teacher mrw

educator. writer. social activist. blogging and linking knowledge.

29 Jan 2012

A Cultural Visitor

My school has a cultural exchange with Venezuela.  So, every year in early January, a small group of students and a teacher from our partner school in Caracas visits our school for about a month.  The students are usually in grades six and/or seven, and have been learning English from a very young age. They attend classes from 8am-3pm, and go on cultural excursions on the weekends.

I invited the teacher to visit with my seventh grade Spanish Onesies.  But, instead of the usual, one-way dialogue between presenter and students, or, even the use of the standard, “students create questions in Spanish” and presenter answers them, I made the experience more interactive for both my students and the presenter.

1.  Students spent some time in the Tech Lab conducting research on Venezuela.  Thirteen students were divided into groups of two or three, and assigned a topic.  The topics included: history, currency and economics, government and politics, geography, food, and tourist attractions.  Two additional students devised questions for the presenter.

2.  On Presentation Day, the students delivered their findings, to the delight of the visiting teacher.  She then spoke with the students, in Spanish, using lots of comprehensible input.  She gave them something of a history lesson about Venezuela.  Several of my students translated nearly every word, with their confidence increasing with the confirmation of every correct response.

3.  The questioners used Google Translator to translate their questions from English to Spanish, which was fun for them and for me.  But, mind you: It did not occur to me to instruct them to use Google Translator.  Actually, one of the students assigned to ask questions took the initiative to do so.  It was great to see the students to see not only such active engagement, but also the direct use of technology – on their own initiative.

Why the above lesson worked:

1.  As I mentioned from the outset, the lesson did not constitute the traditional one-way dynamic.

2.  High level of engagement

3.  Us of technology in a meaningful way, i.e. to facilitate communication in the target language.

A great way to end a unit. :)

Posted in The Five Cs: Foreign Language Teaching and Learning and tagged , , , , , , | Leave a Comment
21 Jan 2012

I’m Done

Are you able to recall an incident which greatly disappointed you, but, logically, it really should not have greatly disappointed you?

My eighth grade Onesies greatly disappointed me recently, and, the situation is one that I really should not have taken so personally.

The Situation:  Approximately 50% of the class (there are 13 enrolled in said class) did not fully complete the assignment due, or completed none of it at all. The culprits: Two major assignments for two other courses due on the same day.  But, the larger issue, at least to me, is ineffectual time management, organization, planning, initiative and follow-through.  This particular group of students as a collective seems to be weak all of the aforementioned areas.

The Problem, #1:  I allowed The Situation to impact me to such an extent, I took it personally.  I really should not have, because, at the end of the proverbial day, it its the academic progress and results of the students in question that is going to suffer.  Until they get tired of low scores, perhaps at that time they’ll raise an eyebrow and make the necessary changes.

The Problem, #2: Where are parents in all of this? Learning support specialists cannot do it all, no more than the subject area teachers can.  Mel Levine once said, and I paraphrase here, getting the schoolwork completed is the job of the parent, and not the job of the teacher.  Naturally, I am in whole-hearted agreement with this statement, but frankly, too many parents are not doing their jobs.

I discussed the situation with my Dear Brother, who said that the reason I took the situation so personally is because I care.  But, at the same time, he agreed that the students in question need to get their ish together.

Anyway, short of after-school homework detention club (which doesn’t currently exist at my place of employ, but ought to), and communicating with parents when the work is completed (I send so many homework-related emails that it isn’t funny), the situation is really beyond my control.

So, short of what is within my power to control. I AM DONE. And, it is only January.  ::SIGH::

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15 Jan 2012

I’m Partial To Gray

The other day, one of the sixth graders during after school study hall – I proctor the sixth and seventh grade study hall on Thursday afternoons, from 3-4:30pm – was admiring my Kate Spade iPhone case. It is designed with multicolored vertical stripes on a bright blue background.  I really like it, and have received many compliments about it.  The sixth grader in question found the vibrant Kate Spade iPhone case to be in stark contrast to the gray LOFT sweater I was wearing.  In fact, so much so, that she remarked, “I am surprised that you have this case.  You wear such drab colors.” Kids are so honest, aren’t they?  I looked at the student, smiled, and said, “I’m partial to gray.”

I rather like “drab” colors”: gray, black, and, brown.  Although brown is a warm color.  My color palette stands in stark contrast to that of my Dear Mother’s, who favors spring pastels.  But, it’s not all drab for me.  I do add vibrant reds, blues, greens, dark pinks and pure whites from time to time – just to keep those, like the sixth grader aforementioned, on their proverbial toes.

I guess, in a way, my color selection helps me to go through my work life incognitio, or, as I am fond of saying, incognegro.  I like to be seen, and then, I don’t.  I like to fade into the background – in as much as a Black person in a predominately-White work environment is able – and be the proverbial fly on the wall.  And, it works – most of the time.

I liken the wearing of dark colors with the occasional splash of vibrancy to my ever-fluctuating musings about the Dr. King holiday, which is followed in short order by one of my all-time favorite month-long celebrations – Black History Month, and the reasons to continue to educate my White colleagues.  On the one hand, I enjoy surfing the ‘Net, digging up information, and sharing with others what I’ve found; after all, I am an information junkie. My goal is to help my colleagues, and especially my White colleagues, to learn more about the Black Experience in the United States, about which many of them know little. On the other hand, I have sometimes resigned myself to the thought that if my White colleagues are interested in learning more about the Black Experience in the United States, they can locate the information as well as I can.  I guess I clearly have a more personal imperative, being a Black person living the Black Experience in the United States.  The latter point-of-view has been my mindset of late as we embark on the Kind National Holiday tomorrow, and, Black History Month 2012 next month.

So, I guess I’m struggling as to what do do, and have been since before Thanksgiving, given that February is approximately two weeks away.  Do I become the Kate Spade case once again, or the gray sweater?  Perhaps someone out there in BlogLand can give me a compelling reason for being the former for a third consecutive year for a group of colleagues who may not appreciate my efforts to help them gain knowledge that they neither solicited nor even want. I’m contemplating the creating of a wiki or a Google Site, to which I will provide a link, and invite those colleagues who are so inclined to contribute their own information.  So, perhaps the compromise is to build it, and then see which of my White colleagues will come.  Now, that is a fresh perspective.

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30 Dec 2011
4 Comments

I usually don’t make New Year’s Resolutions…

English: Two New Year's Resolutions postcards

Image via Wikipedia

but, my colleague, Elona, inspired me. I am also appropriating Elona’s list of resolutions, which she appropriated from “Anonymous.” Here they are:

A few friends who understand me and remain my friends;

A work to do which has real value,

without which the world would be the poorer;

An understanding heart;

A sense of humor;

Time for quiet, silent meditation;

The patience to wait for the coming of these things,

With the wisdom to recognize them when they come.

My focus for 2012 is on self, family and friends – not necessarily in that order.  As I tweeted to another colleague, at the end of the day, family and friends are all one really has. Besides, work/school has zapped enough out of me. Therefore, it’s time to re-balance my life.  I work much harder than my students, and 2012 will be the year when that changes. Ok; so, I couldn’t resist at least one work-related resolution. :)

To the above resolutions, I am also adding: working out regularly, re-invigorating a hobby or two, and, perhaps engaging in a Photo 360 Project.

UPDATE, 31/12/11:  A colleague tweeted this, which gives even more power and substance to my resolutions.

Posted in This, That and a Third and tagged , ,
23 Dec 2011

Renewal

Anyone employed in a helping profession – and, I consider teaching as much a helping profession as nursing or social work or medicine – I am learning to appreciate the value and importance of renewal.  Especially during vacations.  Christmas vacation began for me the minute I rolled The Toaster, a.k.a. my 2008 Honda Element, off the campus grounds.  That was at approximately 12:30 pm, 20 Tuesday.

It’s been a tough several weeks.  In addition to worrying about my Dear Dad’s latest test results,  and my Dear Mom’s painful toe – the former is fine, the latter is much improved, save a swollen foot upon rising where the toe pain occurred (I think the toe pain was an attack of gout; I hope she will get the foot examined next week), I have been dealing with painful arthritis in my right knee, and a stressful teaching situation at school with a student.  That said, I am doing my best to approach the situation in question with optimism and an open mind. But, I don’t know what is in this student’s head, and, ultimately, his feelings towards me are about him. But, I will stop there.  I am really striving to get some emotional distance from the situation at this point.

All told, the arrival of Christmas vacation arrived just in time.  Save the aforementioned student, I am progressing well with my other charges, and we’re having a good time. I’m striving to make middle school Spanish more engaging for them, and have located this truly wonderful website to help me.  The students have responded very positively thus far to the activities I have used.  I also received nice Christmas gifts from many students, which left me feeling very appreciated and grateful.

Renewal began for me by taking a long nap when I arrived home on Tuesday afternoon.  The next day, Wednesday, I did some grocery shopping, and, worked out on the treadmill, which wasn’t nearly as painful as I had feared.  The doc wants me to lay off high inclines – which is where I get my calorie burn – but, just getting on the treadmill and activating the endorphins makes me and my knee feel better.  Yesterday (Thursday) the renewal continued with cleaning my stove.  I said to my Dear Mom that I don’t understand how an oven that at best gets used once a week could have gotten so dirty.  In any event, a clean oven makes me feel good.  I then progressed to dusting, vacuuming, and mopping.  So, my apartment is now ready for Christmas.  It was a struggle; I felt tired, due to interrupted sleep on account of the arthritic knee, but, it was a good feeling to have gotten it all accomplished.

With respect to the knee, the only place where I seem to get good rest is the living room sofa.  I am able to position my legs straight and out in front of me.  In the bed, lying in such a manner isn’t comfortable for me, but lying on my side – either side – is rather uncomfortable as well.  I am contemplating the purchase of a wedge pillow.  I am taking an over-the-counter pain reliever, which alleviates the swelling, inflammation and soreness, and doing strength and flexibility exercises, which are helping.

I like my orthopedic surgeon.  He gives it to me straight, but, he’s also dedicated to relieving my pain as much as possible . He’s made several recommendations, including outer heel wedges, and losing weight.  He didn’t know me a year ago; I weighed much more.  Nevertheless, Doc wants me to lose even more. ::SIGH::

Writing this blog post has been a form of renewal.  Especially since I haven’t written a post for nearly two weeks.  Additionally, my knee is getting a well-deserved rest from having to walk from pillar to post on my campus, and up and down stairs all day long.

I am looking forward to cooking and baking, reading and blogging, spending time with my family, and, watching “The Wire” on DVD.  I might even get a full-body massage.

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10 Dec 2011

Get ‘Er Done

As part of my campaign to raise the level of expectation in my seventh graders – both academically and behaviorally, I’ve instituted the following. Strategies are courtesy of Teach Like A Champion.

1.  Procedures for Entering the Classroom*

a.  Go directly to seats.

b.  Set everything out that is needed for class.

c.  Place homework on the teacher’s desk.  Name, date and assignment must be on the paper, with pages stapled together, if necessary.

d.  Sharpen pencils or **take a sharpened pencil from the teacher’s desk.

e.  Use the bathroom and/or water fountain during the first 10-15 minutes of the block, or the last 10-15 minutes of the block.

*There was too much trickery and foolery taking place at the beginning of class.  The new procedures seem to be working well.

**I’ve given up on the pencil hunt.  If a student needs a pencil, he/she takes a pencil.  If he/she needs it for the next class, then he/she keeps it.

2. Procedures While Teaching and Learning

a.  I no longer ask for the students’ “permission” to teach, e.g.  “We’re waiting for So-and-So.”  When students are taking too much time to get themselves together, I simply let them know that class time is valuable, and that they are either contributing or detracting from that time.

b.  With respect to students talking when I or other students are talking, I simply say, “What I have to say is valuable, and I expect to be heard”, or, “What So-and-So has to say is valuable, and she/he expects to be heard.” That puts the onus on the student causing the problem, and eliminates the rest of us for having to ask “permission” of the student causing the problem.

3.  Homework Rubric

I collect every assignment at the beginning of the class, and correct it according to a homework rubric I created.  I borrowed from various homework rubrics available on the Web to create one that accomplishes what I need for such a rubric to accomplish, which are: Presentation, e.g. name, date, assignment, condition of the paper, and quality and quantity of the work completed.  The Homework Rubric is not only holding me more accountable for what the students know and are able to do, because I am assessing each assignment, but, it also presents students with a standard by which their assignments are being assessed.  So, it’s 360 degree accountability – for teacher and for students.  During the last 20 minutes or so of the class, we discuss the assignment from the previous class, and I make note of common errors and common successes.

4.  Do Now

The “Do Now” has been the single most effective change to the classroom routine.  Why is the “Do Now” effective? For several reasons:

a. It requires students to put pencil to paper, which raises the level of expectation and accountability for the work.

b.  It is brief: Five minutes.

c.  It relies completely on the student’s capacity and initiative, thus promoting independent learning.  The student needs neither me nor a classmate to complete the task.

d.  It encourages the student to review previously-taught material, thus encouraging accountability for content and lesson concepts, and promoting skill-building and practice.

e.  It gets the students into the proper mindset for the learning that will take place.

f.  It allows me to take attendance.

I  will be rolling out more strategies in the coming weeks.  One of the strategies I am road-testing is “Exit Slips”, or, the activity that the students perform before or as they leave the classroom.  Additionally, my efforts to raise the level of expectation with my seventh graders has had positive residual effects with my Twosies and eighth grade Onesies.  While I have not rolled out the program to full-effect with the two latter groups, I am using the Homework Rubric, collecting every assignment at the beginning of class, and starting each class with a “Do Now” exercise.

Posted in At the Schoolhouse Door, The Five Cs: Foreign Language Teaching and Learning and tagged , , , , , , | Leave a Comment
04 Dec 2011

Where One Hopes for The Best, and Often Gets the Worst

Well, perhaps the second part of my post’s title is saturated in a bit of hyperbole. But, I’m going somewhere with this. So, please bear with me.

Things in my corner of the world are going pretty well.  As I tweeted yesterday morning to a FL colleague who teaches at an independent school in Charleston, SC, I am finding more and more students have less and less stamina for learning in general, and for foreign language in particular.  What’s more, it can be attributed to the all of the things that a lovely, smart, bright , talented and intelligent colleague of mine, Ellen Shrager, discusses in her wonderful and powerful little book, Teacher Dialogues: A Survival Guide to Successful Dialogues with Low-Performing Students, Indulged Students, and Enabling Parents.  All three elements predominate in my corner of the world, albeit a private school.
I am currently reading, Teach Like A Champion.  Although the message of the book is directed primarily at public school teachers teaching students of color in low-performing inner-city schools, I think said message can be universally applied, even to independent schools such as the one where I teach.  It outlines 49 simple yet highly-effective strategies for: planning and implementing a lesson; engaging all students; creating a positive classroom culture; establishing effective discipline in students – not punitive strategies, but daily habits of mind; and warm yet strict classroom management practices.

Teach Like A Champion has been a great read thus far, and I am really enjoying it.  However, it would be interesting if my school would be open and receptive to the message of the book.  I think that it would be an effective summer professional development read for the faculty and staff.  Yet, many who teach at progressive schools seem to think that everything with respect to teaching and learning begins and ends with them, when, in actuality, there has been little in the name of innovation that is truly new under the sun that has emerged from so-called progressive schools in quite some time.  Additionally, I happen to feel that privilege breeds laziness and complacency and sloppiness, which in turn diminishes high expectations for teachers and students alike, and, ultimately, measurable progress and strong results.

At a school where the vast majority of my students this year have one or more learning disability, it seems that the things that Teach Like A Champion promote would work just as well in my classroom as it would in a low-performing inner-city classroom.  It seems to me that order, structure, strong habits of mind, and high expectations are what my students need, and yet, they are demanded on an irregular and inconsistent basis.

Thus, in schools such as mine, one often hopes for the best.  Instead, we need to plan for the best, and demand the best.

Posted in At the Schoolhouse Door, Independent School, The Five Cs: Foreign Language Teaching and Learning and tagged , , , , , , , , , , | Leave a Comment
23 Nov 2011

The Bane of My Existence

Fair & Balanced graphic used in 2005

Image via Wikipedia

As a teacher, two things I detest the most are marking student work, and, computing end-of-trimester grades.  Along with lost keys and mislaid eyeglasses, they are the bane of my existence.

As much as I strive to be fair and balanced in my approach to assessment and evaluation, I feel that I always somehow fall short.  I tried Proficiency-Based Grading for a time, but, it hasn’t proven to be a successful approach for me.  While I embrace its philosophy, I haven’ been able to come up with the requisite number of assessments for the various skill and content areas.  BTW: Scott Benedict, is a sweetie, and has provided me with ideas and support with respect to grading and alternative assessment. I then happened upon this website, and this document guidelines_instructors(2), which offers another approach to assessment and evaluation.  Again, the philosophy supporting it intrigues, but, I would perhaps need a summer’s worth of time to plan the appropriate assessments.

The evaluation dilemma always seems most prominent when it is time to compute end-of-trimester grades.  Perhaps I stress too much about such things. But, a conversation about the same with my Dear Mom prompted me to reflect, investigate and then reflect again. My goal is to move away from the traditional grading categories, e.g. tests, quizzes, homework, etc. and move towards performance-based grading categories.  Additionally, I want to integrate greater use of authentic assessment.  Both of these shifts would enable me to assess more accurately what students know and are able to do.

My dilemma, and the musings that it prompted, led me to re-visit Ken O’Connor’s writings on the subject of grading.  I say, re-visit, because I purchased one of his books several summers ago. So, I did have good intentions and great expectations.  Having done this re-visitation has allowed me to begin to devise a system of assessment and evaluation that I can live with, and that will be of greater benefit to my students.

Although I have a long proverbial row to hoe, I’ve at least begun to dig.  I think so many of us in the teaching profession aren’t really taught how to grade, how to assess, and therefore, how to devise systems that promote effective teaching and learning.  Moreover, those of us who were taught were indoctrinated into traditional approaches.  Neither of the aforementioned, by the way, work very well.

It seems that with every dilemma, there comes with it more thinking, and, subsequently, more work.  That’s the way life is. That’s the way teaching is.  I am hoping that my current dilemma with assessment and evaluation will eventually become more gratifying, and less the bane of my existence.

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13 Nov 2011
1 Comment

The Culture of Expectation

I was talking with a friend recently – my asthetistician, to be exact, but I also consider her a friend – while getting my monthly professional facial treatment.  We talked about the recent days-long power outage, our parents – hers about the same age as mine- and life in general.  We then somehow got on the topic of high school, class reunions, and school life back in the day.  She and I are also about the same age.  I mentioned to her the struggles that I have with providing students with extra help.  There seems to be no culture of extra help at my place of employ.  I am constantly telling my students that there is rarely a time when I am not available to them for extra help.  However, students typically don’t seek me out on their own initiative.  Instead, they come by way of teacher or parent fiat.  Additionally, there isn’t time built into the school day for extra help, or after school for that matter.  Conversely, when my asthetistician and I were in high school, life after school was bustling with clubs, extra help, sports and band practices, and students doing research in the library or hanging out with their favorite teachers.  The “late bus” – the bus that served those who stayed after school – was even a culture all to its own.

Perhaps extra help just doesn’t happen in so-called, self-identified, progressive schools.  My previous place of employ was a progressive school, and there was no culture of extra help, or after-school activities, for that matter, save play rehearsal and sports, the two things which seem to dominate after-school life at my present school.  Mind you, my asthetistician and I attended garden variety, albeit good, public high schools, and extra help was a constant and regular part of the school day – before, during and after.  So, one would think that at an expensive, private, college-preparatory school, the same would be true.

Extra help, given the competing forces, seems to be offered on the proverbial catch-as-catch-can basis.  Do individual teachers offer extra help? Of course they do.  However, when there is no culture of extra help, how does this impact the culture of expectation for students and teachers?

Jaime Escalante, the great Bolivian-American educator who brought AP Calculus to an East Los Angeles high school populated largely with economically-disadvantaged Latino students, reportedly said that students will rise to the level of expectation that teachers set for them.  Mr. Escalante clearly had extremely high expectations for the students, despite the immense barriers the students faced on the basis of their race, ethnicity, linguistic heritage, and socio-economic status.

So…what are the barriers for well-to-do, predominately White, upper-middle class students who attend a very expensive, college-preparatory school? The dominant culture, i.e. White male culture, is a bankrupt culture in many respects.  Despite the immense privilege such a culture offers, it is fraught with a compromised value system, misplaced priorities, and ineffectual parenting which values neither education nor personal responsibility and accountability.  Therefore, extra help isn’t seen as  a way of doing better because it is the right thing, but more as a safety net for when things become so bad that extra help is the eleventh-hour solution.  Schools reflect the culture of the society in which they reside.  Private schools, despite the bubble shield they evoke, are not as immune as we may have been led to believe.  All of society’s ills exist with us as well.

I realize that my school isn’t going to resolve society’s many problems.  However, I would like for my school to find a way to make extra help part of a positive culture of expectation.  I would like to see more personal responsibility and accountability on the part of the students, and, to that end, we may have to teach these things to the students.  Additionally, I would like to see a school day that supports and values extra help so that teachers and students alike feel that it is not only an important part of the school day, but that it is also a necessary component to teaching and learning.

Without a culture of expectation, nothing else truly matters.

Posted in At the Schoolhouse Door, Independent School and tagged , , , , , , , , , , , , ,
09 Nov 2011

The Power of Light

To those who are regular readers of my blog, I’ve been M.I.A. So, first, I would like to thank those who have continued to visit and to read, in spite of my absence.

As some of you may know, Connecticut was devastated by an early winter snow storm on 10/29.  Tens of thousands were left without power, myself included, for several days, due to downed power lined caused by broken trees and tree limbs.  Despite the fact that my apartment complex has its power lines underground, it is part of a power sub-station where the power lines are above-ground.  Therefore, my apartment complex remained without power for eight days, and several hundred remain without power as I write this blog post.  Though I remained with hot water and a working gas stove, the heat and lights went out on 10/29, and the apartment became unbearably cold.

After two days of braving the cold, I relocated to my parents’ home, where they are blessed to have a standby generator.  Back in 1998, when many were enjoying fancy vacations and new cars, my parents made a significant investment to provide for future comfort in the event the power went out for an extended period of time.  Despite their having made this provision, they had a very difficult time purchasing propane gas for the generator.  However, they had a a very difficult time last week getting a delivery from the propane company with whom they’ve been customers since 1998.  I’ll spare you the details, but, I will say this: I witnessed a very ugly side of humanity last week, perpetrated on behalf of that propane company.  I have personally experienced the ugly side of humanity on many occasions during my short 46 years, and my mother guarantees that I will certainly see more.  However, it was very disheartening for me to witness my parents’ frustration, aggravation and disappointment last week, especially given the fact that they made ample provision for situations just like we experienced for eight days.  Fortunately, they were able to contract with another company, and get the propane they needed for the generator.  I will, however, be helping my parents to write a stern letter to the propane company in question, as well as filing a complaint with the Better Business Bureau.

I enjoyed spending time with my Dear Parents, and my Dear Brother.  I was able to help my Dear Mother with housecleaning and laundry via a trip to the local neighborhood laundromat.  Additionally, I learned more about the mechanics of a standby generator than I had ever hoped to learn as I ventured out with my Dear Dad to ensure that everything was operating properly.  In as much as I enjoyed being with my family, I was glad to return to my cozy apartment.  My maternal grandmother used to say that one’s feet don’t fit as well under another person’s  table as they do under one’s own table.  That is so true.  However, my feet fit pretty well under my parents’ table; it’s still very much home.

I think like many, I arrived at a new appreciation for electricity, warmth and comfort.  Not one to walk around my apartment, bundled up in sweaters, seeing the thermostat drop to almost 60 degrees gave me a fresh perspective on what so many live without on a daily basis, and, I felt very blessed.

During my week with my family, which was also a week out of school, due to the power outage, I was able to gain new insights into my teaching, and my students’ learning, via research and reflection.  I attended  my state’s annual foreign language conference on 10/31, where I also presented.  I will speak to that in a separate blog post.  However, I will say that, given how I was feeling after two days of being in a cold apartment, I had almost lost my resolve to attend the conference. But, I did attend, the presentation went well, and I gained much valuable information from the sessions I attended.  As a result, I am exploring blended learning, CRISS, and ways to support struggling learners with learning disabilities. Over the course of the past several weeks, including yesterday, I have tried out several new techniques, to which my students have responded very favorably.  Again, I will devote a separate blog post to them in the days ahead.

In any event, it was good to return to school, and to teaching.  Given the ugly side of humanity I have experienced on many occasions in my workplace environments, this is a monumental statement. My Dear Mother asked me if the power outage has rendered some of my colleagues nicer people.  I told her: Time will tell.

Posted in The Five Cs: Foreign Language Teaching and Learning, This, That and a Third and tagged , , , , , , , , , , , , | Leave a Comment

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