Dear Santa,
I love my students and teaching. I really do. There are just some things on my wish list, not just for my school, but for education in general, that would make so much more sense. So if there is a Santa for education, the following would be on my list:
1. I wish every student had a computer and Internet access at home. It is a digital world and we expect our students to keep up. What concerns me is that the expectations do not take reality into consideration. I allow time in school for computer use for my assignments. However, we have been told that no Internet at home is not an "excuse" and parents need to be taking their kids to the public library to use the computers. Wow, if only it was that easy.
2. I wish that students would understand that they largely hold their success or failure in their own hands. I wish that society would get that as well and stop blaming teachers. I failed more than 20% of my students in two of my classes. Why? I failed them because they did not do the work. Flat out, did not do it. They had opportunities in class, opportunities to make up the work, turn it in late, warnings, calls home, conferences...I did everything I could. When they got F's did the principal call them in and ask them why they failed? Nope. However, I had to create a report that listed each student, why they failed, what efforts I made to get them to pass, and what I'm going to do to make sure they pass this nine weeks. Literally each entry looked like this:
Chris Smith - Grade: 47/F Chris failed because he did not turn in his paper, project or journal. Ample time was allowed in class for each assignment, as well as a window of time where he could turn it in late. Chris often was tardy or skipped class entirely, slept in class, and did not manage class time properly. I signed Chris up for SDS (our study hall where they can use computers and complete work), called home, and conferenced with Chris on his plan for getting the work done. To allow any further opportunities for turning in work late, beyond the final due date, would not be fair to the students who did the work on time, as well as send Chris the wrong message about my expectations for work. My hope is that Chris will understand that there are consequences for not turning in his work and will take this class more seriously next 9 weeks. Further, by not completing his classwork, he is not being properly prepared for the SOL. I strongly feel that to pass a student who will most likely not pass the SOL, just so I show a higher pass rate, is pointless.
Second verse, same as the first.
3. I wish that every child who worked hard and applied themselves, had the guarantee of college/post-high school education. For so many kids, if college isn't an option, high school is a waste of time and something they just get through. If we get to a point in this country where college is truly only for the wealthy, we will never keep up in the global economy.
4. I wish that we had more computers in our school and better Internet access. For all the push there is for 21st-century skills, we are dealing with dial-up speed Internet and a serious lack of computers. The irony is frustrating, to say the least.
5. I wish that I had enough time in each period to do all of the growing list of things I am expected to do in preparation for the SOL.
6. I wish we had healthier options in the cafeteria. The last period of the day would be much better if the kids had a healthy lunch rather than two bags of chips, some french fries and a candy bar.
7. I wish our county had school uniforms. In addition to putting an immediate end to sagging pants and cleavage, it would eliminate the stress that comes with not having the "right" clothes. True story: I would not wear ANYTHING to school unless I saw the popular kids wear it first. Another true story: More than once, I was devastated because someone making fun of my clothes--and my parents weren't poor!
8. I wish every teacher had the supportive network of fabulous professionals that I am honored to work with each day.
9. I wish administrators had to be in the classroom teaching for a certain amount of hours each year, just so they don't forget.
10. I wish every student could go to a home each day where education was a priority and their safety, happiness and comfort was a given. I know way too many kids where this is not the case.
So Santa, if you could help me out...I'd really appreciate it. I'll leave extra cookies in the Teachers' Lounge for you!
Love,
Miz Nilknarf
Tuesday, November 27, 2012
Thursday, October 25, 2012
No Gray Area
Last week was a big news week in my county, none of it good. Last Wednesday, my daughter (who is a senior at another high school in the county where I teach) came downstairs with news that an acquaintance of hers had been sleeping with a young substitute teacher. Something went wrong (gee, what could possibly go wrong in that scenario?) and the student, now a freshman in college, had released all the naked pictures and graphic texts she had sent him.
Immediately, students and teachers, as well as people not just in our area, but all over the country weighed in. At the time, little was known beyond what I have just stated. Many people thought it was no big deal for a young woman (in her early 20s) to have a relationship with a student, if he was 18. Many blamed that student for the maliciousness of releasing those pictures and "ruining her life." Many people, including a female administrator at my school said they felt "sorry for her" and "angry at him." Many gave the student a high five for bedding a hot, young teacher. I found that disturbing. What utterly broke my heart was the racist, ignorant comments that came because the student was black and the teacher was white.
My opinion all along has been that the teacher was in a position of trust. At best, it is unethical and a conflict of interests. It doesn't matter that he is eighteen. It doesn't matter how young and attractive she is. What matters is that school is a place where children (and yes, you are a child when you are in high school) should be safe. No one, male or female, young or old, attractive or unattractive, who seeks out a relationship with a student is in good mental health. This was not about love or sex.
My position was validated when I heard this morning that the substitute had been arrested on two felonies due to relationships she had with other students who were underage. In one case, the sex occurred on school property. If one student, who was eighteen, is ethically questionable, multiple relationships show a pattern of a true predator who gets off on the power of the (I am certain) adoration she was getting from the young male students.
As a society, we must change our thinking on two issues. The first is that abuse where there is an older woman and a younger, male victim is somehow not abuse. If one person is in a position of power, then it is abuse. The second is the attitude that if the victim "liked it" then somehow, it's not as bad. Psychological damage can take much longer to heal than physical attacks. Think about your own baggage--is it because someone hit you or because someone messed with your mind?
I love my students and am very protective of them. I didn't realize how much until that same day that "Substitute Teachergate" went down. During the last period of the day, an announcement was made to shut and lock our doors and not to let anyone out. Lockdown. Shots had been fired in the neighborhood. This is the fear of every teacher since Columbine. I have often wondered what I would do in my windowless classroom if we were in danger. As my mind went to the worst possible scenario, I knew without a doubt that I would do whatever it took to keep my students safe. I am no hero. I am like every other teacher, whom parents put their trust in every day. Parents trust that we will not just educate our students, but nurture and protect them. We should always be their advocates and act in their best interest. This is a sacred trust and any teacher who violates that with any kind of questionable behavior has no place in the school system.
To me there is no gray area.
Immediately, students and teachers, as well as people not just in our area, but all over the country weighed in. At the time, little was known beyond what I have just stated. Many people thought it was no big deal for a young woman (in her early 20s) to have a relationship with a student, if he was 18. Many blamed that student for the maliciousness of releasing those pictures and "ruining her life." Many people, including a female administrator at my school said they felt "sorry for her" and "angry at him." Many gave the student a high five for bedding a hot, young teacher. I found that disturbing. What utterly broke my heart was the racist, ignorant comments that came because the student was black and the teacher was white.
My opinion all along has been that the teacher was in a position of trust. At best, it is unethical and a conflict of interests. It doesn't matter that he is eighteen. It doesn't matter how young and attractive she is. What matters is that school is a place where children (and yes, you are a child when you are in high school) should be safe. No one, male or female, young or old, attractive or unattractive, who seeks out a relationship with a student is in good mental health. This was not about love or sex.
My position was validated when I heard this morning that the substitute had been arrested on two felonies due to relationships she had with other students who were underage. In one case, the sex occurred on school property. If one student, who was eighteen, is ethically questionable, multiple relationships show a pattern of a true predator who gets off on the power of the (I am certain) adoration she was getting from the young male students.
As a society, we must change our thinking on two issues. The first is that abuse where there is an older woman and a younger, male victim is somehow not abuse. If one person is in a position of power, then it is abuse. The second is the attitude that if the victim "liked it" then somehow, it's not as bad. Psychological damage can take much longer to heal than physical attacks. Think about your own baggage--is it because someone hit you or because someone messed with your mind?
I love my students and am very protective of them. I didn't realize how much until that same day that "Substitute Teachergate" went down. During the last period of the day, an announcement was made to shut and lock our doors and not to let anyone out. Lockdown. Shots had been fired in the neighborhood. This is the fear of every teacher since Columbine. I have often wondered what I would do in my windowless classroom if we were in danger. As my mind went to the worst possible scenario, I knew without a doubt that I would do whatever it took to keep my students safe. I am no hero. I am like every other teacher, whom parents put their trust in every day. Parents trust that we will not just educate our students, but nurture and protect them. We should always be their advocates and act in their best interest. This is a sacred trust and any teacher who violates that with any kind of questionable behavior has no place in the school system.
To me there is no gray area.
Tuesday, October 2, 2012
It's a new day; it's a new dawn and I'm feeling....
...pretty good.
The year has started out going really well (except for Yearbook, which I hate, but that's another post for another day). The classroom management secrets that I figured out last year have made for a much better start to the year, in terms of letting the kids know my expectations. The top 3?
I will also say that Admin is towing the hard line this year and it has made a huge difference. This year there are absolutely no hats allowed in the building. While this may seem like a small thing, it really makes a difference. It avoids a million little opportunities to defy authority. Before, this is what it looked like-- Kid knows he's not supposed to wear hat in the building. Kid wears it anyway. Teacher asks him to take it off. He obliges, turns the corner, hat back on. Another teacher asks him to take it off, lather, rinse, repeat.
I am also teaching "World Literature" as opposed to "American Literature." While initially, I was really unhappy about this, there is quite a bit of freedom in it. I hate the textbook. It is full of what I call, "dead white guys" and the kids just don't relate to it. Heck, I don't relate to it! We haven't done much reading yet because I am focusing on writing for the SOL (more on that in a minute), but I have selected a few short stories to teach reading strategies that have been very successful.
"The Last Spin" -- This is about 2 rival gangs who decide to settle a dispute by having one member from each play Russian Roulette. In the course of the game, the two gang members realize they have much in common and admit to fear and discontent with gang life. I always leave the last page out and make them write the ending. By the way, their endings are often better than the real one.
"The Landlady" -- This is often read in middle school. However, I have such a wide range of reading levels and it is great to teach strategies such as making inferences, making predictions, and visualizing. I won't say too much about this one because to do so would ruin it, but suffice it to say that it has a spooky and twisted element that students can't resist.
"Birthday Party"-- Truly a short story at only four paragraphs, it does such a great job of painting a picture of the setting, the events and the characters that it is awesome for teaching the importance of writing with vivid, sensory details. It also makes for some great classroom discussions. I loved hearing my kids hotly debate what they thought was going on.
The last thing I want to talk about is the debate about standardized tests and merit-based pay. The Colorado teachers strike brought some big issues to the forefront of America's conscious and I think ultimately was a very important step. While I do agree there should be some way to evaluate how students are progressing, our current culture of standardized tests is not the solution. Example: in the same county where I teach there is a school largely populated by upper middle class families. Their scores are excellent. What is the difference? Both schools have excellent facilities and basically the same amount of funding. In fact, we have more funding due to a grant we were awarded two years ago. Both schools have excellent teachers. One of our teachers was Teacher of the Year not just for the county, but for the region. The difference is the socioeconomic level of the students.
I can't even begin to explain all the ways this makes a huge difference in how students do in school. If you aren't familiar with Maslow's Hierarchy of Need, read here about how not having basic survival and comfort needs met impact a student's behavior and performance. Remember also, that while you may have the time and desire to work with your student, contact teachers, and bug your student to do his work, not all do or can. It's not even an issue of not wanting to do those things in most cases. Many of these parents are single parents, working more than one job, or struggling with other issues that just keep education from being the priority. I also had a teacher friend point out that many parents are intimidated by the system, based on their own experiences.
The point is, don't judge these parents because you have no idea what is going on in their lives or what they have been through. After having only the parents of seven (out of 110) students show up for Back to School Night, I was really angry and depressed. However, I have decided this year to double my efforts in reaching out to parents early and often. I have been delighted by how appreciative these parents are. Many of them say that they hate that the first time they hear about a problem, it is "too late." They care about their kids and want them to be successful, sometimes they just don't know where to start.
This brings me back to standardized testing and merit based pay. Merit based pay basically says that successful performance as a teacher (and therefore in some cases, raises, if you are fortunate to work in a county where raises are an option, which I am not, sadly) is based on how students do on standardized tests and other state mandated gauges. I get the logic behind it, but it is short sighted. I can only control what happens for the time they are in my classroom, which ranges between 3 and 4.5 hours per week. That's it. What happens at home, what they choose to do outside the classroom, the million little and big choices that they make or their parents make impact their performance far more than anything I could ever hope to do. Yet, I am held accountable.
It's just wrong.
I don't know what the answer is, but my thought is that teachers and parents must be involved in this conversation and a massive overhaul of our educational system is needed to prepare these kids for the world they will face when they leave school. Further, if a quality education becomes something that is only available to those who can pay to provide it, we are in deep trouble. If you want to know what the state of education is, what we need, what can be done, ask a teacher. I'm sure they will have many insights for you.
The year has started out going really well (except for Yearbook, which I hate, but that's another post for another day). The classroom management secrets that I figured out last year have made for a much better start to the year, in terms of letting the kids know my expectations. The top 3?
- Find the most obnoxious kid in the class and make that kid your best friend.
- Kids will behave better if they genuinely believe that you care about them (that means setting expectations, sticking to them and letting them know they have your full support)
- Inappropriate behavior: Ignore 50%. laugh off 20%, talk to the kid privately 20%, call home 9%, write up 1% and only when all else fails.
I will also say that Admin is towing the hard line this year and it has made a huge difference. This year there are absolutely no hats allowed in the building. While this may seem like a small thing, it really makes a difference. It avoids a million little opportunities to defy authority. Before, this is what it looked like-- Kid knows he's not supposed to wear hat in the building. Kid wears it anyway. Teacher asks him to take it off. He obliges, turns the corner, hat back on. Another teacher asks him to take it off, lather, rinse, repeat.
I am also teaching "World Literature" as opposed to "American Literature." While initially, I was really unhappy about this, there is quite a bit of freedom in it. I hate the textbook. It is full of what I call, "dead white guys" and the kids just don't relate to it. Heck, I don't relate to it! We haven't done much reading yet because I am focusing on writing for the SOL (more on that in a minute), but I have selected a few short stories to teach reading strategies that have been very successful.
"The Last Spin" -- This is about 2 rival gangs who decide to settle a dispute by having one member from each play Russian Roulette. In the course of the game, the two gang members realize they have much in common and admit to fear and discontent with gang life. I always leave the last page out and make them write the ending. By the way, their endings are often better than the real one.
"The Landlady" -- This is often read in middle school. However, I have such a wide range of reading levels and it is great to teach strategies such as making inferences, making predictions, and visualizing. I won't say too much about this one because to do so would ruin it, but suffice it to say that it has a spooky and twisted element that students can't resist.
"Birthday Party"-- Truly a short story at only four paragraphs, it does such a great job of painting a picture of the setting, the events and the characters that it is awesome for teaching the importance of writing with vivid, sensory details. It also makes for some great classroom discussions. I loved hearing my kids hotly debate what they thought was going on.
The last thing I want to talk about is the debate about standardized tests and merit-based pay. The Colorado teachers strike brought some big issues to the forefront of America's conscious and I think ultimately was a very important step. While I do agree there should be some way to evaluate how students are progressing, our current culture of standardized tests is not the solution. Example: in the same county where I teach there is a school largely populated by upper middle class families. Their scores are excellent. What is the difference? Both schools have excellent facilities and basically the same amount of funding. In fact, we have more funding due to a grant we were awarded two years ago. Both schools have excellent teachers. One of our teachers was Teacher of the Year not just for the county, but for the region. The difference is the socioeconomic level of the students.
I can't even begin to explain all the ways this makes a huge difference in how students do in school. If you aren't familiar with Maslow's Hierarchy of Need, read here about how not having basic survival and comfort needs met impact a student's behavior and performance. Remember also, that while you may have the time and desire to work with your student, contact teachers, and bug your student to do his work, not all do or can. It's not even an issue of not wanting to do those things in most cases. Many of these parents are single parents, working more than one job, or struggling with other issues that just keep education from being the priority. I also had a teacher friend point out that many parents are intimidated by the system, based on their own experiences.
The point is, don't judge these parents because you have no idea what is going on in their lives or what they have been through. After having only the parents of seven (out of 110) students show up for Back to School Night, I was really angry and depressed. However, I have decided this year to double my efforts in reaching out to parents early and often. I have been delighted by how appreciative these parents are. Many of them say that they hate that the first time they hear about a problem, it is "too late." They care about their kids and want them to be successful, sometimes they just don't know where to start.
This brings me back to standardized testing and merit based pay. Merit based pay basically says that successful performance as a teacher (and therefore in some cases, raises, if you are fortunate to work in a county where raises are an option, which I am not, sadly) is based on how students do on standardized tests and other state mandated gauges. I get the logic behind it, but it is short sighted. I can only control what happens for the time they are in my classroom, which ranges between 3 and 4.5 hours per week. That's it. What happens at home, what they choose to do outside the classroom, the million little and big choices that they make or their parents make impact their performance far more than anything I could ever hope to do. Yet, I am held accountable. It's just wrong.
I don't know what the answer is, but my thought is that teachers and parents must be involved in this conversation and a massive overhaul of our educational system is needed to prepare these kids for the world they will face when they leave school. Further, if a quality education becomes something that is only available to those who can pay to provide it, we are in deep trouble. If you want to know what the state of education is, what we need, what can be done, ask a teacher. I'm sure they will have many insights for you.
Monday, August 20, 2012
Little Mysteries Revealed
One thing a high school teacher is always curious to find out? Their schedule. There are so many advantages and disadvantages to having certain class periods. My first year teaching, I didn't have a first period. I liked that because it meant I didn't have to hit the ground running. I could come in, leisurely check my mail box and my email and settle into my day. Last year, I had a first year period and I liked it because those kids are sleepy and QUIET! This year, I don't have a first period and I'm fine with that.
I learned my first year that having a class the last period of the day sucks. Kids are fried, hopped up on the sugar they ate at lunch and basically done when they walk in your class. Another great thing about not having a class last period is that you have the option to sign out early (or sneak out early...of course I have never done that). Both last year and this year, I have kids the last period every day. Oh well....
My other planning period is midday and it is when lunch happens. This always seems like a super extended planning period to me because I usually just eat lunch in my classroom. "Planning Period" sounds like more fun than it is. First off, think about how fast an hour goes by when you are in your office working on something (versus when you are on Facebook trying to kill time). Then, there is something called "duty". Your duty takes up HALF of your planning period. Some duties are conducive to getting work done (hall duty is great for grading papers) and some are hell on earth where you will do nothing but pray that it will be over soon (lunch duty). So, once you have walked to and from duty, that really leaves you about 30-40 minutes of planning time.
Which leads me to "Teacher Work Days." Ever wonder what we do on those days? I bet you think those days are fun, leisurely days where we grade papers and get our grades in, right? Nope. Those days usually require that we have our grades in by 10:00 a.m. and then the rest of the time we are in meetings or trainings. How about "Teacher Work Week," which starts Monday for us? That's not a week of us getting our classrooms ready, doing lesson plans, getting all of our copies made and organized for the first day. Well, we do that but we only have about 6 hours in our classrooms that whole week. The rest of the time? Yep, meetings and trainings.
"But you get the whole summer off!" Yes, I do. However, I offer you this: My contract is for a little over $39,000.00 this year. I taught summer school so that knocked out three weeks (see previous sentence about my yearly income). Summer is also when we take classes required for our recertification. Last but not least, our job is really exhausting and stressful. I know many people have stressful, exhausting jobs, but most of those people make more than I do and can afford nice vacations. Also, imagine that you get bronchitis and have to call in sick. Maybe you have the option to telecommute or be conferenced in for meetings. If not, your office is just going to have to suck it up, postpone meetings, have a coworker fill in, whatever. I have to get a sub (no easy feat at my school), create lesson plans for my sub and pray that my students don't assault the sub (it has happened). Being out for more than one day is really more hassle than it's worth. My first year teaching, I got pneumonia. I missed one day. Did I mention I only make $39,000.00 a year??
I learned my first year that having a class the last period of the day sucks. Kids are fried, hopped up on the sugar they ate at lunch and basically done when they walk in your class. Another great thing about not having a class last period is that you have the option to sign out early (or sneak out early...of course I have never done that). Both last year and this year, I have kids the last period every day. Oh well....
My other planning period is midday and it is when lunch happens. This always seems like a super extended planning period to me because I usually just eat lunch in my classroom. "Planning Period" sounds like more fun than it is. First off, think about how fast an hour goes by when you are in your office working on something (versus when you are on Facebook trying to kill time). Then, there is something called "duty". Your duty takes up HALF of your planning period. Some duties are conducive to getting work done (hall duty is great for grading papers) and some are hell on earth where you will do nothing but pray that it will be over soon (lunch duty). So, once you have walked to and from duty, that really leaves you about 30-40 minutes of planning time.
Which leads me to "Teacher Work Days." Ever wonder what we do on those days? I bet you think those days are fun, leisurely days where we grade papers and get our grades in, right? Nope. Those days usually require that we have our grades in by 10:00 a.m. and then the rest of the time we are in meetings or trainings. How about "Teacher Work Week," which starts Monday for us? That's not a week of us getting our classrooms ready, doing lesson plans, getting all of our copies made and organized for the first day. Well, we do that but we only have about 6 hours in our classrooms that whole week. The rest of the time? Yep, meetings and trainings.
"But you get the whole summer off!" Yes, I do. However, I offer you this: My contract is for a little over $39,000.00 this year. I taught summer school so that knocked out three weeks (see previous sentence about my yearly income). Summer is also when we take classes required for our recertification. Last but not least, our job is really exhausting and stressful. I know many people have stressful, exhausting jobs, but most of those people make more than I do and can afford nice vacations. Also, imagine that you get bronchitis and have to call in sick. Maybe you have the option to telecommute or be conferenced in for meetings. If not, your office is just going to have to suck it up, postpone meetings, have a coworker fill in, whatever. I have to get a sub (no easy feat at my school), create lesson plans for my sub and pray that my students don't assault the sub (it has happened). Being out for more than one day is really more hassle than it's worth. My first year teaching, I got pneumonia. I missed one day. Did I mention I only make $39,000.00 a year??
Friday, July 13, 2012
A letter to myself for February 2013
Dear MizNilknarf,
By the time you read this, it will be February 2013. Things are rough for you right now. I know, I know...it's winter, the weather sucks and you are tired of getting up in the dark. Spring Break is months away. You have been furiously prepping your kids for the SOL and you daily shake your head and think, "They are going to fail and I am going to be fired." You are frustrated because you feel like you are putting your heart and soul into teaching them and they don't care. You want it more than they do. The SOL is just a few weeks away and they still don't get that a thesis is only one sentence or how to write a decent introductory paragraph. Their spelling and grammar is deplorable. I mean come on, this is 10th grade--surely they should know by now that writing a paper is different from a text message! Why are they spelling "you" as "u" and using a "&" for "and"! This is your tenure year and you are thinking that for sure, you are going to apply for a transfer to another school. You fantasize about a classroom where students come prepared every day, the students are motivated, they function at a higher level, their parents actually care, they have goals for the future and they realize they have to work for them. You fantasize about working at a school where Admin is consistent, where students are held accountable instead of it all being the teachers' fault, where you can actually expect repercussions for some of the stuff that you have decided to just ignore because you are tired of filling out referrals with no real result. In short, you feel like you are totally wasting your time.
You are so wrong.
The first thing you need to do is call your sister because she is your cheerleader and is very good at getting you back on track.
Still not convinced?
Consider the following:
Love,
July 2012 MizNilknarf
By the time you read this, it will be February 2013. Things are rough for you right now. I know, I know...it's winter, the weather sucks and you are tired of getting up in the dark. Spring Break is months away. You have been furiously prepping your kids for the SOL and you daily shake your head and think, "They are going to fail and I am going to be fired." You are frustrated because you feel like you are putting your heart and soul into teaching them and they don't care. You want it more than they do. The SOL is just a few weeks away and they still don't get that a thesis is only one sentence or how to write a decent introductory paragraph. Their spelling and grammar is deplorable. I mean come on, this is 10th grade--surely they should know by now that writing a paper is different from a text message! Why are they spelling "you" as "u" and using a "&" for "and"! This is your tenure year and you are thinking that for sure, you are going to apply for a transfer to another school. You fantasize about a classroom where students come prepared every day, the students are motivated, they function at a higher level, their parents actually care, they have goals for the future and they realize they have to work for them. You fantasize about working at a school where Admin is consistent, where students are held accountable instead of it all being the teachers' fault, where you can actually expect repercussions for some of the stuff that you have decided to just ignore because you are tired of filling out referrals with no real result. In short, you feel like you are totally wasting your time.You are so wrong.
The first thing you need to do is call your sister because she is your cheerleader and is very good at getting you back on track.
Still not convinced?
Consider the following:
- The last two years, you have beaten yourself up about pending SOL scores and they have been really good. So just chill out. No one expects you to be Annie Sullivan, for God's sake.
- Progress isn't about grades or the SOL. Remember the borderline MR kid who got a B in your class last year and worked so hard? Think of all the kids who started the year not being able to write a decent sentence, who now are writing good paragraphs. What about the many kids who have told you they hated English until they took your class?
- For all their challenges, these kids are funny. As "July 2012 MizNilknarf", I am here to remind you that you were kind of bored teaching the mid to upper class kids in SAT prep. They don't find you as funny...
- You have the dorkiest sense of humor and only your kids truly appreciate it. Remember how hilarious they they think it is when you sing Biggie for them? Yeah, you will only get looks of disgust at the white, rich kids' school for that nonsense.
- Your kids need you. They seek you out to make connections that other kids do not need. You are mom/big sister/mentor to so many. Remember the girl who wrote an essay at the start of the year who said she would never trust any adult because of how she had been treated by her mother and foster parents? She wrote you a letter at the end of the year saying how much she loved and trusted you. You think you are going to get that kind of validation at one of the other schools?
- Remember that even though you think they all hate you, they really don't. Remember how of the Teacher Appreciation Week letters you received, many came from students you thought despised you? Remember how when you come back from summer vacation, all your kids hug you like you are their long lost best friend? Stop taking everything so personally!
- Remember how when the school year ended last year, you missed your students?
- Remember how whenever you saw them over the summer, they treated you
like a rock star? What about the one who came running to you, yelling
"Mama!"....Come on! That's good stuff!
- Remember how by August, you were bored with summer and excited to go back to school?
- Remember not everyone gets to be Ron Clark, LouAnneJohnson, or Erin Gruwell. But then, do you really do this job for the accolades? Be content knowing that you are one of the many overworked, underpaid teachers who are trying to make a difference and you are making a difference.
- Finally, remember how your stories and the things she has witnessed, inspired your daughter to want to be a teacher for the very same population you teach (God bless her, poor thing).
Love,
July 2012 MizNilknarf
Saturday, June 2, 2012
End of the Year Thoughts
In no particular order, here are the things that were different or that I did differently this year:
1. I bonded with the kids. Even the difficult ones. Last year, I realized that one obnoxious kid could ruin my whole class. This year I learned to make that obnoxious kid my best friend. It didn't work with every kid, but most of the time it did. At first, I faked it. Now, I love those obnoxious kids and they are devoted to me. They aren't all passing, but they are never disrespectful nor do they cause problems in my room. In fact, often they fuss at other kids who are misbehaving. I have a student who was labeled "the worst kid in his class" by the principal. Never once has he said a disrespectful word to me. The first week of school, I let him know that while I was aware of his reputation, I was giving him a clean slate and I believed in him. I actually went to bat for him to keep him from being permanently suspended and was successful.
2. I got better at dealing with parents. It is so easy to lose it with parents and become defensive. I became much better at discussing challenges with parents and convincing them that we were a team to help their child. Not all parents are willing to play along and that is the reason their children are the way they are. However, I developed some amazing relationships with parents who have up until this point, felt like the school had given up on their children.
3. I ignore most of it, laugh at some of it and then deal with what really is important. The bottom line is, I need these kids to learn. I need them to trust me and respect me. I have learned to pick my battles. This year I didn't even react to comments like, "This is stupid!" or (my personal favorite) "Miz Nilknarf, you makin' us do too much!" Whatever. They can do it or not do it, their choice and then their grade will reflect that. When they are trying to get my attention by being obnoxious and I can't ignore it, I often smile or laugh and then we move on. In really severe cases, I pull them outside and have a quick chat. I have done that probably less than two dozen times this entire year. In rare cases, I have them removed from the room (basically, when all of the above hasn't worked or when their actions are dangerous or intolerably disrespectful).
4. I use the loving guilt trip instead of yelling. These kids are used to yelling and anger. They see it all the time. They are immune to both. What takes them off guard is when I act like I am truly saddened and hurt by their behavior because I care so much. I had a student who was skipping constantly and finally I pulled him aside and said, "When you skip, it really makes me sad because I really want you to pass my class and I just don't understand why you wouldn't want to come!" He never skipped again. I also often preface any kind of redirection with "I love you" and make it super polite. I know this seems completely ridiculous but these kids need to hear it and believe it. So, "Jasmine? You know I love you, but your behavior right now is really disruptive. Can you please stop talking and get back to work?" Inevitably, I get a "Oh, my bad, Miz Nilknarf," and that is the end of that.
5. I gave more thought to what I wanted them to actually know. Five years from now, will they need to know the intricacies of the plot of A Raisin in the Sun? No, but I would like them to be able to make connections between literature and their world, be able to identify certain elements of stories and be able to write and speak eloquently about what they have read. I want them to be able to formulate opinions and be able to support them. Most of all, I want them to get that reading is important and should be a part of their lives way beyond school. It has made a huge difference in how I grade and how successful they are in my class.
6. I do most classwork collaboratively. In the real world, my students will need to know how to work with other people, throw ideas off of each other to find answers and solutions, and use resources to get there. One person may not know all the answers, but an entire group of people should. This offers a great opportunity to use student-led remediation and to create an investment by the class as they work together.
7. I have credibility with Administration. After a pretty traumatic bump first semester where I had to stand up to the principal (with the full backing of the NEA, God bless them!) I have gotten the confidence of Administration. I rarely say no to anything, have a great relationship with my peers and have demonstrated that I have a commitment to these kids and the success of this school. It is sad that I have to earn it rather than just be given it, but it is what it is.
8. I give them the grade that they deserve. Failing someone can sometimes be a good thing. It is important to learn that you don't just get a free ride and endless chances to pull it together. A teacher friend told me she failed a student in 9th grade. This week, that student is going to graduate and has signed on with a college to play football. He invited her to the signing because he said her failing him had been the wake up call he needed. Conversely, a student who works hard and makes progress, even if it is not on the level with the rest of the class, should be rewarded. I have a student in my collaborative class (half special ed/half mainstream students) who could barely put a sentence together at the start of the year. He did not pass the state mandated test, but he is passing my class because he worked so hard and has come so far. So, I am going to say out loud what I think most teachers do, but never speak of--I differentiate grades. If you are brilliant and put in minimum effort, it shows in your ultimate grade. If you struggle but work hard, I give you credit for that.
9. I go to after school events. I had a student who never said a word or did anything in class until I started showing up at his basketball games. He made a total turn around and works hard and would do anything for me. I found out that this student is in a group home. He doesn't have parents sitting in the bleachers, but he has me there.
10. I give them an opportunity to say thank you. During Teacher Appreciation Week, I asked each student to write a letter to a teacher who has made a difference to them. I specifically said, "Don't write one to me because I don't want anyone to feel like they have to suck up." Guess what? Some still wrote to me anyway! I was shocked in some cases by who chose to write to me and why my class had been important to them and they made me cry I was so moved. Beyond that, other teachers so appreciated those letters and it gave me the opportunity to see which teachers are really valued by students. Those are the ones I will go to when I need advice.
My daughter has decided to be a teacher, God bless her. I am proud to have her step up to be a part of a profession that is the basis for everything that is important in society. Yes, we are underpaid but what we get in return is so much more valuable. Few people get the privilege in their jobs of impacting lives and potentially changing the world. That is an incredible responsibility, but an overwhelming honor.
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