Ohhh S P I

O.S.P.I, or Office of the Superintendant of Public Intstruction, or something long and wordy like that, has a website. On that website, a teacher can download practice WASL questions. The WASL is Washington's version of making sure we don't leave any kids behind.
But, it seems the O.S.P.I. had someone on staff that they didn't want to get rid of. They couldn't seem to find a job for this person, so they created one. In the past, WASL sample reading selections, along with the questions that went with the reading selections, were available on line for teachers to use. A great resource for a teacher like me who has below grade level readers that will take the WASL in two weeks.
I had it in my plans to practice WASL reading selections over the next two weeks. I went to O.S.P.I.'s website to get the samples that had been there this summer. No joke; they were there this summer. However, I found that I could download the reading sample questions and host of other unnecessary material, but I couldn't download the reading selections. No, I was directed to request those by e-mailing some lady.
So, I e-mailed some lady. She replied back quickly, but ohhhh, the process it would be. She couldn't e-mail me a copy of the samples. Nope. She would have to snail-mail the damn things. Is this a joke? Wake me when it's over.

Ooops, they did it again.

Mistakes happen. If someone were to read every post I have written, they will find mistakes in my writing--mostly because I don't really proofread. Here are a few examples of mistakes from student essays on childhood. All work is left untouched by me:
"My parents always had attendances to over react about injuries." Attendants, attendances, or a tendency?
"...my parents will do anything to keep you safe." How nice of them!
"...while we are children, we love being a child and have no recollection of the things that come later..." Hmmm. Back to the Future Part IV.
"To me, being a child is like eating a popsicle, we start out eating the popsicle and thinking it tastes so exceptional. Then we start to get down towards the end, and I am saying to myself, 'please don't leave me.' Just like the popsicle, I don't want to leave my childhood." Why doesn't the popsicle want to leave?
"This forces us to stay up longer and to get less sleep, which makes us feel like quitting your job some times." If the student quits my job, does that mean I don't have a job?

More to come later!

The Effort to Succeed

In the post before this one, I wrote about the low percentage of students at my school that enter a four year university or two year college. And a while back, I wrote about Grades vs. Understanding. My thoughts on how I grade are set.
I have to be careful because students do wander over to read what I write. And if they were so inclined, they will find many mistakes within my writing that I would circle, underline, or generally remark on. But more importantly, I must be cautious because students find a way to take what I write here and take it personally. It is the negative of not writing under a pseudonym.
After returning from a few days of mid-winter break in warm and sunny San Diego, I had a conversation with two students regarding my grading policy. Both students are bright and should experience success in their futures. One of the students had written in a post on the class blog that hard work deserves a high grade. A B+ just doesn't cut it because of the effort that had gone along with writing the essay. Hmm.
Jaded teachers, someone I feel I am becoming, might lash out at the student. I was tempted to be angry by the challenge to my grading system; it has happened too often this year. Maybe it was the California sun that tempered my response--and my thoughts for that matter. I felt compelled to explain why grades don't reflect effort. I can't say I did a very good job of it, though.
The harsh reality that we must face in education is that we have produced a cohort of students who actually equate grades with effort. It wasn't narcissism that led my student to complain; it was years of indoctrination by a system that promotes socially and allows student self-esteem to dominate over student achievement. I'm afraid we haven't done a good enough job teaching critical thinking and anaylsis. Because to judge the thought process of an individual might hurt their self-esteem. We wouldn't want a student to feel dumb.
Notice the emphasis on feel? To feel, in connection with the emotional sense, is a linking verb. One that links the subject to the subject complement. So what, you might ask? When we write sentences, the first three types of sentences involve be verbs. Those are verbs that express a "state of existence." A fact, if you will. But a linking verb in the form of to feel dumb, does not equate to a "state of existence," or actuallity.
Ultimately, what I would rather a student challenge is not my grading policy, but whether or not I've done an adequate job of teaching them how to think critically and put those thoughts into an essay. I don't know that I've done that well.
For instance, in this unit on expository writing, I have given them a broad topic--childhood. I have offered them numerous essays and memoirs on childhood to create ideas, to spark thoughts. We have discussed ideas. I have asked questions, challenged existing beliefs. Maybe I just haven't done a good enough job of eliciting the type of thinking necessary to write an essay that defines or explains childhood.
What it comes down to is we need to change. Our system needs to teach critical thinking without hiding the sometimes harsh truths from our students. No, not every student can think as well as the student next to them. Believe me, I know from experience!

College Prep.

If 28% of a graduating high school class go on to a four year universtiy, and if 37% of that same graduating class go on to a two year university, what are the other 35% doing? And if this were your high school, would you be bothered by those statistics?
Today's work force needs to be skilled, but we continue to send a small portion of our students to universities. What needs to change at a school in order for college to become the choice for a majority of its students?

It's only a matter of time.

Father, please forgive me. I watched King 5 news this evening because of a teaser during Oprah. I know; I vowed never to watch that damn station again after what they tried to do to me. But, I found it ironic that they would do a story on "dirty dancing" two years after they tried to ruin my career for commenting on the attire worn to such dances. Have mercy on my soul.
Okay, now that I have made peace, the local NBC news reported a story about a local high school that is contemplating the end to school dances because the dancing is inappropriate.
This issue is a serious concern for educators. What do we do about the growing trend towards the raunchy side of life? As our pop culture continues to put forth a glamorous view of Paris Hilton, Linsay Lohan, and Britney Spears, our youth are battling for their self-respect--and we don't seem to notice.
I've been reading Margaret Meeker's book, Strong Fathers, Strong Daughters. The assualt on the values of our teenagers is readily detailed by the author. I'm not a doom and gloom person--in fact, I'm quite the opposite. But the statistics are scary.
I've advocated for it before, but maybe it is high time that schools got out of the dance business altogether.

It's only a matter of time.

Father, please forgive me. I watched King 5 news this evening because of teaser during Oprah. I know; I vowed never to watch that damn station again after what they tried to do to me. But, I found it ironic that they would do a story on "dirty dancing" two years after they tried to ruin my career for commenting on the attire worn to such dances. Have mercy on my soul.
Okay, now that I have made peace, the local NBC news reported a story about a local high school that is contemplating the end to school dances because the dancing is inappropriate.
This issue is a serious concern for educators. What do we do about the growing trend towards the raunchy side of life? As our pop culture continues to put forth a glamorous view of Paris Hilton, Linsay Lohan, and Britney Spears, our youth are battling for their self-respect--and we don't seem to notice.
I've been reading Margaret Meeker's book, Strong Fathers, Strong Daughters. The assualt on the values of our teenagers is readily detailed by the author. I'm not a doom and gloom person--in fact, I'm quite the opposite. But the statistics are scary.
I've advocated for it before, but maybe it is high time that schools got out of the dance business altogether.

Soul Searching

With the exception of the post immediately prior to this one, my tone has expressed the near depressive state I have languished in since mid January. Too often in the course of these last few weeks, I have felt the desire to give up. There are plenty of teachers who treat this profession like a job that must be endured to pay the bills instead of the dreamy stand and deliver inspiration of a career it is often made out to be. I don't want that to happen to me, but the apathy of my students is infectious.
It is easy to blame the students for my indifference simply because there is no other plausible cause. My daughter, who is on the verge of walking, brightens my mood and occupies the free time after work. My wife, who is an amazingly supportive woman, brings stability to an otherwise unfocused individual. My career, though young, has an auspicious future. So why do I feel like giving in?
Reason #1
Student Apathy--Okay, apathetic students have dogged the education world since the paint finished drying on the first one room school house in New England. There exists within me the belief that my love of literature and writing can supercede the general ennui associated with public education. Sure, that is egotistical, but it is at the core of why I teach. So, when a student fails to donate more than a half-ass effort because he's a senior, it pisses me off. There I am, 9:30 a.m. on Saturday morning, scouring essays for actual thoughts while my 9 1/2 month old daughter practices her first steps. I give too much of my time beyond the required 6.5 hours per day to have some lazy kid tell me that he doesn't see the point of learning sentence structure.
Reason #2
Student Drama--It seems that at least two students a year pull on my heartstrings. We've all had at least one of these students whose life circumstances make it hard not to give the extra effort for them. We become a counselor, a mentor, maybe a friend to that student; only, the advice thate we give, the support that we offer ultimately falls to ground unheeded. I've invested too many emotions into too many students who have basically thrown it back in my face. What bothers me the most about this is that I keep giving. I keep believing in the good of humanity to the point of weariness. I've grown weary of caring for the troubled or confused student. I have a daughter, now; it seems I ought to be saving up all my caring for when she will need it.

Really, those are the two reasons I have felt drained of life energy lately. This is the first time in the four years that I have been teaching that I have felt this low. Even the events of two years ago, when a group of students tried to use the media to bury my career, did not cause me to question my commitment to educating students. I still believed in the nobility of the profession. Today, at 6:00 p.m. on a Sunday night? I'm not as confident.
In an attempt to regain my sense of perspective, I tried to locate the speech I gave in front of a panel that would ultimately decide to allow me into the education program at Northwest University (then Northwest College). I came up empty.
I remember the premise quite well. Instead of telling the panel why I wanted to be a teacher, I told them why I didn't want to be a teacher. The risky approach tapped out the primary beat to which I have marched to ever since. I have tried to embrace this career not as a job, but as a vocation--a calling. I did manage to find in an old journal this reminder:
"My thoughts for life include grandiose plans. And English teacher who teaches with passion and knowledge. Understanding students, being sensitive to them."

Why do I teach? First, let me begin by exploring why I teach English. Primarily, it is because I believe the power of stories. From generation to generation, since we were either created by God or finished evolving from monkeys, man has told stories. We are an imaginative creature capable of expressing the depth of our nature through the words that we have learned. From Shakespeare's exploration of human nature to Paton's lamentaion of that same human nature, words have brought us to a better understanding of who we are; and those same words have sparked monumental revolutions in our world.
Why do I teach? Second, let me explore why I teach high school. The adolescent must navigate a complicated maze to adulthood. We implore the adolescent to slow down their sprint to maturity while bombarding them with adult responsibility. We ask of them more than we are often willing to give ourselves. The adolscent is in search for who he or she is and will be. I want to offer my experience and the experiences of so many great authors as guiding lights.

Ultimately, I believe that my story and the stories of countless men and women who have put pen to paper have the power to lead and influence a new generation of leaders that this world is desperately in need of. That is why I teach.

Book Plug

If you have an early teen boy, or if you teach early teen boys, I'd like to recommend a novel by a friend and colleague: Hoops of Steel.

Things that happened today

A student who had just finished reading my example essay told me that it was articulate. I didn't know if I should be offended.
A student asked me what I did last weekend. I told him I couldn't remember. He asked if it was because I drank too much tequilla.
At 7:00 this morning, I checked cnn.com to find out about the national news. It turned out that Anna Nicole Smith's death counts as a national tragedy I'm supposed to care about.
At 11:00 this morning, while on my prep period, I again checked the web for national news--this time foxnews.com. Apparently Anna Nicole Smith's death investigation constitutes as breaking news.

What are they thinking?

I will admit that I want to get into the minds of my students to watch the mental processing that happens. Let me offer a few examples.

What was he thinking when...
he got his haircut so that it wisps in front of his face, just like his girlfriend's?
he bought a pair of girl's jeans and slipped his legs into the small, far too tight pant legs?
he hollered, "Hey Yao Ming," while the player from his team shot free-throws?
he read over the announcements that a scholarship for "left handed, lesbian, nazi, hookers" was available in the counselors' office?
he picked up a small branch and chased his friend around the shrub, screaming, "I'll get you, my precious?"

What was she thinking when...
she put on a pair of 4-inch heels without knowing how to walk in them?
she pointed out that the kid next her "smelled foul?"
she got home and had to jack-hammer the foundation from her face?
she chased after the other girl while dragging in tow a confused faculty member who had tried to intervene?
she told a teacher, after Parent Night, that her mom found him attractive, and if he was interested?

Excuse me, may I tape this lecture?

What would you say to a student who asked to tape your lesson for the class session? The Kearny School District, the district where a teacher gave a sermon, is requiring students to seek permission before they tape a teacher's lecture--or sermon. The more appropriate question to ask is whether you would change your approach?

Whaddya Wanna bet...?

That I will always give in when two days before grades are due, I'll still accept those two assignments that will allow a student to pass--even though the deadline was a week ago.
That second semester seniors will be more of a handful than first semester seniors.
That as chalkboards disappear, we'll need a new high pitched way to get students' attention.
That even though I don't know the whole story, this story just, just....
That if you don't have passion for teaching students or your subject, you won't last long.
That Mr. McNamar, who has been fined many times for driving 70 in a 60 or 65 in a 55, fully supports fining parents for missing conferences.
That I would take it a step further and fine them for not responding to e-mail or phone calls.
That no matter how long we ask for parents to be held accountable for their students education, we will always come out the losers.
That even though kids can say whatever they want and post whatever they want on their Myspace accounts, teachers that blog will always have to vent carefully.
That it shouldn't stop teachers from adding to the blogosphere.
That a good book is better than a good movie.
That I am glad for the start of second semester, even if my class list is virtually the same.
That this post is over for tonight because Jeopardy starts in four minutes.
That you were wrong if you guessed that would be the last, "Whaddya wanna bet..." for this post.
That I kept going because I realized why my students are starting to put me into the thirty year old category six months too soon!

Work Day

Because of the crazy weather this winter in the Pacific Northwest, I spent my Saturday in the classroom grading essays and finals. The fine people of our union voted to turn teacher work days into student days by making a number of Saturdays teacher work days. If we hadn't done this, we would have been in school until the last possible day in June. That wouldn't have bothered me--at least not until June!
There is something demoralizing about being forced to work on a Saturday. Maybe it is because of the movie Office Space. It feels like the Superintendant is going to ask, "Ahh, I'm going to go ahead and have to ask you to come in on Sunday, too..." And the thing of it is that I would have gone in anyway today because I am far behind in grading and the semester ended on Friday.
Then, as I graded the finals and came to the conclusion that maybe one person studied, I became mildly depressed--thinking that it is only my students who avoid even the appearance of caring. However, Dennis, from In the Trenches, made my day. I am not the only one who has students who don't come to class, don't turn in assignments, and don't seem to be phased by the 52% on their progress report.
Like Dennis, I love what I have chosen to do. On my best days, there is nothing that could come my way to make me stop teaching. But days like the past few.... Those days make me want to forget about AYP, underachieving and apathetic students, and unconcerned parents. Those days make me want to stop teaching. To run away to a less emotionally draining career like sports photography, sports journalism, or sports radio show.
Then my biggest concern would be whether or not picture 101 or 102 is the better shot, or whether or not my column made deadline, or whether or not we get to break on time. Rough.