What’s in a Name?

Juliet (Photo credit: Wikipedia)

What’s in a name?   Shakespeare explored this question in the famous balcony scene of Romeo and Juliet.  His answer, “that which we call a rose / by any other word would still smell as sweet”  (2.2.43-44).

Apparently, Shakespeare, or Juliet in this case, got it wrong.  The majority of my seventh period class, the ones who use their given names, had trouble with the idea that people could be called by a nickname, variation of their name, or even their middle name.  Yet, during the reading of To Kill A Mockingbird no one questioned Jean Louise Finch’s nickname “Scout” or Jeremy Finch being called “Jem.”

I guess Chris’ middle name may be Topher; Pat’s middle name may be Rick; and Rob’s middle name may be Bert.

My freshman experience today was realizing not all students finish their thought process before speaking up.  Of course, I am guilty of this, too … especially at home.

It’s Not Always a Bad Day

Today did not start well.  I was blamed for a bad grade.

 

The Question Is What Is the Question? (Photo credit: Wikipedia)

 

STUDENT: Why did I get a zero?

 

ME: You did not answer the question.  Your answer was off topic.

 

STUDENT: I didn’t know what the question was.

 

ME: It was in your Reader’s Notebook packet.  You were to respond to Ch. 9-11.  See, it says that right here on the rubric.

 

STUDENT: But, it doesn’t have the question there!

 

ME: The question is in the Reader’s Notebook that I gave you.

 

STUDENT: But, Sally stole it from me.

 

ME: You never told me you needed another one.  Plus, I wrote the topic on the board and explained to the class what was being asked.  You were here that day.  Why didn’t you copy it down?  Why didn’t you ask me if you didn’t understand?

 

STUDENT: But, Sally stole it from me.

 

I guess if you run out of excuses or blame, you just repeat yourself.

 

I walk away to get her a new copy of the Reader’s Notebook.  Fortunately, she did well on today’s writing assignment.

 

Later, I learned why one student struggles in class even though she sits right in front of the board where I write the homework assignments:

 

STUDENT: When did you get that large cupboard?

 

ME: It’s been there since the school was built 10 years ago.

 

STUDENT: No Way!  I have got to start paying attention, more.

 

Thinking of grades, I could only nod my head in agreement.

 

Then, she asked if she could go to her engineering class because she just noticed she forgot her books and binders there.

 

I could only nod my head in agreement again.  I wrote her a pass.  After all, I have had these moments, too.

 

However, my day continued to improve.  After writing creatively for a class period, I had this conversation with a student:

 

STUDENT: I think I got carried away.

 

ME: Why? What were you writing about?

 

STUDENT: I wrote 600 words on having a monkey as a pet.  I started with some background scientific information and then went into a story.  I will continue it tomorrow.

 

ME: Excellent!  Good luck with it.

 

And during the last class, a student shared the start of an amusing story that he began in class and continued at home.  So far, his first four pages (he only had to write two) describe a man waking up late and locking himself out of his house when he went to get the morning paper.  I look forward to reading more of it.

 

What kind of day did you have?

 

Why Do Student’s Test Scores Drop? It’s Complicated…

My number one son is in seventh grade, and has had to take an on-line standardized test three times this year to measure his growth in learning.  His September test score had him reading at a college level.  His December test score had him reading at the 11^th grade level.  His March test score had him reading at a 9^th grade level.

I am Procrastinating by Taking a Procrastination Test: I scored as an Above Average Procrastinator (Photo credit: Tricia Wang 王圣捷)

When I saw this, my mind reeled with thoughts… If he takes another test, will he be reading at grade level?  What if this trend continues?  Will he regress to the point that I have to read Dr. Seuss books to him at bedtime?

First, I called my local congressman.  He always has the answer.  I explained the situation and asked him what he thought.  He replied, “It’s obvious; the teacher is terrible.  She must not be doing her job.  The test scores prove this.”

“I can’t believe it, sir,” I replied.  “I have met her, seen the work she assigns, the passion in her eyes to help students become better.  She can’t be the problem.  Can she?”

“Constituent, she has fooled you into thinking she is doing a good job.  The test scores are the proof!  Your son’s learning was measured.  There is no other answer.  She is making your child less ready for college and career.  Teachers like her are the reason we have the new evaluation system.  Fifty percent of her evaluation will be based on your son and his classmates last test.   Now, thanks for calling.  I have to attend a fundraising dinner and discuss why evaluations based on economic growth for congressmen are not fair.”

“Um, OK.”

I hung up, more confused.  My daughter saw my confused look and asked me what was wrong?  I told her about her brother’s scores.  Of course, she came up with the answer.

“Duh, Dad.  He is 13.  He IS getting dumber!”

“Of course! I forgot what you were like at that age.  It’s not the teacher’s fault.  It is Number One Son’s fault.  He needs to take responsibility and ownership for his learning.  Thank you daughter!”

“No, Dad.  I meant that he takes after you and Mom.  Look at you.  Mom tells us you got good grades in school.  You even have a Master’s Degree.  But, you don’t know how to fix things, can’t find your keys, and think your own jokes are funny.  You get dumber every day! Plus, Mom calls orchards apple-tree farms, forest rangers bear catchers, and recently thought the air conditioner in the car was not working… then she pushed in the AC button.”  Face it, you two are not rocket surgeons!”

“Funny.  Real funny.  Go to your room!”

After all, what else could I say?  I begin to wonder if she is right.  I have been forgetful lately.  I forgot the wife’s birthday, Christmas, and our anniversary.  I couldn’t help Number Two son with his fourth grade math homework.  And, I didn’t win the NCAA March Madness tournament at work.  Number One’s regression is my fault. Do I tell my wife? No way!

I decide to ask Number One.  I show him the scores.  I ask him if he has any idea why the scores have dropped?

He laughs.  I wonder why he thinks that his getting dumber is so funny. 

He explained: “Dad, the first test day was the third week of school.  I was excited.  I was pumped up.  I tried my best to impress my teacher and make you and Mom proud.”

“Well, Number One, I am very proud of those scores.  You were awesome.  However, what happened for the next test?”

“It was in December, Dad. I was distracted with the thoughts of what I was going to buy you for Christmas.”

“Really?  You were thinking of my gift? You are so thoughtful… Wait a minute.  You didn’t get me anything!”

“Just kidding!  I was thinking of all of the gifts I would be getting.”

“OK, Number One, that makes more sense.  That explains test number two.  What about the third test in March?”

“Oh, I didn’t do my algebra homework and needed time to do it.”

“It was an English test.  I don’t understand, son.”

“As soon as I finished my test, I had free time.  I could do my Algebra homework.   You know me, Dad.  I was the kid who would color a picture in first grade in one minute in order to go outside and play.  I skip steps in Algebra because they take too much time, and I get the right answer.  It’s all about efficiency, Dad.  I play soccer the same way.  One touch passes.  No one ever out runs a pass.”

“Number One, let me see if I understand.  You scored low because you rushed through the test.  You had other priorities that day?”

“You know Dad, you aren’t as dumb as you look.  Want to go outside and kick the soccer ball?”

“Why not, Number One.  As long as I am not tested on it.”

No one I know takes standardize tests for a living (Photo credit: Ken Whytock)

School Time Fun

Last week my fourth grader brought home a flier for a fund-raiser.  Let me go on the record: I loathe fund-raisers.  I would rather go to the dentist.  However, Sonny likes basketball and the fundraiser was to watch a game between teachers and the Harlem Wizards.   I saw the look in my son’s eyes and knew he was very excited.  This is the kind of event kids love.

We even talked the second grader into going.  (He prefers watching Star Wars and using his imagination instead of sports.)

Well, the evening was a success.  There were funny jokes, dancing with basketball stars, and the ever popular: teachers losing!  Sonny’s work during recess with his fourth grade teacher did pay off though; she scored two points!

I enjoyed seeing friends entertain the kids.  There was my son’s best friend’s mom pretend to use her Ninja skills to fight a wizard player who was a foot taller than she.  Luckily, it ended peacefully.  :)  And, the community member (a former U.S. Professional Football Player) who was asked to try out for the Wizards during the game missed his one shot by a mile.  The kids did not know it was on purpose, but I know it was.  His shot was worse than my best attempt.  He could not be that bad.  Seriously.

The best part was the referee.  It was my boss, the principal of the high school.  Apparently, she played basketball in high school and college.  She followed the directions of the Wizards and called a “great” game.  She was a great actress and my sons believed everything she did, whether it was a bad call, putting up with disrespect, or even giving the benefit of the call to the teachers.  For her acting, Mrs. H. deserves an Oscar or at least an Oscar the Grouch.

Tonight reminded me why I teach.  It is not the tests scores.  It is not the novels, although I do love them.  It is the fun!  It is the connection with the kids.  It is the immeasurable that no test will ever show.

Think about it.  Do you remember a test score?  Or, do you remember a teacher?

I remember my third grade teacher, Mrs. Duda, who let me help her grade papers and get the films from the office.  I remember Mr. Collins, my eight grade English teacher, who saw my reading and writing ability enough to let me read the main part for a play in class.  I remember Mrs. Collins, my senior English teacher, who saw more potential than I was ready to admit to.

Next year, I will be evaluated on student growth, which is not a bad idea.  However, the growth is to be measured by one test.  The day of the test could be a “bad day” for the kid.  The student could be like my oldest, a “bad test taker.”   What about the impact or influence I have had on a student?  Unfortunately, this is not easily measurable.    Thus, my evaluation will not be accurate.  For now, if you want to know who are the good teachers, listen to the kids.  They will tell you, either directly or indirectly.

What I have learned in twenty-five years is that a good relationship with students creates success.   Now, I have to figure out how to turn the standardized test into a positive relationship.

Seven Lessons from Vacation to Apply to the Classroom and Life

Spring Break in Arizona! Our family loved leaving twenty-degree weather in Ohio!  With temperatures in the 80s, the water park was just what the doctor ordered to thaw out these old bones.  All of my cares and worries drifted away as I floated in the lazy river.

As usual, I planned the entire trip, with some input from the wife.  As usual, the kids, who never wanted to be bothered with helping me plan, complained.  It is too hot.  The kid’s games are rigged.  The room is too small.  (There are six of us; every hotel suite is too small!)  The slides are too steep.  The slides are too slow.  The wave pool is too small.  Lesson one: kids will complain.  They come out of the womb crying and complaining, and it doesn’t stop for a very long time.  Don’t let the complaints stop you.

However, our kids are getting older and a little more independent.  The oldest went to a different pool at the resort and napped.  The thirteen year old got hot and bored and went back to the room to read. I, too, got bored, so I grabbed him and we explored the area and had lunch.  Lesson two: It is ok to split up and “differentiate” the vacation experience.  We do not all love the same things.

One of our family’s highlights was dinner at the Rustler’s Rooste.  They had a long horn bull out front, a slide to enter, and a magician who came to the table!  The kids had a blast and the food was great!  Lesson three: Make it fun! 

Next, we drove to Sedona, Arizona, to take a jeep tour and see the beauty of the area.  The red rocks of Sedona, sights like my favorite, Snoopy Rock, and the bounces of a jeep going through dry creek beds was a new experience for all of us.  It is not even close to sliding in an SUV in the snow and ice and seeing your life flash before your eyes.  And an experienced tour guide sharing survival skills, in case she crashes, is also helpful.  Lesson four: A knowledgeable guide makes learning fun, exciting, and memorable!  Be a knowledgeable teacher!

Snoopy Rock – Sedona (Photo credit: Al_HikesAZ)

Grand Canyon Railway trains at Williams Depot (Photo credit: Wikipedia)

After the jeep tour, we went to Williams, Arizona, home of the Grand Canyon Railway, where we spent the night and travelled to the Grand Canyon by train.  The kids were on their Ipads, and my wife and I enjoyed the scenery and the relaxing ride.  Once at the South Rim, we took a bus tour to see different viewpoints of the Canyon.  Of course, the teens had to inform us that the Canyon was all the same: “Look there is are layers of rocks over there and over there.”  And, “Wow, there is the big ditch again…”  Interestingly, they, and especially the wife, were all a little nervous about venturing toward the edge.  I wasn’t and when I saw a ledge about 4 feet below the rim I was standing on; I had to jump.  I landed, waited for the gasp, and peeked over the rocks… “April Fools!”  Don’t be mad at me.  Several years ago, the wife cried to me that she was pregnant with number five.  Then, she said, “April Fools!”   Lesson five: when you can play with people’s minds, do it!  Then, keep your kids away from the edge…

We spent the night at one of the National Park’s lodges.  We told the kids we might hike into the canyon.  The next day, the wife informed me that she was very nervous and afraid about hiking into the canyon because the boys tended to push each other.  Apparently, she did not like the idea of having one brother push another down the side of the cliff.  We only hiked two miles, and downhill was easy, but the children realized what a hike it was.  We met people hiking up from the bottom with children the same age as ours with backpacks and not complaining.  Without any prompt from us, our children realized that others had it harder.  Lesson six: Once we can see the hardships of others, we learn we could have life (or English class) worse.

In the end, the kids agreed the best part of the trip was the hike.  The hike that pushed them, challenged them, and made them feel good about accomplishing something.  It was a reminder that our job as parents and teachers is to give challenges to the kids; to allow them to push them to be better.  Lesson seven: Challenge the kid!  They want it and they grow! 

What lessons do you learn from trips?

I Refuse to Work!

What happens when a student refuses to do the work?  What would you do?

Yesterday, I had a young lady with a 2×4 chip on her shoulder refuse to comply to class procedures.

The background:

Since day two of school, I give the students 3 words and their definitions.  The students then create a sentence with context clues.  Yesterday, I walked around the room, looking over shoulders and offering encouragement until I came to Angie’s desk.  Once there, I stopped in my tracked and looked at an empty desk, for she was not on task.  Before I could say a word, she said, “Don’t talk to me.”  Of course, being the rebellious person that I am, I had to say something.

I reminded her that she was to be copying the vocabulary words and creating an original sentence.  She felt the need to repeat, “I said don’t talk to me!”

With that, I sent her into the hall.  She was poising the class with her negative attitude.  I have tried to help her, but her anger prevents her from succeeding.  At the start of the last nine weeks, I feel that I have to concentrate on the kids who want to do well.  It is a constant struggle any public school teacher faces.

Well, I told Angie to sit in the hall, and class discussion was a positive experience.  I wrote a discipline referral and the vice principal suspended out of school for two days.  It seems that her attitude and behavior is not confined to my class.

I am left with the feeling that she has a lot of baggage in life and will not succeed.  However, I do have to teach the other 29 students in class.  Am I suppose to cut the losses and give up on her?  How much time and energy do I devote to her?  This is something every educator in the United States struggles with.  If you have the right answer, I am all ears.

Seven National Crimes in My Classroom

The freshmen are reading George Orwell’s Animal Farm.  I love history and teaching the kids about Josef Stalin and Russia is a passion for me.  However, for some reason, most teens in 2013 are not as excited about this as I am.   Therefore, I continually look forward to finding ways to bring the novel’s themes to the lives of the students of today.

February 4–11: Yalta Conference (Photo credit: Wikipedia)

This summer I ran across “The 10 Cannots” by William Boetcker.  He was an American religious leader and influential public speaker during his lifetime (1873-1962).

Born in Hamburg, Germany,  he was ordained a Presbyterian minister soon after his arrival in the United States as a young adult. The Rev. Boetcker was ordained in Brooklyn, New York. (Wikipedia)

Boetcker also spoke of the “Seven National Crimes:”

▪   I don’t think.

▪   I don’t know.

▪   I don’t care.

▪   I am too busy.

▪   I leave well enough alone.

▪   I have no time to read and find out.

▪   I am not interested.

Everyday, I see these crimes committed in the classroom.  (To be truthful, I am the one committing some of these every once in a while.)  Consequently, while rereading my notes, I started to reflect on my life and “crimes.”  Soon, I will present these questions to my classes with the hope that they will see some connections to an “old” book and their lives.

• How do you think critically?
• How do you become knowledgeable, even on matters that don’t interest you?
• How are you a caring, active member of the community
• What are your unproductive and unfulfilling activities?
• How do you get involved in their community life?
• What have you read recently?
• What is your passion in life?

“Never mind what others do,” Boetcker said. “Do better than yourself, beat your own record from day-to-day, and you are a success.”

Wish me luck…

Please note: the related articles are meant to make you think.  They do not necessarily represent my ideas.

Related articles

• Half of Russians remain positive about Stalin (rbth.ru)
• Animal Farm – by George Orwell, 1945 (lijing8822.wordpress.com)
• Confronting Stalin’s Legacy, 60 Years After His Death (reason.com)
• Obama Says Some Americans More Equal than Others Like ‘Animal Farm’ (politicaloutcast.com)

Florida Teacher: A Fruitless Pursuit of My VAM Rating

Reblogged from Diane Ravitch's blog:

Please read the link in this comment. Kafkateach has been trying, again and again, to find out what her VAM score for 2011-2012 was. No one will tell her. No one knows. It is being calculated. It is being recalculated.

If it takes two years to find out what your evaluation score is, what value does VAM add?

Will someone be sure to let Arne Duncan and Bill Gates know?

Read more… 109 more words

I have to wonder if Ohio's Teacher Evaluation System (OTES) will be like Florida's Evaluations...

Change Is Good; Learning Is Good

Recently one of our assistant principals observed my teaching.

I remember my first observation.  I worked hard on my delivery of the pre-reading notes.  I use to think it was important for students to see how much I knew about an author or poet.  After all, I did have the book with all of the answers.

Actually, I did not get a teacher’s annotated edition until I was in my 6^th year of teaching, and this forced me to think and be creative on my own.  It was a true blessing.  But, I digress.

       

English: Daguerreotype of the poet Emily Dickinson, taken circa 1848. (Original is scratched.) From the Todd-Bingham Picture Collection and Family Papers, Yale University Manuscripts & Archives Digital Images Database, Yale University, New Haven, Connecticut. (Photo credit: Wikipedia)

     After my mini-lecture, I read the poem to the class.  It was Emily Dickinson’s Because I Could Not Stop For Death:

Because I could not stop for Death,

He kindly stopped for me;

The carriage held but just ourselves

And Immortality.

We slowly drove, he knew no haste,

And I had put away

My labour, and my leisure too,

For his civility.

We passed the school where children played,

Their lessons scarcely done;

We passed the fields of gazing grain,

We passed the setting sun.

We paused before a house that seemed

A swelling of the ground;

The roof was scarcely visible,

The cornice but a mound.

Since then ’tis centuries; but each

Feels shorter than the day

I first surmised the horses’ heads

Were toward eternity.

Then I began to ask questions.  Are there any words you do not know?  What figurative language do you see?  What do you think the theme is?  Etc.

I would pause and wait for answers.  I would repeat or rephrase what the students said.   I would write notes on the board.  I was leading the lesson.  And, I received a great evaluation.

I try not to be the sage on the stage anymore.  I wonder how many of my students that day remember the poem?  While I read the poem, what were they thinking about?  While I asked a question and one student answered it, what were the other students doing?

I have to lead at times.  I know grammar rules better than most of the kids.  However, I do not have to explain what reading selections mean.  If I taught this poem today, I would do it differently.  I would have the students write a journal about what they want to do before they die; they would create a bucket list.  I would have the students get a partner and read the poem to one another.  Next, they would answer questions similar to the ones I asked that day long ago.  After they were finished, we would bring the class together, and I would let the students lead the discussion to see if their analysis of the poem was similar or different.  The final evaluation would be an analysis of a different poem.

I am curious to receive the feedback from our assistant principal.  He observed my warm-up activity of having students copy three vocabulary words and writing a creative sentence with figurative language as the context clue.  While the students do this, I take attendance and talk to students who were absent.

Next, the students used our laptops to write their short stories.  My classroom became a buzz of activity as students shared ideas, read each other’s stories, and asked me questions.  It never became too loud, nor was it silent.  I do wonder what my first principal would have thought of this. I ended with an exit ticket of self-evaluation:  If you had more time, what would you have done differently?  Of course, the students had the next day to continue their writing.

Now to grade those stories…

Related articles

• Poetry? Oh Noetry. (signalstoattend.wordpress.com)

Kids Say the Darndest Things

1957 edition illustrated by Charles Schulz (Photo credit: Wikipedia)

I know it is not right for a teacher to laugh at a student.  Nonetheless, some students say things that make me laugh.  For example, today one of our vocabulary words was indefatigable, which means “tireless.”  Orville shared this pun as his sentence with context clues:

Q. If a car is indefatigable, why doesn’t it run?

A. It’s tireless.

However, sometimes students are like us parents – they say something without thinking.  I heard through the grapevine (so it must have really happened) about a student asking a not-well-thought-out question.  After studying Spain for two weeks during Spanish class, the student asked, “Do they speak Spanish in Spain?”  I hope this was just the child’s two seconds of stupidity we all have each day.  (Although, according to sources close to home, I am up to 34 minutes each day.)