It should be higher.”

“Are you serious?”

“Yes, Miss Teacha, I’m serious.”

I give her the look.  You never come to school and because of your “issue” I must give you alternative work and you are looking for a higher grade LOOK.  After an uncomfortable 30 seconds of silence, she walks away.

Maybe, after I have been doing this a few years, I get better at handling situations like this.  Or enough seniority that I don’t have to take late work.  I’m frustrated  because parents and students expect full credit for late/makeup work, that most likely has been copied from someone else.

*sigh*  Summer, you looook soooooo sexy right now!  48 hours!

You’re the best

A the end of the year, we are often reminded of why we do this work with cards and letters from students.  And it is truly a  rarity  to get a note from a student.  So, here is a note I got from a student.  I had her first as a sophomore and then again  this year as a senior.  It really made my day.  She told me to wait until after graduation next week.  I made it until the end of the school day!

You were my favorite teacher.  I really love your style of teaching.  I actually learn stuff in your class and it isn’t boring or excessively hard.  I appreciate teachers like you.  Keep up the good work.  P.S.  I will miss your craziness & keep calling our parents.

She loved me despite the hard time I gave her by calling her parents b/c she had gotten the itis!  This card made my day. It really is the little things!!!

My Most Memorable Teaching Moment

I’m still pretty young in my career, so when it was suggested I write about my most memorable teaching moment, I couldn’t think of anything-at least nothing major.  I have only been teaching 5 years. . . so, I only have a few small moments that I will never forget

• On the same evening,  in parent teacher conferences, I was hugged by TWO parents.  One asked me could she hug me.  She said that she was so happy that her son had me for the second time in his high school career.  She knew I was a good teacher and that I cared about her son.  The second mom was in her teacher prep program.  She loved my teaching methods.  Everything her daughter brought home, she was using and looking at as an example for her own classroom someday.  Not only that, she appreciate that I weaving in some African American History into her World History course.  Why?  Because she wanted her daughter to be proud of her heritage and that nobody else had EVER given this type of content before.   Both of these interactions with parents meant a lot to me because I was really still doubting myself as a teacher. . . as a professional.  And it was reassurance and appreciation for what I was doing everyday.  . .and solidified the fact that I was doing something right.
• When a Latino student remember the varna system from a previous year b/c of a song he had written in my class.
• A funny:  A student was doing a presentation and had one of those nasty grills in his mouth.  He was going to try and rap with that thing in!  I said “before you present anything to us, take that THING out of your mouth.”  Because he really is a polite & good kid, he took it out, immediately.  But when he did, there was the nastiest and loudest slurp of slobber.  The whole class responded “Ewwwww, that’s disgusting.” Their voices were almost in unison.  I cracked up with laughter.  Class stopped for an entire 5 minutes because I could NOT stop laughing.  This will always be memorable to me because the kids saw me as a person that day, not some meanie . . .and they still come around talking about how hard I laughed that day

Really, someone should ask me this question AGAIN in 10 years. The reality is that my experience is too short to have anything truly life changing  or revolutionary.  However, it was really nice to walk down memory lane.

Those Crazy Kids. . . #2

In my classroom, students are working in learning centers.

D comes up to me:  Miss Teacha, my daddy was here at school, but I’m not in any trouble.

Me: Oh, really.

D:  Yeah.  Hey, can you tell me my grade so I can tell my daddy.

Me:  Sure, hold on a minute while I look it up.

D begin to take deep breaths, like she’s trying to prevent panic attack–big inhales and exhales

Me, while fiddling around on the computer:  What are you doing?

D:  I’m preparing myself for the news.  (big, slow inhale & exhale)

Me:  You have a 92

D:  Oh, yeah!  (D begins to dance around the room like shes taking a praise break at church service) Yes, Yes, Yes!

Me, giggling:  You have just made my day.

These Crazy Kids . . .#1

My kids say some pretty funny things and I need to start recording it. . . they really really make me laugh . . . so I’ll begin a new series called, “These Crazy Kids. . .”

Scene:  My classroom, about 1 minute before the bell rings. Students are helping me clean up & packing up their bags.

Me:  Ya’ll have a nice weekend

C:  You, too, Miss Teacha . . . what are you going to do?

Me:  I think I’ll do some dancing this weekend.  (I do a little dance and the kids giggle)

C:  You going to the club?!

Me:  Child, no!  I’m too old for that scene.  To many of ya’ll young folks there.

D joins the conversation:  But Miss Teacha, they have older people clubs. . .you know like over 25 clubs.

C:  Yeah, Miss Teacha, there’s a club for old folks in my neighborhood & they have happy hour. It’s called, “The Godfather” (name is similar, changed it to protect my location)

D yelling at C:  Ceeeeeeeeee, that’s a  male strip club.  You tellin’ Miss Teacha to go to A MALE STRIP CLUB!!!

C:  Aw, I didn’t know, I just saw happy hour on the building

Me:  Uhm, thanks for your advice C, but I think I’ll do my dancing at home.  D, thank you clarifying the type of club.  It would’ve been pretty shocking if I had gone there.

We all crack up laughing.

A compliment of sorts

I was out of school on Thursday of last week for Professional Development.  I decided to make it into a long weekend and made an appointment with a specialist/surgeon on Friday.  I returned to school with a note from the sub saying that my students were well behaved-made me VERY happ-and the following conversation:

“Miss Teacha, what was that work you left us on Thursday?”  Student O was referring to the guided reading I have left behind.  “It was really hard . . . It was just busy work, wasn’t it?”

“No, it wasn’t busy work.  It was actually reading that you needed to complete.  You will be using the information to do an assignment later this week.”

“It was long and it was a whole chapter.  It was hard.”

After class was over, there was another student staying after to make up an assignment from earlier in the semester.

I prompted her, “Tell me, what was it really like?  Was there a lot of conversation and noise?”

“Naw, Miss Teacha, everybody was working really hard on the assignment. Really, the only thing you heard was, ‘I can’t find number 22.  Can somebody help me with 15.’ Outside of that everyone was really quiet.”

“Wow, was the assignment that difficult?”

“It wasn’t hard, but it wasn’t easy either.  It wasn’t one of the readings where you just copy the information from the textbook.  We actually had to read the text, comprehend it and then answer.”

“Oh, good!  Ya’ll read the textbook!  Exactly, what I wanted!”  I beamed.  She gave me a quizzical look.

Poor thing, she just didn’t understand why I was so excited.

People are so against book work because it requires students to regurgitate or copy information  Nope, not my book work. My questions require students to demonstrate they comprehend and can apply the information.  I don’t give many bookwork assignments in my AAH class-actually, this was the first!  I am really excited about how successful it was.  The goal was to prep them with the content needed to complete a foldable later this week.  The foldable will demonstrate everything we have been discussing & seeing (through the film, Roots)  about the Middle Passage and the Atlantic Slave Trade.

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A student of mine was telling me about a documentary he saw on the discovery channel a few weeks ago about Hindu funerals /widow burnings.  He said the show had something to do with human sacrifices.  I have looked everywhere to find the title of the program so that I could see it and possibly use it in my class.  Did anyone see this back in January?  If so, do you remember the title of the program?  Thanks for your help.

In Remembrance . . .

I love when Dr. King’s birthday rolls around each year . . .with my students we reflect on the dream, the dreamer and the legacy. I try to remind my students that it was more than just the work of Dr. King that achieved civil liberties for minorities in this country.  No one person can do it on their own, but it was the work of several people:  regular folks and students (their age)  who protested publicly and worked to make equality in this country a norm.  I mention people like Fannie Lou Hamer, SNCC, Stokely Carmichael, WEB DuBois,  Medgar Evers, Diane Nash & Ida Bell Wells.  It was the work of these people in conjunction with Dr. King that changed our country.   I emphasize that students should use the day to serve others,  following the example of Dr. King and other activists.

In response to a question about America today, many kids suggested King would be proud of our AA President.  One of the students pointed out he be especially proud that it was not Blacks who elected him-the population of AAs in the country is not enough to have won the election for him.

At the end of the conversation on legacy, I ask:  “How would Dr. King feel if he walked into our school building at this exact moment?”

An interesting thing happens:  White students raise their hands and say he would be proud and Black students raise their hand say he’d be disappointed.

D said “Well, I think he’d cry.  So many of my friends are African Americans and we have beautiful relationships.”  And she’s right.  I think he’d love to see that!  He would be excited with all of the interracial relationships, friendships and learning he saw in my school.

A responded, “Miss Teacha, I think he’d be disappointed.  It’s not about the black/white relationships.  He would be upset with the Black students.  Look at us, look at how we act at school.  We don’t take education seriously.”  Many Black students raised their hand to agree with her, to add to her comments.  It awed me that the students made these connections without any prompting from me.   It was a very, very good conversation.  And I am impressed that my students realize that there are problems today our communities. . .it made me think about this Boondocks clip (graphic use of the N word & profanity, watch at your own risk).

Overall, I think Dr. King would be proud of our country, even with all of the work left to do.  Happy MLK Day to all!

In Loving Memory of All Who Fought for Equality:

I just never understood

How a man who died for good

Could not have a day that would

Be set aside for his recognition

Because it should never be

Just because some cannot see

The dream as clear as he

that they should make it become an illusion

And we all know everything

That he stood for time will bring

For in peace our hearts will sing

Thanks to Martin Luther King

-Stevie Wonder

Our Jobs Are On The Line

Today, I had another long meeting, after it, I didn’t get home until 9 PM last night (a second dinner meeting for an elective class that I teach).  Who doesn’t hate meetings?  Especially when they are unproductive!  Anyway, the meeting expressed the need for documentation, again and again.  Documentation for failing students.  Documentation for failure rates and interventions and IEPs and uniform classroom rules and just on and on.  At one point during the meeting, AP said, “Our jobs are on the line, here!”  Since when did teaching become sooo serious that I could lose my job for not documenting things? Or checking a child’s uniform? (Lord knows I’m guilty of that one)   Teaching and learning are supposed to be fun.  The great thing about this meeting:  food was provided. I appreciate folks that know teachers like to eat!

In other news, I had a conference the moment I walked in the school building today.  Seriously, I hadn’t even clocked in and the principal was like, “Can I see you in my office?”  Normally, these meetings are NEVER good.  But in this one, my Principal and AP defended me like I the best thing since sliced bread and there was no reprimand after the meeting.  This is the FIRST time, I have had a meeting of the sort!  The last time, I had this type of meeting I received a verbal reprimand afterward. Sooooo, I guess I’m doing pretty good.  All of the blame for this one was place on the student and rightly so!

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Another review video, this time it is about Ancient India, Mesopotamia & the Greek gods.  Funny stuff.

India & Mesopotamia & Greek Gods from Miss A on Vimeo.

I have the best kids

I’m sure every teacher thinks this. . . .but, mine are the real deal!

This morning in my AP class, I was reviewing the Indian caste system before moving into the lesson.  One of my genius’ says, “Miss Teacha, I remember this. . . .” and he proceeded to tell me all about the ancient Indian caste system.

My mouth fell open. “Uhm, you remember this?”

“Yeah, we wrote songs about it.  My group wrote a song about this last year.”

“Nooooooo. . . .”

“Yeaaahhh. .  .we wrote songs, remember?”

“You are amazing!!!”

I didn’t think kids retained content from year to year, but I guess they do.   I still remember Ms. Algebra from the 8th grade, saying “bam, bam” when two negatives canceled each other out.

Yep, its the little things that make everything all better.

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I’ve been thinking that I’ve been too boring with my AP kids lately.  I’ve been doing what I hate.  Lecture, Discussion, Questioning, Reading Quizzes, repeat, recycle, redo.   The class is soooo boring. I don’t know how to find the balance. . . .I need to throw in some activity. . . I require the students to read the book at home, so that we can analyze primary  sources in class and discuss. . . maybe I could break up things by incorporating similar activities to those of my regular World History.  My student above proved that they remember best when they create things. . . .sooooo, mmmmmh .  . .maybe, having them create things (my 3 students) will allow me to sit and grade some papers.  Tuesdays could be used as my lecture days and Thursday as project creation/writing. . . mmmmh, this might work out after all.   (This was a ramble of my thinking about the class-a reflection of sorts, forgive me, dear readers, it’s all apart of the process.)

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I did create a chart for current events. . .I wanted my students to start watching/listening to the news at home.  We have Channel One (many folks suggested it), but it is only shown during the lunch hour at my school.  Not really feasible during class time.  I’ve used CNN Student news in my regular World History courses.  I like it well enough.  I will look at some of the other things suggested this weekend.

Why did I choose a chart?  I want my students paying attention to news around the world.  Sort of like a survey, “what’s going on in the world around you” survey.  I didn’t want a paper, but I couldn’t think of any other way to hold my students accountable for paying attention to world events.

My instructions to the students:  No complete sentences.  Just prove to me you are watching the news, reading the paper or listening to NPR.  They can get their news the night before or pace themselves put one story on the chart everyday.    These charts are due every other Friday.  So, this news chart covers a two week period.  I am thinking about implementing it in my regular World History classes-only I would add a slot for “local” news.

Now, I just need to figure how to make a lesson that “concludes” or provides “closure” to this news assignment.  I don’t want the to feel like they are doing this assignment in vain–but its valuable, not just busy work.

Words of Warning

More reflections.  This time:  Give words of warning for next year’s students.  Not many of these have changed since last year. . . it’s the same every single year!  Somethings will never change.

• Just shut up and do your work
• Don’t be disrespectful because it will come back to haunt you.
• Be on time, be quiet and come prepared (these first 3 were from 7th period, now does anyone understand my battle)
• Bring a jacket.  Miss Teacha don’t play, be on task, bring a jacket, always study for tests and quizzes & please don’t forget to BRING A JACKET!!!  (Yeah, I like it cold.  I’d rather be cold than hot!  I have to be there all day!)
• Don’t wait until the last minute to do anything.
• The teacher really has mood swings.
• Do not make Miss Teacha angry (every year, I hear this one and mood swings, i suppose its true, but bad behavior changes my demeanor.  I suppose I need to work on this .  .  .but, I inherited it HONESTLY, I get it from my momma! — only listen to the first minute, beyond that the profanity is awful)
• Hardwork. Study.  Responsibilities.
• Keep notebook in order and get ready for the unnecessary work.  (ROFL)
• Keep the file cabinet clean and you won’t have any problems.
• Turn your work and you’ll do fine.  The work isn’t hard.
• Get to know your classmates because you will bje working together a lot in groups.
• Definitely come prepared to work and learn! But still have fun.
• Don’t worry about this class.  It will be easier than you thought.
• Must study. Easy. Different.
• Project mania.  Beware!
• Don’t ever say the “N” word.
• Stay in uniform
• Student conference, parent called & sent to pupil services (wow, I didn’t realize it was that clear. . . ROFL)
• Don’t talk while she teaches (it get’s ugly when this happens)
• Boring. Cold. Quiet all the time.
• She don’t like bad classes and she will make ya’ll write

It’s funny how kids can have so many contrasting perspectives of what happens.  I do expect a lot and my wrath needs to be worked.  However, my experience has taught me that niceness is perceived as weakness with my freshmen!  I honestly, don’t think these were as harsh as last years words.   I don’t think anything said here, in words of warning, will change my classroom management style . . .

The funniest thing I read:  “THAT YOU WAS A DEVIL”  I guess so, I think this came from one of my 7th period angels.  I loved him, too!

I think I’m finally done reflecting . . .lets move onto something else. . . .

Things my students hated . . .

I asked my students to tell me the worst assignments of the year and why the teacher should get rid of them.   What I realize is:  Every student hates something, when that stuff is added up, it means they hate everything I do.  LOL.   Here are their responses:

• Guided Readings-”because we don’t learn nothing. All you do is look in the book for the answers.” (EXACTLY, would you look at the book or read the book if I didn’t assign them?)
• Keeping a good binder-”it’s more of hassle than it’s worth & it’s more to carry.”  (This solution may be solved by the Freshman Academy, their was discussion of requiring students to only have ONE binder.  I don’t know if I like this idea.  I worry about student not organizing their work in the binder and stuff mixed up all over the place.)
• 500 word essay-”because it punishes everybody and that’s not too fun!” “it’s not fair to everyone.” (No, it isn’t, but peer pressure certainly works.)
• Copying notes instead of talking about them (we always talked about them, you may not have listened, but we did! Next year, students will do more notetaking on their own. Instead of copying mine. Uh-oh, now ya’ll really won’t like me.)
• Community Service-”because everybody doesn’t have time to go out & do extra things) (This past year, it was a test to see how it would work. Unfortunately, it’s a requirement of the state now. You’ll have to have so many hours in order to graduate.)
• Current event essays-b/c too stressful, “no one learns from them, after we gather the information we instantly forget it.” “it always seemed to pop up on everybody” “people have issues getting them printed off. Either make them handwritten or get rid of it.” (This assignment will continue.  However, I will restructure it to make it easier to do.  Next year, I’ll make sure students understand that they can email them to me, instead of printing them. Also, I’m setting up a google group that will have a calendar function and student’s won’t have to rely on the announcements in class.  Personally, I think students ignore the deadline until they realize it is the day before it’s due.)
• Vocabulary in T-Chart form “b/c I can’t make a picture for each word.”  (I make students draw a graphic for EVERY vocabulary word, it offers a concrete way of understand it.  It will continue.)
• Video film guides-couldn’t enjoy the film, “b/c you miss parts of the movie.” “nothing but busy work assignments and just wastes everyone’s time.” (I agree that video guides are “busy work,” however, I must ensure that students are watching & gaining key things from the film. My past experience tells me students won’t watch unless they have a film guide or they won’t recall the facts I need them to get.  Maybe, I’ll give it whirl at the beginning of the year . . . I would really love to eliminate this; some students say its an easy grade)
• Projects: “all that thinking can give you a major headache” “the first two were a little complicated.” (We are in high school, so there are NO MORE poster board projects. Those are regurgitation. I want you to “actually” think about the work.)
• “When we just sit here and talk, talk, talk & talk. I love to do things like activities, not just sit and talk.”  (I’m with ya’.  Next year, I’ll try to do better on that.)
• Having assignments at the end of the school year while exams are coming up.  (Honey, I’m sorry but the school year isn’t over!)
• Presentations (some kids just don’t like public speaking and I get that, I will try to minimize public speaking as much as possible next year.  But there will still be some requirements for it!)
• Stations–”were dull and boring”
• Tests-”they bring down our grades, unless ya’ll want us to fail.”
• I don’t like group activities b/c they were noisy, plus they never worked out we would have to finish the work in a regular class. (6th period had an awful time completing group projects. The groups were ineffective. Students would NOT work cooperatively. Instead 1 or 2 students in the group would do all the work. The student that made this comment was one of those students. Eventually, I let them self select groups. Interestingly enough, they did pretty good in selecting groups. . . .those who were interested in doing the work selected each other & those who weren’t selected each other. I’ve now made group rules to be included in my beginning of the year packet. And I’ll go around and mark down groups who are not working effectively.  I’ve learned to manage them better.)
• Reading those packets out loud because some people read slow and some don’t want to read at all (ST had them reading big huge packets from the Holocaust in round robin style reading. If it had been me, I would have done jigsaw with them.  But I love that he offered so much primary source.  I will try to do the same next year.)

Finagling Grades

It’s that time again, when grades are due.  And I’m having some real issues with grading and assessment.  It’s really a frustrating process.  I keep my grades in Easy Grade Pro.  At any time I can see a little bar chart at the top of my screen showing the grade distribution.  That crazy 7th period has 19 F’s–and this is with a class curve.   Many would suggest the problem is the teacher.   However, these students don’t want to work.  They don’t want to do anything but socialize and it’s frustrating.  Here are my issues with grading with trying to finagle grades this term:

• I grade a lot of assignments.  Why?  Because if I only relied on the assessments (test & projects) many students would fail–I’ll get into this in a moment.  So, I typically assign about 15-20 classwork assignments per term.  These assignments include:  Guided Reading, Pair-Share discussions, graphic organizers, notes (yes I grade their notes), collages, foldables . . . really anything that is done in class.  Class periods are often 50 minutes long and sometimes we DO NOT have time to complete the assignment.  I ask them to take it home and return it the next day.  Sometimes the work does not come back.   I don’t have anymore time to spend on that particular thing–in order to accomplish my curriculum.  But I DO still hold the kids accountable for completing the assingments.  Am I wrong for this?  These assignments are typically graded for completion.  For whatever reason, it doesn’t get done.  Some kids won’t work unless I stand over them.  Try calling parents of inner city students when they don’t complete assignments!  Doesn’t work on the student who really need it.  The parents ignore phone calls from the school.  And we don’t have a system that can FORCE them to complete the work or study.
• The students fail tests b/c they don’t study.   I KNOW I teach the content.  I know I review and my assignments enhance the the content.  But 3 contacts with content does not EQUAL fluency.   World History does not support having more than 3 contacts IN CLASS with the same material.  I have to teach Ancient History to Present.  I don’t have time according to the curriculum to give students more in class time with each topic.  The students need to study and understand that I want them to study.  But as I read some of their responses, many don’t for various reasons:  time, forgetful, distractions.  But I can’t open their head an implant the information.  What am I to do?
• They don’t do the projects.  I’ll have to do a whole post on this later.  But I’ve been rethinking the whole idea of doing projects.

So here is where my major issues are:

• I’ve changed all of the missing assignments to 50’s to account for the statistical problems with giving ZEROs.
• I give a class curve to boost scores and get more C’s & D’s.  However, a kid with 16 missing assignments out of 30 earns 77.  It just doesn’t seem right.  It supports the idea that I’ll pass even if I don’t do the work.  You will not continue to get a check from your employer if you do NOT do the work.  Right?
• On the other end of the spectrum, because of these class curves, I have students with scores of 120% b/c they did EVERYTHING right, the first time around.
• Students turn in late work on the day before grades are due.  I do not have time to grade 100 late assignments b/c they failed to meet the initial time line.  So, I give them a “credit” grade that  equal 70.  It’s not a failure. . . but I can’t grade it all and meet my deadline.

What am I to do?  I fill so torn about it all.  I just don’t know what to do.  Grades make me feel like a failure!

As a side note my district has discussed making the move toward Standards Based Grading.  I get it and I’m down with it.   But considering everything I’ve said here about student’s work ethic, etc.  I can’t grade an assessment if they won’t do it.  I can’t hold them accountable for information if they won’t study.   How in the world will students pass?   Seems like they are just pushing me to pass my students.

*sigh*

Protected: I made it!!!

I just realized . . .

that life seems to be about work.  If you don’t work, you don’t have anything.   Lately, I’ve been lazy when it comes to my Masters Degree.  However, if I ever plan to get it, I’ve got to work.  Plain and simple.  I’ve got to work. I’ve been lazy when it comes to exercising.  But if I ever plan to lose weight, I’ve got to exercise and put forth more effort.  Nothing life comes easy.  What keeps coming to mind is the old adage about preparation meeting opportunity.  That is how I’ll get what I want in life.  Preparation.  Preparation.  Preparation.  This is supposed to be my pep talk to myself . . . but I’m so tired of working. . .I want to be lazy.  But I know I can do this.  One more year.  One more year.  I CAN DO THIS!

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Speaking of confusing and baffling,  I feel like my 7th period students need a pep talk EVERY SINGLE DAY.  I finally gotten their behavior to a manageable level.    Now, I’ve got to get them to learn.  I don’t know how to do this.  After school, my TAs were grading their tests.   All of their tests are Open Book, open note.  The questions are pulled straight from the notes.  Yet, 75% of the class failed.  There was a 100 and couple A’s so I know I taught the material.  I know the information was in their notes.  I had reviewed info.  I taught with varied strategies.   Problem:  They don’t study.  What am I to do?  How am I going to MAKE them learn this information.  I will probably report 20 F’s in 7th period this term.  No amount of calling parents is working.    Honestly, I feel like the parents are making idle threats and promises.  Things that I’ve done that I’ve advertised & reminded them time and time again.

• Unlimited retake of failed exams.
• Tutoring–you get extra credit for coming and I help you understand & get the work done
• Extra credit

I just don’t know what to do.   And when we play in class review games/Q & A. . . they can’t remember anything.  Their retention sucks.  I don’t know what know what to do.  How can I change learning for them?    Can I really make them learn?  And they seem so apathetic to the learning process.  I must be doing something wrong.   I need help.    This is the most frustrating thing in the world.

Writing letters. . .

Dear AP,

Thanks for listening to me today and understanding my problems as dept chair.  Thanks for really being on my side.  You rocked today!  Thank you for believing in my teaching abilities and writing such a nice letter that I can include in my portfolio. I know it was to make the Freshman Academy sound better than it really is, but all the same I appreciate you and it.

Miss A

Dear Parents:

“My child says you don’t like her” does not work with me.  It will not change how I operate my classroom.  If your child needs more attention in a non academic manner, that is your job, not mine.  Don’t blame me for your child’s insecurities.  Again, that’s your job.  Secondly, I don’t play favorites. I am an equal opportunity “meanie.”

I do not provide your child with school supplies.  They are supposed to come school ready to learn.  I am not responsible if your child loses the supplies you’ve provided them with.  Yes, I do get discounts at stores to buy school supplies and yes the school did give me a stipend to buy classroom supplies.   However, I spent that money buying crayons, markers, glue, sissors, construction paper, copy paper, books and many other misc supplies needed to make classroom instruction work.   The supply list given to you on day 1 clearly lists items needed by students on daily basis.  Don’t try to make you child’s irresponsibility issue about me.

Sincerely,  Miss A

Dear Principal,

I really don’t want to move my classroom again.  This will be the 4th move in 4 years.  I am a team player; therefore, I won’t gripe and complain (except on my blog) and waste your time, but if it is AT ALL possible,  please let me stay in the current classroom.

Miss A

Dear Fellow Bloggers,

This week started off really bad.  And I’ve just been grumpy . . . it set in Friday evening.  And, so pardon my “cussin” and “fussin” this week.  I really hate that I’m becoming bitter (I pray i’m not turning into former dept chair.)  Its the district changes that affecting staff all over my city and school.  I think, long term, they could have a positive impact, but right now, its just more and more paperwork and annoying as HELL!    I wish I could spend more time, teaching and planning .  . . .not filling out paperwork, attending meetings and accomplishing nothing.

Miss A

Anxiety Attack

Have you ever felt like you’re failing your students?  I keep asking myself what I can I do better to improve my student’s education?  I wonder:

• If my expectations are to low?  Shouldn’t they be thinking deeper?  Is my intellectual rigor  to low?  Am I challenging them enough?  It’s clear that my students are learning all they can learn.  But is it my fault?  Yeah, I acknowledge the fact that my students don’t study.  They don’t read the text.  Am I supposed to give them everything?   How do I increase learning?
• What am I doing wrong that my students don’t seem to be competitive?  You know, like my 6 & 7 periods.  They seem to be so far behind.  Like anytime I ask them to do certain things, it seems to be too much. . .  like my expectations are too high and then if I don’t do it, it’s like my expectations are too low?
• Am I really smart enough to be teaching these students?  I wonder ALL the time about my content knowledge.  Yeah, there are things I know in World History.   My Asian history is so weak, I barely cover any of it . . . shoot, I can barely pronounce some of those things . . .
• Am I preparing my students for life beyond the classroom?  College?  Work world?  Are we really being realistic when “we” say we are preparing our children for college?

What got me thinking about all of this?  I was chatting with a  Senior student on Friday after class.  He asked how come we don’t cover a lot of Asian history.  I told him because it was area of weakness for me.  Hell, I can’t even pronounce some of that stuff.  So, my weakness results in being my students weakness.  He says to me, “Well, that means you have to study more.”    He was so right and I was so embarrassed.    Really embarrassed.

I’ve been thinking about this all weekend.  If I’m going to teach AP World, I’ve got to study. . .fudgesicles, I’m going to be studying constantly.  Have I jumped to deep, too fast?    Am I going to be good enough for these kids?   Do I have enough content knowledge?    Yeah, I’ve got strategies coming out of my yahoo and I know how increase strategies, but can I really prepare students for an AP level exam?  I’m really worried . . .I just don’t know if I’m smart enough?

I’m really having panic attack. . . .I just don’t know about this teaching thing . . . .it makes me a nervous wreck.

Protected: Vent: Freshmen

A few reflections

Today was an awesome teaching day for many reasons!

• I discussed how Africans sold other Africans into slavery . .. trading them for European goods.  My honors students were shocked by this information.  They wanted to argue about it b/c it went against EVERYTHING they’d ever been taught.  A student who NEVER says anthing and on every reflection says: I hate this class, I hate this activity and I think this class is dumb got INVOLVED in the discussion.  It was so interesting and I was so excited for her get involved.  I explained this as the first “Black on Black crime” of sorts.    They had always believed that Whites went into the bush and captured Africans.  One of my students got mad at me, she said “Miss A, this goes against everything I’ve been taught.  We were taught that the white man enslaved us and you’re trying to tell us we did it to ourselves.  I’m mad!   We praise MLK and all these others for freeing us, but we got ourselves enslaved.”  I tried to explain the differences in slavery in Africa  and by the Europeans and how Africans initially didn’t know the extent of the brutality to of slavery.  But she still left class, angry and frustrated.  I couldn’t make her feel any differently.  What a discussion!!!
• The first community service essays have been coming in.  They are AWESOME to say the least.  I think students see how their work can impact others.  The goal is that they “choose to participate” in making history.  And I see it happening!!!  Now, I’ve just got to design the scrapbook/portfolio rubric.  The culminating activity is to create scrapebook of one’s service.  I’m sooo happy.

Black History Month

My principal walked in today as I was showing the film, ROOTS, to my World History class.    Principal said “I heard screaming so I decided I wanted to come in.”  Principal walked right in at the moment that Kunta Kinte was being captured.  Principal noted that he/she had recently seen it. I offered a film guide . . . thinking Principal would be joining us.  Principal smiled, declined and left.  The film is on the District Approved List, so I’m covered, even though there are graphic images.

Later, one of my students, W, asked the following question, after watching the slaves being marched to the coast:  “Miss A, why all of the womens (yes, that was his word) have saggy and hanging titties?”  My mouth dropped open and I didn’t know what to say. . . to correct him on the appropriateness of his language or the reality of the question he asked.

My response, “W, watch your language.  And that’s really the way women look.”    I didn’t want to get into the way gravity affects women’s bodies.   I don’t think he was satisfied with my answer.  Nevertheless, I just quickly moved on.  Most kids were so engrossed in the movie that they missed the whole moment.

Had I been free to say what I wanted, it might have went like this:  “W, women’s boobs sag b/c of gravity.  It happens to every single woman. . . they will never look like the pictures you see  unless they get a boob job.   So, get used to the fact that perkiness doesn’t last and abandon those fictionalized views you have girls.”  But I love my job  . .. and my paycheck.  So, he’ll need to talk to his parents for clarity on this issue.

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I’ve been spending the last 3 hours designing the project for this term.  I’ve decided to center it around Black History but allow the students to choose their product.  So, here is my task sheet and rubric.    If you see any typos let me know.    Tell me what you think of the design.  This is a total departure from what I am used to doing.  I usually give VERY rigid and structured projects, but I’m letting them choose this time. It was inspired by Co-Teachers format for the last school wide project showcase.  Is there anything that is not covered in the rubric?  Suggestions for more diversity?

AND if there is an event or person that  I left off my Black History list that you think is important, please help me out !

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