On April 22, an op-ed piece by Arne Duncan was printed in the Wall Street Journal. Dr. Alonso felt it to be so a propos that he e-mailed the piece to Baltimore City teachers this morning. The essence of Secretary Duncan’s message was that parents, teachers, administrators, and legislators need, essentially, to make themselves honest. All of these groups have a huge stake in reforming schools, but each has its own set of ideas about the source of the need for this reform. We spend so much time blaming each other for the problems that we miss what is really important: collecting valid data on what works and what does not work so that we can solve the problems.
According to Duncan, there needs to be a “culture of accountability” in education, and this is a culture that could greatly benefit Baltimore City. We say we hold schools and teachers accountable through testing, but, when I administer a city Benchmark exam, I scan the answer sheets into the system and never hear a word about the data they provide. We say we hold teachers accountable through evaluation, but I see teachers who are not technologically literate, or who consistently use nothing but the “pedagogy of poverty” in their instruction. In his article, Duncan addresses strategies for making schools and school systems accountable at a macro level, and he illustrates the possible consequences for those who demonstrate a lack of effort to improve. I am curious if Duncan has any strategies for ensuring accountability at the micro level in order to improve accountability within individual schools.
Friday, April 24, 2009
Thursday, April 23, 2009
Unionizing KIPP
On Tuesday afternoon I read an article in the New York Times titled, “Charter Schools Weigh Freedom Against the Protection of a Union.” The article went on to detail the condition of a New York City KIPP school—KIPP AMP—that has become involved in the process of unionization. According to Kashi Nelson, a teacher at KIPP AMP, the unionization process began because of frustrations that developed over administrators misusing teachers’ time and failing to provide clear expectations and consequences to the staff. Essentially, an unchecked abuse of power seemed to be taking place. The article posited that union supporters continue to worry that charter schools “take advantage of young rookies, whose boundless energy fuels them for a couple of years of long hours at low pay but quickly turns to bitter burnout.” Arguably, this statement may be close to the truth for some, but far from it for others. At times, it does seem that union affiliations can slow down necessary processes. On the other hand, teachers are people too—shouldn’t their rights be protected if they’re performing correctly?
After reading Work Hard. Be Nice., which detailed the formation of KIPP charter schools, and Whatever it Takes, which explained the creation of the Harlem Children’s Zone, it seems that one of the greatest strengths of charter schools is their ability to make difficult decisions rapidly to ensure results. The KIPP brand is definitely an academic force to be reckoned with in Baltimore when standardized test scores are considered. In some respects, school leaders are able to maintain high standards because they are free of many stifling contractual obligations. Yet, one should worry when a teacher’s willingness to do whatever is necessary to ensure students’ success is abused or taken for granted.
After reading Work Hard. Be Nice., which detailed the formation of KIPP charter schools, and Whatever it Takes, which explained the creation of the Harlem Children’s Zone, it seems that one of the greatest strengths of charter schools is their ability to make difficult decisions rapidly to ensure results. The KIPP brand is definitely an academic force to be reckoned with in Baltimore when standardized test scores are considered. In some respects, school leaders are able to maintain high standards because they are free of many stifling contractual obligations. Yet, one should worry when a teacher’s willingness to do whatever is necessary to ensure students’ success is abused or taken for granted.
Wednesday, April 22, 2009
Making Sure We Get the Bang For Our Buck
The New York Times published an article on April 21, 2009 to its website in the editorial section entitled "Accountability in Schools". As opposed to going after the usual suspects that are framed by the term accountability (principals, teachers, or parents) the article was actual a critical look at the uses of Title 1 funding. The federal stimulus gave a $13 million boost to Title 1 and the education funding in the bill was certainly a hot topic upon its passage. Therefore, the scrutiny that will now come over such programs will intensify in the coming years as all people on the political spectrum form their opinions of the stimulus bill. Even those who support the funding, people of whom I count myself a member, it is important to ask the question: is the funding going to the schools and the students who really need it?
Title 1 funds at the district level have traditionally gone to the district because those are the people that parcel out the monies. There have been times where that money was rolled into the full budget and disproportionately benefits higher performing schools that actually don't serve the students that warranted the Title 1 funding in the first place. Therefore, the Congress has instituted reforms that require more transparency on the uses of the funds. Exciting news here, Baltimore is ahead of the curve on something in education! Say what you will about the "Fair Student Funding" initiative in the city, it has told us where the per pupil funding is going in this city. Principals did have to budget and those budgets are publicly available. Now many teachers will look at those budgets and there will be discrepancies, the schools also have to account for their expenditures throughout the year and I think the next step in the process of transparency will be to post the annual accounting of each school along with their proposed budgets.
Now, this doesn't mean that Baltimore isn't partially missing the point with the Title 1 funding. Ideally the point was that it should be additional funding for those schools that qualify, but currently our funding structure does not make it completely clear that this is the case. We also roll our Title 1 funds into our general operating to dole out as well, but we do assign funding based on different types of student needs in our current system which is a more equitable system. While we may not feel like the funding or the money is enough, I do think we are on the road toward many of the steps necessary to make it transparent. With that transparency could come more people who realize the stimulus value of education funding and more supporters for those types of financial infusions in the future.
Title 1 funds at the district level have traditionally gone to the district because those are the people that parcel out the monies. There have been times where that money was rolled into the full budget and disproportionately benefits higher performing schools that actually don't serve the students that warranted the Title 1 funding in the first place. Therefore, the Congress has instituted reforms that require more transparency on the uses of the funds. Exciting news here, Baltimore is ahead of the curve on something in education! Say what you will about the "Fair Student Funding" initiative in the city, it has told us where the per pupil funding is going in this city. Principals did have to budget and those budgets are publicly available. Now many teachers will look at those budgets and there will be discrepancies, the schools also have to account for their expenditures throughout the year and I think the next step in the process of transparency will be to post the annual accounting of each school along with their proposed budgets.
Now, this doesn't mean that Baltimore isn't partially missing the point with the Title 1 funding. Ideally the point was that it should be additional funding for those schools that qualify, but currently our funding structure does not make it completely clear that this is the case. We also roll our Title 1 funds into our general operating to dole out as well, but we do assign funding based on different types of student needs in our current system which is a more equitable system. While we may not feel like the funding or the money is enough, I do think we are on the road toward many of the steps necessary to make it transparent. With that transparency could come more people who realize the stimulus value of education funding and more supporters for those types of financial infusions in the future.
Tuesday, April 21, 2009
KIPP Baltimore is Expanding
KIPP (Knowledge is Power Program) is expanding as they are opening an elementary school in Baltimore City. I applaud the efforts of KIPP to expand their local efforts as well as their efforts across the nation. I respectfully question the idea behind working backwards and creating an elementary school when the needs of the students in this city seem to point in the opposite direction.
If one of the major issues in Baltimore is to reduce the amount of students who drop out which usually happens in high school, why not create a KIPP high school rather than an elementary school? I understand the vision of KIPP and its founders and respect their efforts and dedication, but why not examine the obvious needs of the location and try to support the efforts of the city's school system? I know KIPP has their reasons, prepare the students in primary grades and instill in them tools they can carry straight through middle school especially when they are in the midst of their primary and secondary cognitive development stages. I understand that there was definitely some planning involved. I merely believe in keeping things simple when responding to the needs of the child.
If there is a need to address the urgency and critical situation that has been created by the city's drop out rate then maybe it would have been wonderful to offer options to parents who feel helpless when their children are not finishing their studies. I think KIPP's efforts help underachieving students with opportunities to maximize their potential and abilities but perhaps sharing in the efforts of the city's bold goals would help tremendously. I would think that even high school students would embrace an extended day program and opportunities to travel and apply their knowledge to different learning situations which can change their perspectives and probably change the course of their immediate future.
KIPP has a few high schools across the US, so I think creating a HS model would not have been too difficult. I think charter schools sometimes receive a bad rap and are know for doing their own thing. I think creating a high school would have helped bridge the gap that charters might experience as part of a the traditional system. Speaking to the urgent needs of the community and its students can assist in strengthening the relationship between KIPP and BCPSS and forging ahead as partners in education.
If one of the major issues in Baltimore is to reduce the amount of students who drop out which usually happens in high school, why not create a KIPP high school rather than an elementary school? I understand the vision of KIPP and its founders and respect their efforts and dedication, but why not examine the obvious needs of the location and try to support the efforts of the city's school system? I know KIPP has their reasons, prepare the students in primary grades and instill in them tools they can carry straight through middle school especially when they are in the midst of their primary and secondary cognitive development stages. I understand that there was definitely some planning involved. I merely believe in keeping things simple when responding to the needs of the child.
If there is a need to address the urgency and critical situation that has been created by the city's drop out rate then maybe it would have been wonderful to offer options to parents who feel helpless when their children are not finishing their studies. I think KIPP's efforts help underachieving students with opportunities to maximize their potential and abilities but perhaps sharing in the efforts of the city's bold goals would help tremendously. I would think that even high school students would embrace an extended day program and opportunities to travel and apply their knowledge to different learning situations which can change their perspectives and probably change the course of their immediate future.
KIPP has a few high schools across the US, so I think creating a HS model would not have been too difficult. I think charter schools sometimes receive a bad rap and are know for doing their own thing. I think creating a high school would have helped bridge the gap that charters might experience as part of a the traditional system. Speaking to the urgent needs of the community and its students can assist in strengthening the relationship between KIPP and BCPSS and forging ahead as partners in education.
The National Assessment for Educational Progress
Recently, my eighth grade students took part in the National Assessment for Educational Progress (NAEP). On the US Department of Education’s website, it states that the NAEP is “a common yardstick,” meant “to provide a clear picture of student academic progress over time.” The test is given to randomly selected school districts across the country, and is mandated for any state receiving Title I funds.
The data yielded form the NAEP is used to provide information on how individual states are matching up academically with other states in the union. The repercussions here are important for a district like Baltimore City. If Maryland scores lower on the NAEP than other states do, it follows that the MSA would become a more challenging assessment. Our district would thus be under more pressure to perform, and the education of our students would become more structured around standardized testing.
These are serious repercussions, so we better be sure that the NAEP is in fact yielding accurate data. In my experience with the NAEP, this was simply not the case. There was absolutely no incentive for my students to try their best. After the proctor read some introductory remarks about the test, she faced a barrage of questions from my students: Are we graded on this? Why do I have to take the science test? Why do I have to take the reading test? Why I am even taking this test?
In many ways, I agreed with my students. When I took the SAT, my name was on that test, and my score would be an important factor in my college selection process. My attitude towards the test would have been quite a bit different if I had taken it anonymously.
So what is the incentive for our students on the NAEP? Fourteen is a tough age, and eighth graders rarely do things out of the “goodness of their hearts,” in particular, to help out large institutions like the US Department of Education.
So here’s an idea: why don’t we look at our students’ Terra Nova scores? This, too, is a nationally given assessment, and in this case the students do have an incentive; their scores go a long way in determining which high school they attend. Too often we think that instruction alone yields higher scores on tests like the NAEP, the MSA, and the Terra Nova. But what about the motivating factor?
Monday, April 20, 2009
HSA week for seniors
This week marks a special administration of the HSA tests for seniors so that they have one more chance to pass in time for graduation. As most of you reading this are aware, this is the first year that Maryland students must meet the HSA requirement in order to receive a diploma. About 2 weeks ago, Sara Neufeld of the Baltimore Sun reported that over 80% of Baltimore City’s seniors have already met the HSA requirements for graduation. This seems promising, in that with the new HSA requirements Baltimore City’s graduating class will be about the same number it has been in recent years; in other words not many students are being denied a diploma because of the HSA. Nancy Grasmick even mentioned how Baltimore City Schools have done a great job getting seniors to fulfill their HSA graduation requirement.
What I would like to draw everyone’s attention to is how so many of these student’s have fulfilled their HSA requirement – “The Project.” To me, these projects are a method of enabling our students to accept their inferior education and do enough to just get by. I say this because in my view, completion of the project in the Algebra/Data Analysis subject does not demonstrate any amount of subject mastery, just that they put in some effort to do something. Many teachers, at almost every school in the city, have spent much time, most of it one-on-one with students, for assistance with the completion of these projects (in the mean time they miss most of their scheduled classes for weeks at a time). For the math projects, it comes down to showing the student an example of a problem that is nearly identical to the one on the project, then they line up the similarities, fill it out, and move on without having really learned anything. Mathematics is not a useful skill unless you are actually able to know when and how to use it when it is appropriate. You must have facts, formulae, and processes memorized in order to do this. A traditional-type exam is, in my opinion, the best way to ensure that students can use mathematical knowledge when called upon. Completion of these projects does not ensure that students have actually learned anything that is enduring.
Nonetheless, over 1000 seniors in Baltimore City Schools have made-up their HSA requirement already this year, many by completing these projects. In our school, there are almost no seniors that are sitting for the HSA tests this week, as most have followed the path project completion. What I really worry about is next year and thereafter. Only 1467 of 4333 juniors in Baltimore City have fulfilled their HSA requirements this far. It sounds like next year we have even more students who are allowed to “get by” through project completion.
What I would like to draw everyone’s attention to is how so many of these student’s have fulfilled their HSA requirement – “The Project.” To me, these projects are a method of enabling our students to accept their inferior education and do enough to just get by. I say this because in my view, completion of the project in the Algebra/Data Analysis subject does not demonstrate any amount of subject mastery, just that they put in some effort to do something. Many teachers, at almost every school in the city, have spent much time, most of it one-on-one with students, for assistance with the completion of these projects (in the mean time they miss most of their scheduled classes for weeks at a time). For the math projects, it comes down to showing the student an example of a problem that is nearly identical to the one on the project, then they line up the similarities, fill it out, and move on without having really learned anything. Mathematics is not a useful skill unless you are actually able to know when and how to use it when it is appropriate. You must have facts, formulae, and processes memorized in order to do this. A traditional-type exam is, in my opinion, the best way to ensure that students can use mathematical knowledge when called upon. Completion of these projects does not ensure that students have actually learned anything that is enduring.
Nonetheless, over 1000 seniors in Baltimore City Schools have made-up their HSA requirement already this year, many by completing these projects. In our school, there are almost no seniors that are sitting for the HSA tests this week, as most have followed the path project completion. What I really worry about is next year and thereafter. Only 1467 of 4333 juniors in Baltimore City have fulfilled their HSA requirements this far. It sounds like next year we have even more students who are allowed to “get by” through project completion.
New Network Support Model
Searching for inspiration for this blog post I ran across some information about the 56 Network Support Position that Dr. Alonzo has created to help decentralize North Avenue. In essence, the idea is to trim the bureaucracy in the central office and replace it with a new tier of support for a small subset of schools.
According to this model, all of the schools in the Baltimore City Public School System will be placed into 'networks' of 10 - 15 schools. Each of network will have a network team consisting of 4 team members; a Network Team Leader, an Achievement Liaison, a Business Support Liaison, and a Student Support Liaison. Each network will be accountable to the Network Director, who I presume will report to Dr. Alonzo and the School Board.
In effect each school will be placed into a smaller district within a district. I find this idea particularly interesting and appealing for several reasons. First I think this creates an excellent opportunity to bring school leaders from within each network together with the Network Support Team to create more concrete vision for that network and apply some of the concepts of integrated vertical teaming between schools. Ideally I would like to see more communication, integration, and collaboration between elementary and middle schools and middle and high schools to create more overlap and greater depth of understanding from one grade and school to the next. I can't recall how many times I've heard students from different schools respond to the same content in completely different ways. On one end of the spectrum "I've done this before, why do I have to do this again," yet on the other side you have the "I've never heard of this before and don't have a clue what you're talking about." This happens despite the fact that we're supposed to be following the same curriculums in each grade.
I also like this approach because, again ideally, should create more autonomy for individual networks and help remove some of the steps required to do things like file requests for field trips and other activities that get bogged down in bureaucratic paper pushing.
Conversely, I worry about ineffective Network Teams failing to deliver effective response to local concerns and creating more gridlock than collaboration. I think a major step to reduce the likelihood of this happening is utilizing space within schools inside the network for their office and meeting space. I think this would help prevent the association of the Network Teams with the stigma of central office and make the members of the Network Team more accountable to the members of their Network by making them physically close.
According to this model, all of the schools in the Baltimore City Public School System will be placed into 'networks' of 10 - 15 schools. Each of network will have a network team consisting of 4 team members; a Network Team Leader, an Achievement Liaison, a Business Support Liaison, and a Student Support Liaison. Each network will be accountable to the Network Director, who I presume will report to Dr. Alonzo and the School Board.
In effect each school will be placed into a smaller district within a district. I find this idea particularly interesting and appealing for several reasons. First I think this creates an excellent opportunity to bring school leaders from within each network together with the Network Support Team to create more concrete vision for that network and apply some of the concepts of integrated vertical teaming between schools. Ideally I would like to see more communication, integration, and collaboration between elementary and middle schools and middle and high schools to create more overlap and greater depth of understanding from one grade and school to the next. I can't recall how many times I've heard students from different schools respond to the same content in completely different ways. On one end of the spectrum "I've done this before, why do I have to do this again," yet on the other side you have the "I've never heard of this before and don't have a clue what you're talking about." This happens despite the fact that we're supposed to be following the same curriculums in each grade.
I also like this approach because, again ideally, should create more autonomy for individual networks and help remove some of the steps required to do things like file requests for field trips and other activities that get bogged down in bureaucratic paper pushing.
Conversely, I worry about ineffective Network Teams failing to deliver effective response to local concerns and creating more gridlock than collaboration. I think a major step to reduce the likelihood of this happening is utilizing space within schools inside the network for their office and meeting space. I think this would help prevent the association of the Network Teams with the stigma of central office and make the members of the Network Team more accountable to the members of their Network by making them physically close.
Sunday, April 19, 2009
School Expansions and Closings
The following article: http://www.baltimoresun.com/news/education/bal-md.schools17apr17,0,3746134.story describes many parents reaction to Dr. Alonso's proposed facilities plan for next year. This plan includes closing many under performing schools while expanding successful schools.
Parents from National Academy foundation were worried that absorbing the student population of an under performing Paul Lawrence Dunbar Middle School might negatively affect the school's Academic rigor. Similarly, parents from a thriving William Pinderhughes Elementary worry about absorbing the population of a struggling George Kelson Elementary/Middle.
While I certainly understand the concern of a parent for their child's education, I can't help but wonder...why can't every student have a shot at a "good" school? In a school system where most of the students are in poverty, it doesn't take much research to figure out that there are high-performing schools, and low performing schools in BCPSS. It seems that all of the spots at the high-performing are coveted: student positions, teacher positions, administrative positions. Why can' there be room for for more at these high performing schools?
In Whatever It Takes, Paul Tough describes Geoffrey Canada's philosophy of "contamination," the idea that if a large number of students and families are performing well, they will positively influence all of the other families and students in the area. Doesn't this sound a little bit like what Alonso is trying to do with his facilities plan? It certainly seems that his hope is that the culture of high performing schools will rub off on the new student population it takes on.
If you ask a student, or teacher, or administrator, or parent of a school "Why is your school high performing?" I doubt any person's first answer would be, "Because of our adequate supplies and wonderful facility." I am sure that human capital is much higher on the list than tangible materials. However, many individuals whom Alonso's plan will effect seem to be very concerned that moving buildings will be detrimental to their students' achievement. They want a guarantee that their new buildings will be as well maintained as their previous school facilities. Don't we all seem a little nervous? Where is the faith in our human capital and strong school cultures? Surely facilities and supplies bear some importance, but is that what this is really all about?
It seems that we need to decide whether we truly believe in the idea of "contamination." I think that if you asked most individuals they'd tell you that they believe in Geoffrey Canada's mission and vision. But when we try to apply the same philosophy in our own system, we become apprehensive; nervous.
Nervous, however, for good reason. Whenever something new is tried, something is being gambled; something is at stake. What we are gambling in this situation is our students. What is at stake is our students' education. Perhaps our apprehension is derived from the question of whether "contamination" is simply too idealistic.
As the old proverb says "Without risk, there is little reward." Certainly Alonso's plan has it's share of risks; but it seems that if we have faith in what research has told us about this type of plan and in Alonso's vision, the rewards could be great, and not just for a "coveted" few.
Parents from National Academy foundation were worried that absorbing the student population of an under performing Paul Lawrence Dunbar Middle School might negatively affect the school's Academic rigor. Similarly, parents from a thriving William Pinderhughes Elementary worry about absorbing the population of a struggling George Kelson Elementary/Middle.
While I certainly understand the concern of a parent for their child's education, I can't help but wonder...why can't every student have a shot at a "good" school? In a school system where most of the students are in poverty, it doesn't take much research to figure out that there are high-performing schools, and low performing schools in BCPSS. It seems that all of the spots at the high-performing are coveted: student positions, teacher positions, administrative positions. Why can' there be room for for more at these high performing schools?
In Whatever It Takes, Paul Tough describes Geoffrey Canada's philosophy of "contamination," the idea that if a large number of students and families are performing well, they will positively influence all of the other families and students in the area. Doesn't this sound a little bit like what Alonso is trying to do with his facilities plan? It certainly seems that his hope is that the culture of high performing schools will rub off on the new student population it takes on.
If you ask a student, or teacher, or administrator, or parent of a school "Why is your school high performing?" I doubt any person's first answer would be, "Because of our adequate supplies and wonderful facility." I am sure that human capital is much higher on the list than tangible materials. However, many individuals whom Alonso's plan will effect seem to be very concerned that moving buildings will be detrimental to their students' achievement. They want a guarantee that their new buildings will be as well maintained as their previous school facilities. Don't we all seem a little nervous? Where is the faith in our human capital and strong school cultures? Surely facilities and supplies bear some importance, but is that what this is really all about?
It seems that we need to decide whether we truly believe in the idea of "contamination." I think that if you asked most individuals they'd tell you that they believe in Geoffrey Canada's mission and vision. But when we try to apply the same philosophy in our own system, we become apprehensive; nervous.
Nervous, however, for good reason. Whenever something new is tried, something is being gambled; something is at stake. What we are gambling in this situation is our students. What is at stake is our students' education. Perhaps our apprehension is derived from the question of whether "contamination" is simply too idealistic.
As the old proverb says "Without risk, there is little reward." Certainly Alonso's plan has it's share of risks; but it seems that if we have faith in what research has told us about this type of plan and in Alonso's vision, the rewards could be great, and not just for a "coveted" few.
The Need for The Arts
This past weekend, I had the opportunity to see Living [in theory], original musical based on the stories from DC students. The musical was produced by an organization called City at Peace, a non-profit that uses the performing arts as a vehicle for social change. The performance was amazing but even more amazing was how this show was put together.
The program begins with the selection of teenagers to work as production crewmembers and artistic director. Then, an outreach group recruits teens from all parts of the city, from top private schools to runaway shelters. The recruits write and perform in the play. The whole experience is empowering for teens because it utilizes skills that aren’t necessarily taught in the classroom: leadership, teamwork, and cross-cultural understanding. The finished product is rewarding and a little more tangible than a grade.
With all the talk of school reform, the arts are a topic that is often pushed aside. This is unfortunate because, as Living [in theory] has shown, the arts can have a profound impact on teens. City at Peace has been successful in nine cities, including New York and Los Angeles, and could be beneficial to Baltimore as an inexpensive mean of infusing the arts back into our teens’ lives.
For more information about City at Peace, check out their website: http://www.cpnational.org/
Ten things I've learned...
In thinking about teacher quality and retention, I often think about the fact that I will enter my fourth year of teaching next year, a milestone that unfortunately, many urban teachers never make it to. According to the National Education Association, 20 percent of all teachers leave the classroom before they hit the fourth year mark. In urban districts, nearly 50 percent leave before making it to five years. These statistics sadden me in a deep way, as I know that most third and fourth year teachers are at least twice as effective as first year teachers. When I reflect on my effectiveness in my first year compared to my success now, as a third year teacher, I can see that my students are certainly learning much more from me now. It seems like it's only logical to link teacher quality with experience in this way.
Trends in our own city of Baltimore seem to show that many teachers who make it past the three year mark tend to stay with teaching, while most of the "dropouts" occur within those first two years. It seems that maybe teachers who make it past that three year mark begin to learn some things...or experience a certain amount of success...that motivate them to stay with it for longer. As I move toward this milestone, I reflect on the things I've learned that motivate me to stay in the game. While I realize that I have a limited amount of experience and am certainly no Rafe Esquith, if I could share ten things with a second year teacher thinking about leaving their career, it would be these ten:
1. The best advice I could give anyone about how to "manage" your classroom is to pretend that your life depends on whether or not you can get the children to behave in a way that they are able to learn each day. When thinking about this, I find it effective to visualize images from The Lord of the Flies in my head and pretend that I must, must, must get things under control. Understand that you have allies in this battle-other teachers, parents, siblings, and if you're really lucky, maybe even an administrator. However, don't expect anyone else to do the "dirty work" for you. Don't be surprised when you have to go it on your own at times. The most important thing is to keep searching for ways to get through to your students, from the beginning of the year until the very end. After looping with my students from 6th grade until 8th grade, I still have to call parents, give detentions, give rewards, and assign various punishments. There is not a "magic moment" where after two or three months of hard work the students all listen to you and you get to stop being a manager (despite what you may see in the movies). Yes, it gets better. I will admit that most of my students have achieved a level of behavior that I find acceptable for learning on most days, so the "dirty work" that I have to do is less often. However, you can't let your guard down just because things start going well, otherwise you'll lose it. Be consistent. Monday-Thursday isn't enough, Friday counts too. Sweat the small stuff. It's not fun, but if you truly care about student learning and achievement, you have to keep fighting the battle.
2. Don't be afraid to take chances. Sometimes I find myself being hesitant to implement a lesson for fear that the students won't be able to "handle it." I've taught myself to try these types of lessons regardless, and most of the time, I find myself pleasantly surprised. Student led projects, debates, field trips, role playing, and a number of other activities that I was once apprehensive about have proven to be amazing learning experiences for my students.
3. The beast is in the details. Just because a lesson didn't "work" right away doesn't mean that it was a bad idea. You may have missed one small step or minute detail that caused the lesson to crumble. Analyze what might have went wrong, correct it, and try the modified version again. Don't lose faith in you ability, or the ability of your students.
4. Be honest. When I ask my students to speak professionally in class, sans cussing, they often say, "You know that you cuss sometimes Ms. McGlynn." I answer, "Yes, but not in settings where I shouldn't. Personal vs. professional." This statement "personal vs. professional" has become a mantra in my room. Students correct each other by saying the phrase before I do. They respect the idea that nobody has to be on their best behavior all the time, and they'll respect you if you're real. I am not sure if this honesty is required in all populations of students, but I would certainly recommend it in Baltimore City.
5. Don't be too honest. While I encourage being "real" with your students on many levels, there is still a line that shouldn't be crossed. I think as adults, we should have the judgement to know where this line is.
6. Seek out resources. We all have issues with finding adequate capital (be it material, or human) for our classrooms. There are resources out there, and some of the best I've found when I began to "think outside the box." I have many friends that are successful adults and not teachers-I've asked them to come into my classroom and share their gifts with my students. Several of my friends have come in to be "guest speakers" on various topics we're working on in class. A group of students from Michigan State (the college I graduated from) came to work at my school for a week through the Alternative Spring Break program. My students enjoy and gain from these experiences in such a monumental way, it's difficult for me to adequately describe.
7. Get to know your students. I know we've all heard this one before, but I truly find it so important. Let your students get to know you as well. Tell them that you care about them even if it feels silly at first. After some time, they'll start to believe you, and start saying it back.
8. Don't let standardized tests consume you or your lesson planning. It's important that your students do well on them, but its also important that you remain sane in order to be a good teacher (or at least, somewhat sane).
9. Make sure that you're getting enough sleep. Your students will notice when you're tired, and they'll capitalize on it.
10. Laugh. Laugh at yourself, laugh at you kids, laugh at situations. Because if you can't find some humor in all this mess, you're just going to end up very, very depressed.
Trends in our own city of Baltimore seem to show that many teachers who make it past the three year mark tend to stay with teaching, while most of the "dropouts" occur within those first two years. It seems that maybe teachers who make it past that three year mark begin to learn some things...or experience a certain amount of success...that motivate them to stay with it for longer. As I move toward this milestone, I reflect on the things I've learned that motivate me to stay in the game. While I realize that I have a limited amount of experience and am certainly no Rafe Esquith, if I could share ten things with a second year teacher thinking about leaving their career, it would be these ten:
1. The best advice I could give anyone about how to "manage" your classroom is to pretend that your life depends on whether or not you can get the children to behave in a way that they are able to learn each day. When thinking about this, I find it effective to visualize images from The Lord of the Flies in my head and pretend that I must, must, must get things under control. Understand that you have allies in this battle-other teachers, parents, siblings, and if you're really lucky, maybe even an administrator. However, don't expect anyone else to do the "dirty work" for you. Don't be surprised when you have to go it on your own at times. The most important thing is to keep searching for ways to get through to your students, from the beginning of the year until the very end. After looping with my students from 6th grade until 8th grade, I still have to call parents, give detentions, give rewards, and assign various punishments. There is not a "magic moment" where after two or three months of hard work the students all listen to you and you get to stop being a manager (despite what you may see in the movies). Yes, it gets better. I will admit that most of my students have achieved a level of behavior that I find acceptable for learning on most days, so the "dirty work" that I have to do is less often. However, you can't let your guard down just because things start going well, otherwise you'll lose it. Be consistent. Monday-Thursday isn't enough, Friday counts too. Sweat the small stuff. It's not fun, but if you truly care about student learning and achievement, you have to keep fighting the battle.
2. Don't be afraid to take chances. Sometimes I find myself being hesitant to implement a lesson for fear that the students won't be able to "handle it." I've taught myself to try these types of lessons regardless, and most of the time, I find myself pleasantly surprised. Student led projects, debates, field trips, role playing, and a number of other activities that I was once apprehensive about have proven to be amazing learning experiences for my students.
3. The beast is in the details. Just because a lesson didn't "work" right away doesn't mean that it was a bad idea. You may have missed one small step or minute detail that caused the lesson to crumble. Analyze what might have went wrong, correct it, and try the modified version again. Don't lose faith in you ability, or the ability of your students.
4. Be honest. When I ask my students to speak professionally in class, sans cussing, they often say, "You know that you cuss sometimes Ms. McGlynn." I answer, "Yes, but not in settings where I shouldn't. Personal vs. professional." This statement "personal vs. professional" has become a mantra in my room. Students correct each other by saying the phrase before I do. They respect the idea that nobody has to be on their best behavior all the time, and they'll respect you if you're real. I am not sure if this honesty is required in all populations of students, but I would certainly recommend it in Baltimore City.
5. Don't be too honest. While I encourage being "real" with your students on many levels, there is still a line that shouldn't be crossed. I think as adults, we should have the judgement to know where this line is.
6. Seek out resources. We all have issues with finding adequate capital (be it material, or human) for our classrooms. There are resources out there, and some of the best I've found when I began to "think outside the box." I have many friends that are successful adults and not teachers-I've asked them to come into my classroom and share their gifts with my students. Several of my friends have come in to be "guest speakers" on various topics we're working on in class. A group of students from Michigan State (the college I graduated from) came to work at my school for a week through the Alternative Spring Break program. My students enjoy and gain from these experiences in such a monumental way, it's difficult for me to adequately describe.
7. Get to know your students. I know we've all heard this one before, but I truly find it so important. Let your students get to know you as well. Tell them that you care about them even if it feels silly at first. After some time, they'll start to believe you, and start saying it back.
8. Don't let standardized tests consume you or your lesson planning. It's important that your students do well on them, but its also important that you remain sane in order to be a good teacher (or at least, somewhat sane).
9. Make sure that you're getting enough sleep. Your students will notice when you're tired, and they'll capitalize on it.
10. Laugh. Laugh at yourself, laugh at you kids, laugh at situations. Because if you can't find some humor in all this mess, you're just going to end up very, very depressed.
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