This is from a response to one of my posts on another website:
Could it be that students hate school because they are expected to do things they may not like? Well tough, life is full of doing things you may not like. Don't like school in the morning? Well what makes you so different from generations of others students who had to get up early to get to school? Are you going to fill out a job application with the statement "will only work afternoon shift?" My toughest class (full of boys on probation for various deeds) doesn't like my class because I won't let them cuss! Am I then supposed to start wringing my hands and wonder how I can accommodate them so that school doesn't suck? Everybody talks about raising standards, and about how students will rise to the level of our expectations, but when it comes to behaviors, nobody wants to just tell them "show up on time, stay awake, keep quiet, and learn something."
Ditto.
Finals week is always a tense time of frustration, late nights, and rattled nerves. Teachers are busy grading first semester projects while students cram for finals and pray for high scores. In my multimedia courses the students finish each semester with a major project due before the final. I returned the scored project on the day of the final after the students evaluate ALL of their peer's projects to compare their own work. It's a long two hours. I also give the students their semester grade report upon completion of their final. I ask them to check it over and double check my computation. Teachers make mistakes, and I'm no exception. There are usually one or two students who find a numeric typo and I am able to make adjustments before I start to bubble.
The students I am most concerned with during this time are the D-/F kids. If they are at 58% I work like crazy to try and help them get over the 60% hump. If they stay at 58% then they receive no credit for the semester. I know that other teachers might say "too bad," and that's ok with me. But I always want to make sure that the reason the pupil is at 58% and not 61% is not because of my error. Unfortunately, these D-/F kids often do not assert themselves in the checks and balance process. Sadly, too many of them simply accept the 58%, the fact that they will fail and receive no credit, and move on without making any effort to at least check the numbers. It makes me crazy. I literally have to go to some of these folks and ask them if there is any complete but yet un-submitted work in their possession that they might want to turn in late-late. Some do, some don't. Even today I had a kid with 56% going into the final not show up for class. With the final he would have 60.1%. He eventually arrived late (Yes, I gave him the final anyway).
But what really makes me nutso is the A-/B+ kids who grade monger, hounding me until they get the A when their effort and performance is not "A" worthy. Not the students who during the course or the semester genuinely want to improve themselves with extra credit, or extended assignments. I love those kids. But the ones who wait until grades are completed, and then complain. Or suddenly "discover" a missing assignment they "thought" they turned in. This of course occurs after already reviewing grades in class every 3-4 weeks. I had three students verbally attack me yesterday because their "B's" were not "A's". Why do students think that is acceptable behavior? Could it be TV?
The reason my students don't get better grades is because they don't work hard enough to earn better grades. That's it, end of story. The three "B" students did not have perfect attendance and had not turned in their completed work on time every time. Plus the quality of their work was not up to par. The grade they received was the grade they earned through their level of commitment and work. I think the problem is that many kids don't understand or value work and certainly not the value and the rewards of working hard. Perhaps I don't see more of that because I don't teach AP core courses. But my course name is followed by CP (college prep) and satisfies the Art requirement for the University of California. It's not for slackers. And yet, perhaps because it's an elective the kids don't anticipate having to work hard. Wrong! It was even worse in my advanced multimedia course. Once I handed out grades on Tuesday (and out of 30 kids there were only 6 "A"s) some of the "B"s went crazy as if they were entitled to an "A" just because they showed up semi-regularly and turned in mediocre work occasionally. What gives?
I know that my parents wanted a better life for me, so they tried to give me a better life than the one they had lived as kids. My dad was born in 1937 my mom in 1942 so they grew up during a time of war and then post-war prosperity. Not quite "baby-boomers" both my parents worked and my maternal grandmother lived with us making sure my sister and I got fed regularly and off to school. It was a good life. Better than most I think. Most importantly my parents taught me how to work hard. Not only through example but also through opportunity I learned what it looked and felt like to work for and earn what I received. Now as a parent of four great kids I am trying to instill the same values and work ethic into my own children. But it's not easy. Our lifestyle is not "normal" for Southern California. We live in an area that is beautiful but inconvenient. My kids have chores, a weekly schedule and a fixed bedtime. It doesn't always work, and there are plenty of obstacles to overcome, but my wife and I are committed to raising our children in a way that teaches them the value of work and the importance of stewardship.
I don't mean to be judgmental or critical of parents or parenting in general. It's much, much harder to be a parent than a teacher. But I often wonder as I spend 6 hours a day with other people's children just what exactly the kids are being taught at home. I also wonder what service or disservice we in public education are doing for these kids when we just pass them along. My efforts to get those D-/F kids over the 60% hump may be doing more bad than good. How can anyone learn the value of hard work if they are never really required to work hard? With all of our modern conveniences relieving us of many mundane tasks we lose opportunities that use to require us to work, and as kids, teach us the value of working. Video games may be the biggest culprit (and I love video games). Today you don't even have to go outside and play to go outside and play. Unbelievable. Sometimes it's more fun to play a football game virtually then to actually go out and play football. So long as that is true, and I see more and more kids, especially boys doing exactly that, kids are going to continue to miss out on learning experiences vital to their futures as productive members of our society.
As teachers, our job is to stand in the gap for our students. Parents send us their beloved angels after having prepared them as well as the parents can. We pick up wherever the parents leave off and try our best to carry the children forward. One of the difficulties inherit in our jobs is the broad range of student backgrounds we are required to work with. Seems an impossible task when you try and quantify it. But that's what we do. If our pupils lack an appropriate work ethic when they walk through our doors, then it is our responsibility to teach them how to work. The kids may not like it, they may moan, complain and rebel, but teaching people to work is teachers' work and our contribution to our world.
Please post your comments below.
February 02, 2006
January 29, 2006
The trouble with television?
I teach courses in multimedia. These courses include digital video productions that are seen on the closed circuit television system at the high school where I work. I also once worked for KNBC in Los Angeles. I enjoy watching television, probably an hour and sometimes two a night. So I generally support television as entertainment. However, as I sit here reflecting on the unacceptably poor quality of first semester projects that I have just completed grading, and after I have already commiserated with a close friend and fellow teacher, I am wondering what is at the root of the problems we teachers all face with our students. My answer: television.
Before I continue, I don’t plan on pigeonholing television as the actual root. The actual root is much deeper. But television serves up a great example of a delivery system that is poisoning our culture. Not all television is poisoning all of our culture. But most of the images children see daily on the small screen neither promote a healthy lifestyle nor the importance of education. Instead kids get images of moronic parents and teachers who are buffoons at best. Entertaining? Sure. Especially to adults who can watch objectively. But to kids? Kids who don’t have the mature filters of experience watch this programming for multiple hours a day pointing and laughing at the idiot adults and are then expected to come to school and treat their teachers with respect. Right. Then go home to their hard-working parents and are expected to appreciate all that their parents’ sacrifice for their children’s well being. Kids don’t get it. Unlike years ago when instead of plopping kids down in front of the tube they were given household chores, or taken on trips to the laundry, and sometimes even included in “bring your kid to work day.” Instead of learning the value and sacrifice and hard work, kids learn about what products are best for cleaning carpets.
I don’t fault television producers and programmers completely. Their jobs are to sell soap. In order to sell soap they must draw an audience to watch the soap commercials offered by the advertisers who actually pay the bills for television production. I support the capitalistic approach to economics so I support the idea of commercial television. Most television producers and programmers do their jobs very well. They sell soap for the advertisers. The advertisers are in the business of selling soap so the programs they pay for are designed to attract viewers who might potentially buy their soap (hence soap operas). Soap sellers are not concerned with content, moral, or character education (evidence soap operas). So television producers and programmers are not concerned with moral or character education in the programming they offer. This would be ok if it stayed in the realm of mid-afternoon-before-kids-get-home TV. But the same mentality is applied to the 24/7 kids programming on cable. Kids are a huge, I repeat HUGE market for advertisers. From breakfast cereal to video games, kids spend their parent’s money. Kids watch TV (some watch a lot of TV) so in the world of advertising they are fair game for using the TV to sell products. Like soap sales, breakfast cereal and video game companies are not selling content, moral, and character education. They are selling products. So the images seen in the programming they pay for reflect an effort to sell their products, not make better people. That’s our (the teachers) job.
What we see on TV is a symptom of a bigger cultural problem. The problem is what our culture values, or doesn’t value in general. The second part of my conversation with my colleague concerned the lack of stigma attached to failure. Some kids don’t care if they fail and there is no reason for them to care. Nothing happens. If they fail they move right along to the next course, to the next grade, and almost all the way out of high school. In California we may not like the CAHSEE, but at least now there is some sort of hard obstacle to overcome if a student wants a diploma. Failing kids today is a big no-no in schools all over the country. If a student doesn’t fail they’re not left behind. If we pass them, they will move on. But just because the students aren’t left behind doesn’t mean they have actually learned anything. I’ve taught long enough to see that the students I currently teach are the least prepared of any I have had before. I’m sure my predecessors who taught these same kids would agree with me. This is a problem that has been going on for a long time without being resolved. Now what do we do? How about less TV?
Since we can’t change the kids we have to teach, and we can’t change the standards, and no one can be left behind, then maybe we need to start taking a long hard look at the curriculum. Perhaps it is time that we narrow the scope of what we teach. Sometimes knowing a lot about a few things is better than knowing a little about many things. If a majority of the students cannot absorb all the content in the course scope and sequence, then instead of trying to keep an absurd schedule to teach them everything, maybe we should slow down the pace and not move on until they actually get it. There is no sense in leaving a kid to fail because of a testing schedule. Perhaps it’s time to change our definition of success. Not dumb it down, but adjust for our audience. Like a television producer, we need to know who it is we are trying to reach and then give them what they want, or in this case, need. Imagine what the classroom would be like if the students actually learned and retained what they were taught at each grade level? For teachers it’s not about selling soap, breakfast cereal or video games; our mission is to teach the appropriate content, moral, and character education that will improve the lives of the students in our classrooms. I think I saw that somewhere on TV.
Before I continue, I don’t plan on pigeonholing television as the actual root. The actual root is much deeper. But television serves up a great example of a delivery system that is poisoning our culture. Not all television is poisoning all of our culture. But most of the images children see daily on the small screen neither promote a healthy lifestyle nor the importance of education. Instead kids get images of moronic parents and teachers who are buffoons at best. Entertaining? Sure. Especially to adults who can watch objectively. But to kids? Kids who don’t have the mature filters of experience watch this programming for multiple hours a day pointing and laughing at the idiot adults and are then expected to come to school and treat their teachers with respect. Right. Then go home to their hard-working parents and are expected to appreciate all that their parents’ sacrifice for their children’s well being. Kids don’t get it. Unlike years ago when instead of plopping kids down in front of the tube they were given household chores, or taken on trips to the laundry, and sometimes even included in “bring your kid to work day.” Instead of learning the value and sacrifice and hard work, kids learn about what products are best for cleaning carpets.
I don’t fault television producers and programmers completely. Their jobs are to sell soap. In order to sell soap they must draw an audience to watch the soap commercials offered by the advertisers who actually pay the bills for television production. I support the capitalistic approach to economics so I support the idea of commercial television. Most television producers and programmers do their jobs very well. They sell soap for the advertisers. The advertisers are in the business of selling soap so the programs they pay for are designed to attract viewers who might potentially buy their soap (hence soap operas). Soap sellers are not concerned with content, moral, or character education (evidence soap operas). So television producers and programmers are not concerned with moral or character education in the programming they offer. This would be ok if it stayed in the realm of mid-afternoon-before-kids-get-home TV. But the same mentality is applied to the 24/7 kids programming on cable. Kids are a huge, I repeat HUGE market for advertisers. From breakfast cereal to video games, kids spend their parent’s money. Kids watch TV (some watch a lot of TV) so in the world of advertising they are fair game for using the TV to sell products. Like soap sales, breakfast cereal and video game companies are not selling content, moral, and character education. They are selling products. So the images seen in the programming they pay for reflect an effort to sell their products, not make better people. That’s our (the teachers) job.
What we see on TV is a symptom of a bigger cultural problem. The problem is what our culture values, or doesn’t value in general. The second part of my conversation with my colleague concerned the lack of stigma attached to failure. Some kids don’t care if they fail and there is no reason for them to care. Nothing happens. If they fail they move right along to the next course, to the next grade, and almost all the way out of high school. In California we may not like the CAHSEE, but at least now there is some sort of hard obstacle to overcome if a student wants a diploma. Failing kids today is a big no-no in schools all over the country. If a student doesn’t fail they’re not left behind. If we pass them, they will move on. But just because the students aren’t left behind doesn’t mean they have actually learned anything. I’ve taught long enough to see that the students I currently teach are the least prepared of any I have had before. I’m sure my predecessors who taught these same kids would agree with me. This is a problem that has been going on for a long time without being resolved. Now what do we do? How about less TV?
Since we can’t change the kids we have to teach, and we can’t change the standards, and no one can be left behind, then maybe we need to start taking a long hard look at the curriculum. Perhaps it is time that we narrow the scope of what we teach. Sometimes knowing a lot about a few things is better than knowing a little about many things. If a majority of the students cannot absorb all the content in the course scope and sequence, then instead of trying to keep an absurd schedule to teach them everything, maybe we should slow down the pace and not move on until they actually get it. There is no sense in leaving a kid to fail because of a testing schedule. Perhaps it’s time to change our definition of success. Not dumb it down, but adjust for our audience. Like a television producer, we need to know who it is we are trying to reach and then give them what they want, or in this case, need. Imagine what the classroom would be like if the students actually learned and retained what they were taught at each grade level? For teachers it’s not about selling soap, breakfast cereal or video games; our mission is to teach the appropriate content, moral, and character education that will improve the lives of the students in our classrooms. I think I saw that somewhere on TV.
January 26, 2006
What is there to smile about?
A post from another blogger: “If you smile too much or too soon, you are done. DONE, I tell you! It's like I read or heard once somewhere: It's easier to start out strict and ease up on students than it is to start easy and then turn around and attempt to be a good disciplinarian.” I agree with the second part. Once the ship is lost, not even the largest bucket brigade imaginable can bail it out. However I disagree with the smiling part. So…
What is there to smile about?
Effective classroom management has nothing to do with how much or how soon a teacher smiles, even a substitute teacher. Managing a classroom effectively is all about using well prepared assignments that engage the students and keep them focused, on-task, and most importantly, LEARNING. An engaged and active group of students working towards a tangible, attainable (and dare I say) fun goal is much easier to manage than a “bored hoard.” One of the reasons substitutes have such a hard time (and I subbed for two and half years before my first contract) is because of the lack of preparation for the sub by the regular classroom teacher, and the abysmally weak lesson plans left behind that often include showing a dreadfully boring video tape. What’s a sub to do? Of course, part of the reason this condition exists is because so many in the sub pool are so under-qualified for the classroom. Honestly, where do the find some of these people? But not all subs are inadequate and in my opinion substitute teaching is a far better teacher-prep program than most of the so-called teacher-prep programs I’ve been around (but that’s not many.) And to those substitute teachers who may be reading this now, you have my deepest respect and sympathy. Jumping into a hungry pool of sharks, covered in blood, and smelling of fish is not for the faint of heart. So smile at your students when you show up for work tomorrow no matter what the regular teacher leaves for the lesson plan.
Discipline is a dish best served with sides of structure and consistency. Well-designed assignments that clearly map out step-by-step instructions that students can follow do far more to deter inappropriate and annoying behavior than will multiple detentions, time-outs, and referrals. Hard and fast due dates inhibit student procrastination and encourage dedication and follow-through. Always have something due by the end of the period, and a major quiz, test, or benchmark project due at the end of each week. That way, students never have time to goof-off. Of course, this kind of schedule requires a level of preparation, experience, and expertise on the part of the teacher that newer teachers often lack. Not because of a lack of smarts, but because of a lack of time spent teaching. It’s just one of those things. Over time a teacher learns the value of consistency. Some find a repeated daily schedule dry and unexciting. However, kids (even though they would never admit it) do better on a routine. Everyday we line up outside the door and wait for the bell to ring (Ok, not in high school). Everyday we have an assignment waiting on the whiteboard that can be started as soon as the students sit down. Expectations are clear and understood by all. Rules are posted and consistently enforced. Basic teacher stuff that works far better than a teacher’s frown or scowl. Smile, and the students smile with you.
Unfortunately, a teacher who always smiles will quickly lose the useful effect on their pupils of a happy face. There are times when a teacher must show another side. Kids really can be like sharks smelling fresh blood when they sense and grab a hold of a perceived weakness in a teacher. One slip-up, and the troubles begin. It happened to me today in class. A student asked for a deadline extension on an assignment. I gave it to him, and was then mauled by an angry, threshing pack or man-eaters. My error, and I paid for it, dearly. Sometimes a teacher must use their emotional side to make an impression or drive home an important point. I heard a story about a retired colleague who once used a starter pistol in class. He would fire a blank towards the ceiling every few seconds to make his point and demand the attention of his students. (Of course, this was a long time ago. I don’t think such a teaching practice would be recommended or accepted in the current climate. Nor would I ever advocate such an approach.) I don’t believe it’s ever acceptable to lose control, but there is nothing wrong with showing your students emotions beyond your happy smiling face.
Being emotional in front of students is more common among athletic coaches. Just watch the adults on the sidelines of any Friday night high school football game. Coaching with emotion is considered passionate. Shouldn’t classroom teachers be passionate as well? Ok, perhaps not that passionate. I’ve had my moments. Before teaching computers I taught drama. It’s somewhat more typical for a drama teacher to be emotional in front of students. For me, my emotions are like a barometer. It’s true now when my advanced students evaluate our weekly “Friday Show” that airs on the close-circuit television network on campus. My students know that if I get choked up and need a moment before being able to discuss the merits of their efforts they have already succeeded in doing a great job. Letting your students know that you care is important. When kids see that their efforts truly matter to their instructor, they will work even harder towards achievement.
So go ahead. Smile. Your success in the classroom is not determined by your facial expressions, but rather by your determination to teach your students as reflected in your preparation for class, your commitment to consistency, and your willingness to be a human being. That’s a lot to smile about.
Please post your comments below.
What is there to smile about?
Effective classroom management has nothing to do with how much or how soon a teacher smiles, even a substitute teacher. Managing a classroom effectively is all about using well prepared assignments that engage the students and keep them focused, on-task, and most importantly, LEARNING. An engaged and active group of students working towards a tangible, attainable (and dare I say) fun goal is much easier to manage than a “bored hoard.” One of the reasons substitutes have such a hard time (and I subbed for two and half years before my first contract) is because of the lack of preparation for the sub by the regular classroom teacher, and the abysmally weak lesson plans left behind that often include showing a dreadfully boring video tape. What’s a sub to do? Of course, part of the reason this condition exists is because so many in the sub pool are so under-qualified for the classroom. Honestly, where do the find some of these people? But not all subs are inadequate and in my opinion substitute teaching is a far better teacher-prep program than most of the so-called teacher-prep programs I’ve been around (but that’s not many.) And to those substitute teachers who may be reading this now, you have my deepest respect and sympathy. Jumping into a hungry pool of sharks, covered in blood, and smelling of fish is not for the faint of heart. So smile at your students when you show up for work tomorrow no matter what the regular teacher leaves for the lesson plan.
Discipline is a dish best served with sides of structure and consistency. Well-designed assignments that clearly map out step-by-step instructions that students can follow do far more to deter inappropriate and annoying behavior than will multiple detentions, time-outs, and referrals. Hard and fast due dates inhibit student procrastination and encourage dedication and follow-through. Always have something due by the end of the period, and a major quiz, test, or benchmark project due at the end of each week. That way, students never have time to goof-off. Of course, this kind of schedule requires a level of preparation, experience, and expertise on the part of the teacher that newer teachers often lack. Not because of a lack of smarts, but because of a lack of time spent teaching. It’s just one of those things. Over time a teacher learns the value of consistency. Some find a repeated daily schedule dry and unexciting. However, kids (even though they would never admit it) do better on a routine. Everyday we line up outside the door and wait for the bell to ring (Ok, not in high school). Everyday we have an assignment waiting on the whiteboard that can be started as soon as the students sit down. Expectations are clear and understood by all. Rules are posted and consistently enforced. Basic teacher stuff that works far better than a teacher’s frown or scowl. Smile, and the students smile with you.
Unfortunately, a teacher who always smiles will quickly lose the useful effect on their pupils of a happy face. There are times when a teacher must show another side. Kids really can be like sharks smelling fresh blood when they sense and grab a hold of a perceived weakness in a teacher. One slip-up, and the troubles begin. It happened to me today in class. A student asked for a deadline extension on an assignment. I gave it to him, and was then mauled by an angry, threshing pack or man-eaters. My error, and I paid for it, dearly. Sometimes a teacher must use their emotional side to make an impression or drive home an important point. I heard a story about a retired colleague who once used a starter pistol in class. He would fire a blank towards the ceiling every few seconds to make his point and demand the attention of his students. (Of course, this was a long time ago. I don’t think such a teaching practice would be recommended or accepted in the current climate. Nor would I ever advocate such an approach.) I don’t believe it’s ever acceptable to lose control, but there is nothing wrong with showing your students emotions beyond your happy smiling face.
Being emotional in front of students is more common among athletic coaches. Just watch the adults on the sidelines of any Friday night high school football game. Coaching with emotion is considered passionate. Shouldn’t classroom teachers be passionate as well? Ok, perhaps not that passionate. I’ve had my moments. Before teaching computers I taught drama. It’s somewhat more typical for a drama teacher to be emotional in front of students. For me, my emotions are like a barometer. It’s true now when my advanced students evaluate our weekly “Friday Show” that airs on the close-circuit television network on campus. My students know that if I get choked up and need a moment before being able to discuss the merits of their efforts they have already succeeded in doing a great job. Letting your students know that you care is important. When kids see that their efforts truly matter to their instructor, they will work even harder towards achievement.
So go ahead. Smile. Your success in the classroom is not determined by your facial expressions, but rather by your determination to teach your students as reflected in your preparation for class, your commitment to consistency, and your willingness to be a human being. That’s a lot to smile about.
Please post your comments below.
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