Kontan.

Archive for the ‘Cheaper Than Therapy’ Category

Lots of changes about to take place and I brought it on myself. My thoughts have been consumed with the changes and I have neglected my blog and my WWW friends. Sorry guys, and thanks for continuing to stop by my spot on the web.

As I have posted, I’m changing jobs. I am very excited about the prospect, but feel guilty about leaving my current job mid-year. My resignation was accepted and I have been released from my contract. Instead of working until the 22nd and starting my new job on the 25th I will now only work until the 15th. This is great for my students b/c they will start the new semester with their new teacher. Part of me is glad that I was so easily replaced, but wow…it was that easy? Did admin have someone on the back burner waiting? Nah, just the nature of the biz. We are all replaceable and it is something that no one should forget. I’m hoping to renegotiate with my new school and start a week earlier. It would be nice to have a week long break before starting, but let’s face it…family economics would not benefit from the extra vacation.

I’m wondering just how crazy I am for pursuing this change. Most teachers would jump at the chance to be where I am leaving. Six periods per day, two plannings, modified schedule that is similar to what you have in college, virtually no paperwork, and freedom to do your job in your own classroom sounds rather attractive- and it is! But…

You also have to deal with the frustrations of teaching students who think they are smarter than they are, and have WAY too much say in the school. IMO students should have little input in teacher evaluation. That’s about like asking the disgruntled employee to evaluate his boss. It is just not a valid tool. Having to validate everything you say in the classroom b/c the student thinks their answer is better than yours is not cool either. The fact that you have 15 years and a wealth of knowledge on them doesn’t seem to matter…not including that the student hasn’t bothered to read the textbook material that would invalidate their own answer. The school also became my life. The usual grading and class prep, plus other club responsibilities compounded by the fact that most students (and myself) live at least 25 minutes or more from the school. Students are involved in everything so creative schedules have to be maintained. There were days when I didn’t leave until 8 or 9 PM.

Freedom in education is wonderful, but there is something to be said for structure. I have grown lax and know that things are about to change. Formal lesson plans will be due. Admin observations will be performed. When I say lax I do not mean that I have not done my job. I have and I think I did it rather well, but I didn’t stress over things like formal lesson plans with over documentation of every move in the classroom.

There are positive aspects of non-traditional education. The students were in that school by their own/or parent’s own choice. They were not all above average and many thought they were and were not, but they all had a desire to learn. Lack of behavioral discipline was not an issue. (Which is a good thing b/c there were few strategies in place to deal with it if it was.) For me, there is something that is not fulfilling about being in a school where the students really don’t need you to care about them. They have support systems at home. They have the tools needed to “make it” in this world. What can I give them that they cannot get from their textbooks or research if they choose to utilize it? Where I am going the students need someone to care. They need someone to help them learn how to utilize the resources available. I feel like I can actually make a difference in some little thugs life. Yes, they are considered thugs…but they will be my thugs. I’m looking forward to stepping back into the traditional classroom. I do not view this as a step backwards, I view it as a step that I need to take for personal fulfillment.

I am disturbed by my AP meeting the other day. Allow me to preface by saying I find student feedback very beneficial and I use it frequently to adapt my teaching to the current group. However, I also find that it is feedback from a teenager that lacks understanding of course standards/requirements and teaching to the whole. Students are individuals, as we are, and they hear what they choose to hear and see what they choose to see. I believe that we as teachers do the same. For instance, I tend to evaluate myself harshly, and take a significant amount of time to discover the positives. Therefore when there is criticism, I take it seriously and seek to make necessary improvements.

When I hear that students believe I teach from the text I am very surprised. I don’t rely on their textbook for anything but a point of reference because that is the resource that was provided to them. I am teaching a subject in which the content doesn’t change. Therefore any resource you use will contain the basic facts, and differ only in interpretation. In class I focus on these various perspectives and frame discussions around them.

My students are apparently sick of hearing “it’s AP” and believe this is just me putting them off. Regardless of how sick of hearing “it’s AP and you’re going to have to face that” the students are, it is the reality. It is AP and they do have to face the fact that the nature of the course requires them to be self-motivated. That means they do have to gather the basics on their own. They have been given all the tools to do so. For my class that includes: a large syllabus with a significant number of discussion questions, topic lists, pacing calendar and list, class assignment board, graphic organizers with basic information, and PowerPoints on each topic. If they do not “get” the point of receiving all the material they are given and framing class discussion to the context of the subject then I am not certain what to do about that. For example, Mr. Frantic interjected disapproval one day because he felt our discussion was off topic. Other students made the connection to the Revolution that in life there are some people who want a leader and others who want to lead. There are always groups that are comfortable with the status quo and resist change. This same student feels that cultural history is bunk and a pointless topic of instruction. Unfortunately for him, that is the direction of modern historical emphasis. What am I supposed to do with that? It is a difference of opinion. He is a student that has not spent the last fifteen years focusing on historical trends and perspective, but also a student who is vocal and willing to step up when asked for his opinion. Today he asked, “why are we even talking about these guys?” SERIOUSLY? Why are we discussing Alexander Hamilton and Thomas Jefferson…comparing/contrasting them? Excuse me, but really???? IT’S AMERICAN HISTORY! Development of the two party system, father of the national debt and guy who doubled the size of the United States and you are asking me why we are talking about them?

My school is full of students similar to Mr. Frantic. They have their opinions and feel that they are 100% accurate. Again, I am not sure what to do with their input and what weight it should have on my instruction methods. As a teacher it is my job to differentiate instruction, but I can’t totally revamp course instruction because some individuals want it done their way. I know that it is not admin’s expectation that we revamp anything, but merely use the feedback as a point of clarification. However, when getting negative feedback it feels as if there is concern and the expectation is that something has to change.

I understand the need for student feedback…really, I do. When looking at the big picture I perceive my methods fit into the end goal of preparing students for college. However, if there is a vast discrepancy between what we perceive and what our students perceive then something needs to change. For instance, I feel that I am expecting them to read each night and prepare for class with the basics. (The identifications and discussion questions.) If they are spending an average of two hours each week on my class then there is a problem because I am spending a vastly greater amount of time preparing for instruction. This tells me that simply giving them the tools to get what they need is not enough. They need more directed work that I should hold them accountable for. Only spending an hour or two each week? Not cool, things WILL change.

What do I get when expressing these thoughts to admin? You seem defensive and the other AP teachers do not feel that way. Um…OK, then they are lying to one of us b/c the three I talked to said, QUOTE “the meeting was a waste of time” and went on to say that they felt the list of comments we received could apply to any one of us, or all. I was also told that AP isn’t really a college level class and isn’t taught like a college professor would teach. You know, I have taught college and the only difference is the number of assessments done at the high school level. The rest…yeah, bout the same. I expect them to read. I expect them to think. I expect them to participate. I give them the tools and they use them. I know they are high school students and we have to train them, but they are also high school students taking a class that can earn them COLLEGE credit if they pass the exam at the end. Don’t tell me at the beginning of the year to rais the freakin’ bar and then express concern when I do that and students complain.

All around frustrating. I hate being told that we need to find a better way and that better way not being clearly provided.

Lesson learned today: Keep your head down, your mouth shut, and just do your job. Go through the motions and make it to the end. Your opinion really does not matter if you are a teacher. The customer is always right…even in education where the customer is a teenager with less experience in the subject and real world.

I’m ready to teach college again. I received a taste of it, and I like it. What I am currently doing, not working for me.

Education workshops are notorious for being time wasting activities to earn credit and offer teachers the tiniest bit of useful information. They are, by most assessments, necessary evils…more evil than necessary. Occasionally, you will encounter an exceptional workshop that provides valuable information and resources. Regrettably, I am not attending one of the exceptional ones.

I do not blame the presenter, not 100% anyway. Her resources were prepared well in advance, but were not copied and bound by the time the workshop started Monday. Furlough requirements and poor communication are to blame. Unfortunately, this presenter has yet to develop a back up plan and provide us with instruction worth the $500+ that each participant’s school paid. I fully understand that it is difficult to conduct a workshop when your materials are not provided to all participants and all you have is an Elmo (think digital projector) for your information dissemination, however flexibility is the key to successful teaching. Let us discuss best practices, or grading strategies…anything! Yesterday, the last hour was spent working on pacing guides for our syllabus while newbies were gaining instruction on how to complete their audit. Valuable for them I hope, but I didn’t sign up for the newbie workshop and my guides are complete. Today, the last hour was spent working on our syllabus. I worked on updates and accomplished something, but it would have been just as effective to complete from the comfort of my own home.

Don’t get me wrong, there have been gems of information and we have received textbook samples that are valuable. Unfortunately, the gems are few and far between. We spent today, all day, pouring over DBQ strategies. Great, wonderful, a nice refresher and excellent for newbies. It was an activity worthy of two hours…not seven. We spent thirty minutes on each document and discussed it in depth, then evaluated the DBQ as a whole. That’s great and all, but again…not supposed to be a newbie workshop.

Maybe my expectations are wrong. I was hoping for new activities, new strategies, and innovative ideas for presenting information in a fast and effective manner. Tomorrow we are supposed to receive resource binders. I hope the workshop improves.

Living in NC and near the racing capital, NASCAR is starting to grow on me.  (Jem, don’t get your hopes up.  It ain’t growin’ THAT much.)  I’m all about the race sponsorships and keeping the sport going.  It is a great benefit to out local economy.  However, I find something highly inappropriate with the North Carolina Education Lottery sponsoring a race!  Yes…It was the 2009 NC Education Lottery 200.  Since the premise of an education lottery is to fund education, shouldn’t the lottery funds be spent on EDUCATION and NOT a NASCAR truck race?!?!? Education is being cut in every possible way and the lottery to fund it is being spent on a race sponsorship…not a car sponsorship…not an advertising banner…the WHOLE truck race!  Unreal.

I had students complete feedback forms for their AP exam. I asked how they felt about the exam, did they struggle with time, did review sessions help, how did they personally prepare, and then asked for suggestions.

Several students admitted that they did not prepare as they should have. I expected this.

The suggestions didn’t exactly surprise me as much as it irritated me. I will admit that I did not move fast enough at the beginning of the year and allowed the students to dictate class speed instead of forcing them forward. However, let me address a few suggestions that I struggle with.

You should provide a topic list for every chapter/topic

You chose to attend a school that focuses on rigor. You chose to take an AP class. I feel that that is also making the choice to be self motivated and self accountable. BTW, if you check your syllabus there is a list of topics for each section and many questions for thought.

You should make the online lecture powerpoints mandatory

I provide links to MANY resources. The lectures you reference take less than 30 minutes to complete. You know they are helpful. You know I use them as a guide and foundation for my instruction. Hmmm. Take the initiative and make use.

You should give more quizzes so we will read more.

Why? You should be motivated enough to read without me taking class time to give you a quiz that you are going to struggle with b/c you haven’t read.

I have no problem with the suggestions that addressed MY faults. I take issue with the suggestions addressing personal laziness and shifting blame to me.

I would love to be creative and cute, blog everyday, and offer something spectacular for the blogosphere. Eh…too much like work. I’m flat out knocked on my tush tired. *I love my job…I love my job…I love my job…* I hope next year will not be this hard. I have to wonder how teachers with 5 preps survive. Having three is doing me in. OK, having three…one without a framework to follow so I’m creating it as we go, one AP, the other honors, and sponsoring Mock Trial is kicking my tail. Oh and BTW, we’ve started AP review. It’s a lot like having another class to prepare for. I’m starting with Clinton and working backwards in history. So, not offering anything but a little BnM for the blogosphere. Sorry. That’s why we blog right?

Many have seen this or read it, I know. Today it was sent out by a colleague and I decided to share. This is the time of year when we need reminding. It is the time of year when most of us are struggling through the day to day race and we are looking at the time remaining with trepidation. State tests and AP tests are no longer months away, but weeks. There are occasional glimpses of spring pulling us to be outdoors. We’re worn out. Some of us are on break, some of us are still weeks away. I used to complain about break being so early, now it would be welcome. I know that I will love it when it arrives. Despite being worn out, I am enjoying myself. My students are intrigued by Populists and Progressives. I am freaked out because the exam is May 8th and I haven’t even gotten to WWI. No pressure! The following video is a wonderful reminder that teachers really do make a difference.

Assignment: 63 terms and people of the Progressive Era.
Due: two days after it was assigned
Reaction? I am apparently evil.

The assignment was given to both classes. One does what it always does, they complained with shock at the amount of work then got started. The other class? One individual begins scheming. The Princess I wrote about a while back: “OK guys, we can get this done quick by dividing the work. Everyone can take 4 or 5, type it up and email it to me, then I will email it to everyone.” *Skeptical looks at each other and to me*

Me: Guys, you know I don’t care how you get the work done, as long as you know it. However, you need to know that I think this is a bad idea. If you only do a part of the work you will not learn the rest or retain the information as well.

Two students refused to participate in the scheme. The rest jumped on board. Some were still skeptical but the easy factor won out.

Understand that students knew they would be held accountable for the material. Sometimes they are allowed to use notes on the quizzes. Usually hand-written notes only. I don’t want students to do poorly, but I also don’t want them to get a free ride by not doing their own work or copy/paste material for their identifications.

Day before quiz…

Student in less lazy class: Are we going to get to use our notes?
Me: Yes.
Student: Even if they’re typed?
Me: No.

*shock*

By the end of the day word had spread. I made it home by 9 PM, turned on my computer for a little surfing and spent the next 45 minutes calming panicked students. If you do YOUR work, typed or hand-written, you SHOULD remember enough to complete a simple accountability quiz. If you failed to do YOUR work or simply copy/paste all the answers from the ‘net then you will probably do poorly! How are you being accountable for the information if you are not doing YOUR work? Why should you be allowed to use the work completed by someone else to receive accountability credit? Why do I end up looking like a bad guy because my students are too lazy to do their own work? I understand it is a lot. I understand that they want to divide it up. I truly don’t have too much of a problem with it. My problem is them expecting a group effort to be acceptable for personal accountability. It is not acceptable. If you complete the work as a group then you need to individually prepare!

When I gave them the quiz on Friday 5th period, the less lazy of the two AP classes, did fine. Of course, they did most of their work individually. Half of fourth period was furious with me. Princess tried to negotiate a deal and I informed her that her classmates were probably not interested in any more of her plans. She replies with shock, “What? Me? What do you mean me? This is my fault? Huh?” A few classmates informed her that it was her idea to split up the work. She made a very wise choice and decided to keep her mouth shut. I was shocked.

New policy: No notes…period. Problem solved.

I am tired and ready to go home. Tonight? Time with my girls.

Student: I need to talk to you about the test today.

Me:  *dread*  OK?

Student:  You see, we were on a ski trip this weekend and…

Me:  You’re wanting me to excuse you aren’t you?

Student:  Yeah, you see we didn’t have time to study.  It was a nine hour drive and I couldn’t take my book for fear of losing it…

Me:  You’re kidding.  Uh, no.