You Need Sh&% to Make Things Grow

After last Wednesday's horrible department meeting I had much to think about, including reflecting on what I could do better in my reading classes. So, I created a power point with the title slide "Come to Jesus Meeting." [I realize that a religious reference may offend some, but since we also go over idioms/cliches, I thought this Southern phase might be one they could learn] After that slide I showed the bar graph and explained it. I then told them about the meeting and who was there, and I asked, "How do you think I felt?" Students offered up words such as: embarrassed, mad, frustrated, angry, disappointed. I told them that I was not angry with them, but I was embarrassed and frustrated. I explained that what what they did, or did not do, had consequences that went beyond their grades in my class. I then put up a list of bulleted questions and told them that whatever they said would not be repeated outside of class. I asked them why they thought they did so poorly on the computerized program. I also asked what I could do better. I asked about how they felt about reading in general and if they felt they had improved so far this year. They had some good ideas about how to motivate them. It was a very good discussion. I think they saw me more as a human with feelings. Taking all of this into account, I spent a small fortune at Target and Party City, getting together fun rewards (mini-tropies, fun hats, etc.) I also--and I had wanted to do this before the meeting and talk--put together good luck bags for them since they retake the FCAT next week. My tenth grade students helped, writing some creative, and often funny, quotes/inspirational statements.

And, it seemed to have worked. They did fantastic yesterday. The computer program is not everything, but they took it more seriously. And, I followed up with one of their requests, which was to show some kind of video that was related to the article they were going to read. Below is a graph comparing the percentage who scored 75% or greater on the article questions (August-September) and how they did yesterday. I had 9 students get a hundred on it.

So, maybe it took some sj&% going down to lead to some greater good?

The Purpose(s) of Reading Classes?

Today (actually yesterday and today) was tough and I left school feeling frustrated and dejected and wondering: What is the purpose(s) of reading classes in high school according to (a) state leaders, (b) district leaders, (c) school leaders, (d) fellow reading teachers, and (e) our students? In our district--and I am assuming across the state--we have two mandated "programs" (curriculum) that we are supposed to use. One is text based and groups two titles together (short story and poem, short story and interview, non-fiction essay with poem, etc.). We are supposed to take 4 weeks to cover each group--yes, four weeks to cover a short story and poem! Along with this "curriculum" we have a computer-based "curriculum" where students are assessed and then receive several articles to read each week (based on their lexile scores) and then answer multiple choice questions for. Both of these "programs" are expected to be used as 20-23 minute rotations/literacy centers along with whatever else we deem necessary/suitable for our students on a daily basis. Of course, leaders know that daily rotations are not always possible. Students, at least those in grades 11-12, are placed in these reading classes because they failed the mandated state graduation exam. They stay in reading classes until they pass this exam. There are also reading classes for 9th and 10th grade students--to be honest, I don't know what "scores" or "data" is used to make this decision. There are three different levels of reading classes depending on how (poorly) the student did on the high-stakes test. I have mid-level 11th and 12th graders. Today, in our department meeting, we were shown a graph of each teachers' students' progress on the computer-based program. Even though we all have different levels of students and grade levels of students (who have very different attendance patterns and levels of motivation) this chart was shown to all. Now, it was prefaced with "this is not meant to . . ." (as in embarrass, chastise, etc.). However, that is exactly what it did.

As you can see, I am at the bottom of this list. This computer program is just one component of a full reading class. What about the rest? Average data was used to compare teachers and their students. My dejected and often truant upperclassmen were compared to 9th grade students who are reading at higher levels. A teacher with one class of students was compared to another who teaches three classes. To pass out this chart serves what purpose? Is it to motivate us? Is it to tell us that we need to somehow get our kids to score above 75%? (I asked, frankly, how to do this. I talk about the importance of a 75% or higher every time we do it. What is there to truly motivate the kids to do it?) Where is the quality/quantity balance? (Because we were also given charts that show EVERYONE'S total usage). So what am I left wondering?: What about how much students love or hate to read? What about the other things we do that a computer program does not capture? What about the pressure to help them pass this stupid state graduation exam? What about the ones who have taken it (sometimes three times already) and failed every time? What about my dual language speakers who need so much more than I have time to give them? What about my kids who can't put books down they are so good? What about the kids who never come to class and thus ruin my "average"? What about reading in general? Do people really care?

It's Short Story Time!

I began the year with poetry (for my 10th grade English class) because: (a) it is a big part of the Cambridge program and I needed to get refreshed myself; (b) it is a good way to review literary terms students will use the rest of the year; and (c) honestly, it was the easiest to plan for. It's been years since I have "taught" all of the elements of ELA. Of course, I incorporated it in my methods classes (and I did teach YA lit and writing); however, going back to teach it to high school students is like starting all over again. Now, that we are at the point to take the first quarter test and move on, I am going to do a unit of short stories. Again, I can review and reinforce key terms students will need for novels and plays. Also, I want to get some foundation work in so we can really dive into the longer works the rest of the year. So . . . it is time to really hit literary theory and critical literacy! (I did try it a little with poetry, but our anthology has old, old poems for the most part). I wanted to share this chart I made because over the past five years as I have written about and presented research from my YA lit class some colleagues have asked for it. I didn't come up with this--I just compiled from some really smart people:

The District Visit!

Today was the much anticipated (and dreaded?) visit from the district-level reading folks. Like many other places our district purchased packaged programs and technology for the reading classes. I won't comment on those right now other than to say that we are supposed to be doing rotations every day with them, and--frankly--there is not enough with one of them to do that. The other one, although adults think is wonderful, the kids are not in love with. Yes, they read a lot of non-fiction articles, which is good, but still. I ask you: how much non-fiction reading (of online articles) do you do for fun (and reading journals for work does not count)? I know that when I was in high school I did not choose non-fiction articles about volcanoes, the electoral college, bikes for rent, etc. for my reading pleasure. Back to my topic. So, I knew I could not put on a dog and pony show. And, I was not going to do rotations just to do rotations. I stuck with my plan, which was related to the readings in the one mandated text--I just wasn't using that text yet. I found some great teacher-made videos about figurative language in pop culture. I showed those--as a bridge between the short story we read last and the poem coming up AND because literary devices is on our state graduation exam--and then had students label music lyrics with what the devices were. This is nothing new, I know, but it is more interesting and more relevant than the stuff in the textbook. Then, I did shades of meaning (since tone and mood are part of our "cluster" we have to study at this time of year). The students did great, and they really seemed to love it. My non-native speakers did really well with it, too. While I kept teaching, the entourage had 10 minute visit and then 10 minute pow wow outside my door (I saw it going on while I continued teaching). After class ended, I met with my AP . . . she said they thought it was a "creative" lesson and they liked that I was doing shades of meaning with them. I wonder if I will get nailed for no rotations?

Too Much Knowledge Can Be a Bad Thing

Overwhelmed. If there was one word to describe myself in terms of planning for instruction that would be it. When I first began teaching in 1996, I was six years out of my teacher education program and four years post-masters. In between I subbed and waited tables. Pretty far removed from where I thought I would be. In fact, when I got the call to come teach, I was living 13 hours away waiting tables at a Cajun restaurant. It was what I had been waiting for, so I packed my car and drove back to Florida--and started teaching. My teaching toolbox at that time was pretty small. I think I did a good job, but I only had so many good strategies to pull from. Now, nearly two decades and a PhD later, my toolbox is essentially the size of a garage. I have TONS of really, really good tools from a ton of really, really smart folks (Jago, Beers, Blau, Probst, Smagorinsky, Milner, etc.). It is almost crippling because I want to use ALL of what I know, and that is simply impossible. Every day a war wages in my mind about whose ideas to use. In thinking too much and too long maybe I am just missing out on the obvious. My fear is that this back and forth and indecision is hindering rather than helping my students . . .

Some Very Tardy Musings on Professional Development

I should have posted this long ago, but--frankly--I am still thinking about it. Professional Development. In particular, mandated professional development. I was a classroom teacher before, during, and after the insanity of NCLB (and that insanity started long before 2002 here in Florida due to Jeb Bush being Georgie Porgie's brother). Before NCLB, there were very high-quality professional development offerings that I attended, some of which had stipends. I remember CRISS training and Discipline with Dignity. I took part in action research regarding vocabulary and I spent the summer with other teachers working on creating a Differentiating Instruction manual for our peers. These were wonderful experiences--and I still use the materials from them. However, a lot has changed. First, it was all about the FCAT and beating the test. These types of strategies only work for the test; they don't carry over into real-life. Now, with CCSS, it is all about text-dependent questions. I am SO over taking (already poorly written) questions in the textbook and (simply) turning them into text-dependent questions by adding, "according to the text" or "the text says." That is NOT high-quality nor higher-order questioning.

The Adventure Begins Shortly! In less than one week the movers pack me up and move my things back to my my hometown of Fort Myers, Florida, where I will become a high school teacher again. At the moment I am jobless, but I have had several interviews and know of openings. I just have to be patient until the jobs are posted so I can apply. I am retooling this blog so that I can chronicle my experiences as a classroom teacher. After ten years at the university level, I am sure it will be a big adjustment (my bladder will have to adjust, that's for sure). I spent 2004 and 2010 teaching or co-teaching full-time and part-time, so I am not worried about knowing "reality." What I do wonder about is my ability to connect with kids. Going back at my age I really hope so. I hope my colleagues in English education, former students, and other teachers will weigh in as I "get schooled."

Hate Your Job?

Hate your job? That is the question I have been asking myself for the past week. I have no idea where it came from, and it's quite disturbing. For the past ten years I have been slaving away at this job, a job I thought I loved, and then suddenly, POOF, I wake up one day hating it. All. Of. It. It's quite disconcerting. I feel like I could shut the door, walk away, and never come back and all would be right in the world. I am not sure what to make of this sudden revelation . . .

New Year, New Person?

All around me, whether on Facebook, in the halls, on TV, or at yoga, I hear people talking about New Year's resolutions. I've never had much luck at making or keeping them. However, as I am going through some sort of mid-life/mid-career crisis, I have made a few "changes" that I hope to keep up not only in 2013 but for a long time. 1. Slow down. I usually wake up, rush to feed the cat, get dressed, and head to the gym at 5:30 am. I am trying to wake up earlier, take 5-10 minutes to relax and meditate on life, then feed the cat, read, get ready, and go to the gym (it didn't work out that way today, but I am sick and feel that is a valid excuse). 2. Downsize. Holy hell, how did I wind up with SO MUCH stuff??!! Seriously. I am getting rid of tons of clothes, books, papers, crap. 3. Let go. I am done giving my life to this job. I am going to be very selective about what I take on in terms of research/writing and let the rest go. 4. Travel. Last week I had my first non-work/non-duty (e.g., wedding, graduation) trip in 17 years. Pathetic. I am going to travel more. 5. Read and reflect. I am going to take time to read and reflect--for myself--each and every day.