I had a good run today at Lake Murray-- the first 5+ miler I've done in a few weeks. It felt really good to let the week go (and it's only Tuesday!). So, you might remember that earlier this year a student broke into my classroom and peed on my desk. If not, here's the link to that happy tale. The kid was never caught, but I thought that was the end of gross things being done to my classroom this year. Not so.
For the past few weeks someone has been spitting on my classroom door. The first time I noticed it, was on a Monday after a long weekend and a big storm, so I didn't really think much about it. But then I began to notice that every couple days there was more of this gross, spit-looking substance accumulating on the door. Yesterday the kid finally went for the big guns (just in case I wasn't getting the message I suppose) and spit partially-masticated food all over the door. Not. Cool.
So, a custodian had to clean it up (which I feel really bad about because the kid isn't trying to punish her) and I hung a sign on the door that reads, "Just be cool, man." Today the spit appeared again on the door while I had my 4th period class down at the library...so I think I've narrowed down the perp's time frame AND that it is most likely not one of my current students. I'm working on a theory that it's one of last year's disgruntled 9th graders. There were some seriously evil children in that class. I don't say that lightly... I've had some squirrely classes in the past (this year's class included) but none that were just outright evil and malicious like last year.
I'm trying not to get in my head about the whole thing. If there's one thing I've learned over the years as a high school teacher, it's that you can not try to rationalize teenage behavior-- they don't even know why they do the things they do. Plus half the time their own actions have to be explained to them because somehow they forget that they just stabbed Johnny in the leg with a mechanical pencil or tried to give Carlos a papercut on his ear... "What did I do?!" as if they're so surprised by their own actions.
I had a realization while I was running today: this was my first school-related, NEEDED-run of the year... and by year I mean 2012. Hey, not so bad. I almost made it a month.
So in conclusion. To wrap it up. My point, ladies and gentleman is. Sigh.
If you're out there making someone's life hell with snide remarks, or backhanded compliments, or small devious annoyances (like my spitter), whether you think it's justified or not I have only one thing to say to you...
Just be cool, man.
Just be cool.
Showing posts with label Teaching. Show all posts
Showing posts with label Teaching. Show all posts
Tuesday, January 31, 2012
Tuesday, March 8, 2011
Stewart's just sayin'
I really appreciate the way John Stewart talks about teachers, so I'm attaching a link below to an entire episode of The Daily Show on hulu (hopefully it works--if not, I included the episode info so you can google it or search in hulu for it). I'd really appreciate it if you took 20 minutes of your time to watch what he has to say. His guest is author of The Life and Death of the Great American School System, Diane Ravitch, who discusses the education system in America and other countries.
This episode in particular gives me hope that there are people in this country still willing to fight for true education. That there are people who see beyond the superficial statistics and get at the real root of the problem. I don't hear many people right now with good things to say about teachers-- I find myself wondering nearly every day When did we become the bad guys?. I've been feeling frustrated, broken hearted and just generally low because of the way I hear the public and public officials talk about teachers. It's hard enough to stay positive when things are going well with teaching, but when it feels like everyone thinks you're evil or that you're greedy or that what you do can be easily replaced -- it makes me want to crawl into a hole and never come out. Actually it makes me want to move to FInland (you'll see why on the episode).
I haven't been running much lately, which is probably why my resistance to it all is down a bit...and when my skin is thinner like now, it's hard to get out on the road which makes the skin even thinner...vicious cycle, but it's people like Stewart and Ravitch who renew my hope that one day teaching will be a respected profession once again. Please watch:
The Daily Show with John Stewart, Thursday March 3, Season 16, Episode 32
This episode in particular gives me hope that there are people in this country still willing to fight for true education. That there are people who see beyond the superficial statistics and get at the real root of the problem. I don't hear many people right now with good things to say about teachers-- I find myself wondering nearly every day When did we become the bad guys?. I've been feeling frustrated, broken hearted and just generally low because of the way I hear the public and public officials talk about teachers. It's hard enough to stay positive when things are going well with teaching, but when it feels like everyone thinks you're evil or that you're greedy or that what you do can be easily replaced -- it makes me want to crawl into a hole and never come out. Actually it makes me want to move to FInland (you'll see why on the episode).
I haven't been running much lately, which is probably why my resistance to it all is down a bit...and when my skin is thinner like now, it's hard to get out on the road which makes the skin even thinner...vicious cycle, but it's people like Stewart and Ravitch who renew my hope that one day teaching will be a respected profession once again. Please watch:
The Daily Show with John Stewart, Thursday March 3, Season 16, Episode 32
Saturday, October 9, 2010
Why I Need a Long Run Tomorrow...
I received this email yesterday from a co-worker and almost didn't open it because I thought it would be some kind of Glenn Beck bullshit; however, I'm glad I read it. Although, it sort of made me feel even more like a babysitter than I already do. I literally said to my class of 40 freshman (10 girls and 30 boys...do you even understand what that means for my sanity??), "I am not your babysitter. Do you see any graham crackers and milk?!" To which one of the boys said, "Wait. You have graham crackers and milk? Where?" fml.
Title: Teachers' Hefty Salaries
Teachers' hefty salaries are driving up taxes, and they only work 9 or 10 months a year! It's time we put things in perspective and pay them for what they do - baby sit! We can get that for less than minimum wage. That's right. Let's give them $3.00 an hour and only the hours they worked; not any of that silly planning time, or any time they spend before or after school. That would be $19.50 a day (7:45 to 3:00 PM with 45 min. off for lunch and plan -- that equals 6 1/2 hours). Each parent should pay $19.50 a day for these teachers to baby-sit their children.
Now how many students do they teach in a day...maybe 30? So that's $19.50 x 30 = $585.00 a day. However, remember they only work 180 days a year!!! I am not going to pay them for any vacations. LET'S SEE.... That's $585 X 180= $105,300 per year. (Hold on! My calculator needs new batteries).
What about those special education teachers and the ones with Master's degrees? Well, we could pay them minimum wage ($7.75), and just to be fair, round it off to $8.00 an hour. That would be $8 X 6 1/2 hours X 15 children X 180 days = $140,400 per year. Wait a minute -- there's something wrong here!
There sure is!
The average teacher's salary (nation wide) is $50,000. $50,000/180 days =$277.77/per day/30 students=$9.25/6.5 hours = $1.42 per hour per student--a very inexpensive baby-sitter and they even EDUCATE your kids!
WHAT A DEAL!!!!
Title: Teachers' Hefty Salaries
Teachers' hefty salaries are driving up taxes, and they only work 9 or 10 months a year! It's time we put things in perspective and pay them for what they do - baby sit! We can get that for less than minimum wage. That's right. Let's give them $3.00 an hour and only the hours they worked; not any of that silly planning time, or any time they spend before or after school. That would be $19.50 a day (7:45 to 3:00 PM with 45 min. off for lunch and plan -- that equals 6 1/2 hours). Each parent should pay $19.50 a day for these teachers to baby-sit their children.
Now how many students do they teach in a day...maybe 30? So that's $19.50 x 30 = $585.00 a day. However, remember they only work 180 days a year!!! I am not going to pay them for any vacations. LET'S SEE.... That's $585 X 180= $105,300 per year. (Hold on! My calculator needs new batteries).
What about those special education teachers and the ones with Master's degrees? Well, we could pay them minimum wage ($7.75), and just to be fair, round it off to $8.00 an hour. That would be $8 X 6 1/2 hours X 15 children X 180 days = $140,400 per year. Wait a minute -- there's something wrong here!
There sure is!
The average teacher's salary (nation wide) is $50,000. $50,000/180 days =$277.77/per day/30 students=$9.25/6.5 hours = $1.42 per hour per student--a very inexpensive baby-sitter and they even EDUCATE your kids!
WHAT A DEAL!!!!
Sunday, September 5, 2010
My Summer Baby
While on a run with my friend Angie today (actually, we were in the car on our way to the run destination), I told her about how I consider summer vacations a form of post-child-bearing memory erasing. She had me elaborate on this idea and then told me to post it... so I'm going to do that now. Since I'm an English teacher I get the equivalent of a contact high when it comes to extended metaphors. I'm sure half the time my students leave class wondering why the hell I just talked for half and hour about how pulling quotes from a text is like running fartleks.
So here is my extended metaphor about being a high school English teacher in the Grossmont Union High School District. (I make that distinction because I have to believe that there are school districts out there that don't overcrowd classrooms and don't lie and cheat and steal from its employees... even if it's not true...I believe it exists somewhere. "And sometimes I believe as many as six impossible things before breakfast"--the Queen, from Alice in Wonderland)
My Summer Baby
I've heard mothers talk about how the pain and torture of labor is blocked from their minds as soon as they see their baby. The joy and love of that precious, squeaky little babe somehow makes the 12(+) hours of sweating, panting, screaming, pushing, swearing, ripping, pooing, and God-knows-what-else-they-don't-have-the-courage-to-talk-about, worth it...and not so bad. Granted, this memory-loss doesn't happen right away (for most). Those I've talked to say that after a few months when the stitches are out and the soreness is gone (just about the time her body is ready for another go-round) the mother believes having another baby is a good idea. And so she does...and the same torture is waiting for her in the delivery room. just. like. last time.
Teaching is similar to this process--especially for those of us who are not on the year-round system. The beginning of the school year is always a little rocky. We wake up in the morning with butterflies in our stomaches wondering what the year will bring. We tend to "glow" just a little with hope for the year of possibilities. Then, we find out what we're "having" and after about 3 or 4 weeks the excitement and wonder is over and the "morning sickness" kicks in.
After about two months, we reach a calm spell. Things are cookin' along... we've gotten used to one another, as mother and baby do, and we have our routines down. About halfway through the school year, things begin to get slightly uncomfortable... nothing too bad, just...not that fun anymore. We're changing every day at an alarming rate: stretched and pulled in directions we didn't foresee and didn't desire. Small things that at one time could be shrugged off now cause annoyance or occasional anger. But, with a proper exercise or meditation regimen the annoyance of overbearing in-laws (parent emails) or unresponsive husbands (lazy students) can be controlled.
Toward the end of our "pregnancy" the pain begins. Everything is too cramped--it feels like we're being crushed. It takes all our strength to push through to the end. Our nerves are shot to hell, our hands are cramping from all the papers, our brains are fried from trying to think of new ways to keep the end-of-year chaos controlled, and those slight annoyances now turn us into raging lunatics...why bother yelling? Just go straight to crying. But we push and breathe, push and breathe. (Some get the margarita epidurals flowing earlier and earlier in the day...)
And then, oooooooh sweet "and then", just as quickly as the pains came, they are gone. Summer has been born. Sweet, cooing, precious Summer is yours for the cuddling. We rock our baby Summers and love them and do anything for them and they are ours and we are theirs and the previous 9 months don't seem so bad anymore. In fact, about 60 days later, we almost miss our pregnancy and want to do it again... and so, toward the end of August, forgetting the labor that awaits, we "get busy."
The end.
I hope you have enjoyed this extended metaphor brought to you by one "glowing" teacher.
So here is my extended metaphor about being a high school English teacher in the Grossmont Union High School District. (I make that distinction because I have to believe that there are school districts out there that don't overcrowd classrooms and don't lie and cheat and steal from its employees... even if it's not true...I believe it exists somewhere. "And sometimes I believe as many as six impossible things before breakfast"--the Queen, from Alice in Wonderland)
My Summer Baby
I've heard mothers talk about how the pain and torture of labor is blocked from their minds as soon as they see their baby. The joy and love of that precious, squeaky little babe somehow makes the 12(+) hours of sweating, panting, screaming, pushing, swearing, ripping, pooing, and God-knows-what-else-they-don't-have-the-courage-to-talk-about, worth it...and not so bad. Granted, this memory-loss doesn't happen right away (for most). Those I've talked to say that after a few months when the stitches are out and the soreness is gone (just about the time her body is ready for another go-round) the mother believes having another baby is a good idea. And so she does...and the same torture is waiting for her in the delivery room. just. like. last time.
Teaching is similar to this process--especially for those of us who are not on the year-round system. The beginning of the school year is always a little rocky. We wake up in the morning with butterflies in our stomaches wondering what the year will bring. We tend to "glow" just a little with hope for the year of possibilities. Then, we find out what we're "having" and after about 3 or 4 weeks the excitement and wonder is over and the "morning sickness" kicks in.
After about two months, we reach a calm spell. Things are cookin' along... we've gotten used to one another, as mother and baby do, and we have our routines down. About halfway through the school year, things begin to get slightly uncomfortable... nothing too bad, just...not that fun anymore. We're changing every day at an alarming rate: stretched and pulled in directions we didn't foresee and didn't desire. Small things that at one time could be shrugged off now cause annoyance or occasional anger. But, with a proper exercise or meditation regimen the annoyance of overbearing in-laws (parent emails) or unresponsive husbands (lazy students) can be controlled.
Toward the end of our "pregnancy" the pain begins. Everything is too cramped--it feels like we're being crushed. It takes all our strength to push through to the end. Our nerves are shot to hell, our hands are cramping from all the papers, our brains are fried from trying to think of new ways to keep the end-of-year chaos controlled, and those slight annoyances now turn us into raging lunatics...why bother yelling? Just go straight to crying. But we push and breathe, push and breathe. (Some get the margarita epidurals flowing earlier and earlier in the day...)
And then, oooooooh sweet "and then", just as quickly as the pains came, they are gone. Summer has been born. Sweet, cooing, precious Summer is yours for the cuddling. We rock our baby Summers and love them and do anything for them and they are ours and we are theirs and the previous 9 months don't seem so bad anymore. In fact, about 60 days later, we almost miss our pregnancy and want to do it again... and so, toward the end of August, forgetting the labor that awaits, we "get busy."
The end.
I hope you have enjoyed this extended metaphor brought to you by one "glowing" teacher.
Wednesday, September 1, 2010
Found in Translation
I felt refreshed and clear of mind going into this first week back on campus. It could have been denial, or it could have been that I am reminded of my youth and the hopeful, nervous excitement that comes with a new school year. But, then I went to my first staff meeting yesterday (and another today) and was reminded of all the reasons why summer break is what keeps me in this profession...(even though I was told that if I ever felt that way I should stop teaching immediately...haha. yeah right like I'm giving up my summers now!?). I'm not going to go into it right now, but I am going to go to the gym later and try to work off some of my anger.
The other thing I'm going to do, is write the letter I wish I could send home to parents at the beginning of the school year. (The alternative is a venty, bitchy post about administrators and the terrible, terrible decisions being made that are veiled in "this is what's best for students" even though it's what's worst....ugh. I continue to be amazed by how little admin understands about students.) Anyway...
As I was revamping my course syllabi today, I was reminded of all my teacherly pet peeves that are soon to be ignited. I feel that if parents could learn how to interpret what their kids say about school at home, my pet peeves might be significantly, if not entirely, squashed.
So, this is to the all the parents out there:
When your child comes home and says the following, this is what he or she is really telling you...(note taking is encouraged here).
Scenario #1: The detention
Parent: I got a detention notice about you today. What's that about?
Student: I dunno. My teacher hates me.
Translation: I do know, I just don't want to admit to you that I was being an annoying attention monger today in class and refused to shut up when my teacher asked me to do so 80 times. I guess she got sick of asking me to behave properly and maturely and it probably has something to do with the fact that I've never been taught how to respect authority because look at how you let me talk to you, Bitch. That's right, I'm talking to you. Now go buy me a new video game.
Scenario #2: Truancy
Parent: I got a phone call from the attendance office at school today. They said you weren't in 6th period. Where were you?
Student: I was there. My teacher is dumb and prolly marked me absent.
Translation: We had a test today so I snuck off campus to get high and hangout at Burger King. And even though I promise you to ask my teacher about it tomorrow, I'm not going to because I just texted plans to get-it-on with Adrian from Bio class in the bathroom during 6th.
Scenario #3: Failing a Class
Parent: Why do you have an "F" in X Class?
Student: I dunno. My teacher hates me.
Translation: Mother, Father, it's a combination of issues here. But what it comes down to is I don't do my work because I don't do the reading at night because you're not checking up on me like you should. Furthermore, I don't ask for help from the teacher when I am confused because my classroom is overcrowded by about 20 kids and I don't want to look dumb in front of my peers, plus the new sweatshirt you bought me with the ipod adapter inside the hoodie strings makes it super easy for me to listen to music during class without the teacher noticing-- which only makes me more likely to not understand what is going on in class and in turn forget to write down the homework. Plus, how can I can get any work done when I have so many text messages to stay on top of?
Scenario #4: Mean Teacher
Parent: Why do you have a "U" in Citizenship in your X Class?
Student: Oh my gosh that teacher is soooooooo mean. He hates me.
Translation: I'm an obnoxious, disruptive, brat in that class and I hate him because he calls me out on my shit every day. I need to learn manners; please teach me how to speak to adults appropriately.
There are more scenarios, but I will save them for later because I have to get to the gym pronto. If you have a particular "teenage response" that you'd like translated for you, please submit it via email or the comment box below: I'd be more than happy to tell you what your teenager is really trying to say.
The other thing I'm going to do, is write the letter I wish I could send home to parents at the beginning of the school year. (The alternative is a venty, bitchy post about administrators and the terrible, terrible decisions being made that are veiled in "this is what's best for students" even though it's what's worst....ugh. I continue to be amazed by how little admin understands about students.) Anyway...
As I was revamping my course syllabi today, I was reminded of all my teacherly pet peeves that are soon to be ignited. I feel that if parents could learn how to interpret what their kids say about school at home, my pet peeves might be significantly, if not entirely, squashed.
So, this is to the all the parents out there:
When your child comes home and says the following, this is what he or she is really telling you...(note taking is encouraged here).
Scenario #1: The detention
Parent: I got a detention notice about you today. What's that about?
Student: I dunno. My teacher hates me.
Translation: I do know, I just don't want to admit to you that I was being an annoying attention monger today in class and refused to shut up when my teacher asked me to do so 80 times. I guess she got sick of asking me to behave properly and maturely and it probably has something to do with the fact that I've never been taught how to respect authority because look at how you let me talk to you, Bitch. That's right, I'm talking to you. Now go buy me a new video game.
Scenario #2: Truancy
Parent: I got a phone call from the attendance office at school today. They said you weren't in 6th period. Where were you?
Student: I was there. My teacher is dumb and prolly marked me absent.
Translation: We had a test today so I snuck off campus to get high and hangout at Burger King. And even though I promise you to ask my teacher about it tomorrow, I'm not going to because I just texted plans to get-it-on with Adrian from Bio class in the bathroom during 6th.
Scenario #3: Failing a Class
Parent: Why do you have an "F" in X Class?
Student: I dunno. My teacher hates me.
Translation: Mother, Father, it's a combination of issues here. But what it comes down to is I don't do my work because I don't do the reading at night because you're not checking up on me like you should. Furthermore, I don't ask for help from the teacher when I am confused because my classroom is overcrowded by about 20 kids and I don't want to look dumb in front of my peers, plus the new sweatshirt you bought me with the ipod adapter inside the hoodie strings makes it super easy for me to listen to music during class without the teacher noticing-- which only makes me more likely to not understand what is going on in class and in turn forget to write down the homework. Plus, how can I can get any work done when I have so many text messages to stay on top of?
Scenario #4: Mean Teacher
Parent: Why do you have a "U" in Citizenship in your X Class?
Student: Oh my gosh that teacher is soooooooo mean. He hates me.
Translation: I'm an obnoxious, disruptive, brat in that class and I hate him because he calls me out on my shit every day. I need to learn manners; please teach me how to speak to adults appropriately.
There are more scenarios, but I will save them for later because I have to get to the gym pronto. If you have a particular "teenage response" that you'd like translated for you, please submit it via email or the comment box below: I'd be more than happy to tell you what your teenager is really trying to say.
Tuesday, June 29, 2010
Year 6
This last school year took forrreeeever and it flew. This is the second year in which I taught seniors that I also had as freshman... and unless I change schools, it's going to keep happening from now on. I better get used to it. But, I really didn't think that A.) I'd be at the same school long enough to see this happen even one time--let alone twice now B.) I didn't think I'd still be living in San Diego this long and 3.) I mean C.) I didn't think I'd still be a teacher.
I've come to realize--this year especially--that all the things I thought I didn't like, I really do like. A lot.
A.) My school: with it's bumbling, spineless administration and incompetent, whiny counseling staff, with toilet paper fires in the boys' bathroom, super-glue in all the locks, black widows in the bathrooms, and the Ag. Department's sheep pens situated in such a way that when the wind blows just right it smells like the 5 freeway in Central California... and my "Coven" of supportive teacher-friends.
B.) San Diego: with the airplanes flying over my house and interrupting my thoughts or hulu viewing, with foggy mornings and sunny 75 degree summers, with the loud-ass green parrots and the tan, skinny-ass North County cougar moms with BMW SUVs and with its running paths and trails along every shoreline possible and the best f'ing seafood and Mexican restaurants on the planet.
C.) English Teacher: with the "spit out your gum," "yes you have to do this," "are you kidding me right now?" "this is good crap you're learning," "i'm totally blowing your mind, I can tell," "yeah, macbeth is pretty much a d-bag," "your essays are why i drink so much wine at night," and... "i'm really, really proud of what you guys did these last few weeks and I'm truly going to miss laughing with you every day."
Year 6. It was a good one.
Totally unrelated but related in every way possible: The following video is about the school dress code was created by teachers in North County at High Tech High School. My life's goal for the next school year to emulate this... (the video is really long and sort derails at the end. you'll get the point after the first 2 minutes.) My FAVORITE line is, "Caught wearing tights for pants."
Monday, May 31, 2010
Must be the time of year...
...the sunshine is making me lazy. School feels like it's never going to get out. And, I'm working on a blog piece for Voice of San Diego that will probably never make it to publication because I get into too many politics and name namingness. So, just in case it doesn't fly (or I have to water it down so much it won't mean a thing) here is what I want to say. Here are my thoughts as I reflect back upon the school year that was and the one that is to be.
Well, with little more than a month left of school, I’ve decided to take time and reflect back upon the school year. With state budget cuts, teacher protests, district negotiations, and a general low morale, it’s been a tough year for everyone. And in the words of our district Director of Curriculum, Robin Bellarin, “There will be dark days ahead for teachers.”
From what I understand, the Williams Act started as a lawsuit over the damage done to students’ backs caused by heavy backpacks. The goal of the lawsuit was to make it so that students had a copy of all oversized texts at home and at school, so that carrying these books back and forth would no longer be necessary. But, somewhere along the way the case took a turn for the complicated and somehow, not surprisingly, it is no longer about what is best for students. According to the law, now, all schools must teach the same books and curriculum—any and all books and curriculum that one school teaches, all other schools in the district must use or have access to as well. This seems reasonable enough at first, right? But this is what that will translate to in the classroom….
At my school in the Grossmont District, I teach Lord of the Flies at the senior level. When I teach this novel, my students are put into “tribes” and every day in class we have competitions that range from kinesthetic challenges relating to the previous night’s reading to in-depth literary analysis and interpretive performances of a scene. The tribes compete with one another a la “Survivor,” to be the last one standing. When I teach Hound of the Baskervilles, a Sherlock Holmes tale, I have an investigation simulation—since all the kids want to be forensic investigators like they see on CSI. And when I teach 1984… Big Brother runs the classroom and students have to “educate paroles” to form a “Brotherhood” all while trying find Big Brother and coordinate an overthrow.
I find that the students are much more engaged with the text when I run simulations such as these because the books hold the clues to winning the “game." The novels for which I haven’t developed simulations have much lower test and reading score performances. I’m not saying all this to toot my own horn…. I’m getting to the point here:
At other schools in the district, Lord of the Flies is taught at the 9th grade level, 1984 is sophomore level and Hound of the Baskervilles is not on the list at all. (I could list dozens of other mismatches, but I think you get the idea.) If the Williams Act is actually enforced, I will most likely lose these novels either to a different grade level, or to...the dumpster? Six years of perfecting these simulations and incorporating them into my curriculum will be lost. That’s not only inconvenient for me, but it’s a disservice to my students.
And as far as aligning curriculum goes, look at how well the scripting worked in San Diego City Schools…it didn’t. It was a disaster. The reason scripting is a debacle is because teachers need to care and be excited about what they are teaching. But if we are told what to say and do, word-for-word, then we are entering a world that feels like perpetual standardized testing. It’s boring for the teacher and when teacher is bored, students are bored. And bored = less learning.
To further make my point about how well the state can run the schools, let’s look at how Prop H has been implemented. This proposition started with good intentions—and for that we are grateful! But, it has not been implemented in a safe or competent manner. I have a new high-tech classroom…that will soon be “technically” dead. The fancy, mounted projector has a $100 bulb in it with, at best, a year left of its life. When it burns out in the middle of my power point presentation, or while I’m using my document reader to go over sonnet annotations, who will replace that $100 bulb? Our department budget has been so ravaged we can only afford one bulb per year. Yet we have 14+ projectors about to burn out. They put a new DVD player in my classroom, but it is so cheap it is unable to read half the discs I put into it. And how can I forget about the day my overhead screen broke off its wall mount and nearly crashed on my head—luckily my second period class likes me and yelled for me to get out of the way before it took me out.
The last thing we need in the classroom is more regulations and “help” from the state and district—which is what we will get with the Williams Act. We’re barely surviving what they’ve “given” us so far. (I understand they give us our funding. But they get the funds from the tax payers. And I have a feeling tax payers would not be satisfied with the ways the state and districts choose to spend their money…)
Final thoughts.
Should for some reason we allow the Williams Act to be enforced, what will come of all the books each site will no longer be able to teach? A certain Ray Bradbury book comes to mind….
Indeed, dark days may be ahead for the teachers, but it’s the students who will suffer.
Well, with little more than a month left of school, I’ve decided to take time and reflect back upon the school year. With state budget cuts, teacher protests, district negotiations, and a general low morale, it’s been a tough year for everyone. And in the words of our district Director of Curriculum, Robin Bellarin, “There will be dark days ahead for teachers.”
From what I understand, the Williams Act started as a lawsuit over the damage done to students’ backs caused by heavy backpacks. The goal of the lawsuit was to make it so that students had a copy of all oversized texts at home and at school, so that carrying these books back and forth would no longer be necessary. But, somewhere along the way the case took a turn for the complicated and somehow, not surprisingly, it is no longer about what is best for students. According to the law, now, all schools must teach the same books and curriculum—any and all books and curriculum that one school teaches, all other schools in the district must use or have access to as well. This seems reasonable enough at first, right? But this is what that will translate to in the classroom….
At my school in the Grossmont District, I teach Lord of the Flies at the senior level. When I teach this novel, my students are put into “tribes” and every day in class we have competitions that range from kinesthetic challenges relating to the previous night’s reading to in-depth literary analysis and interpretive performances of a scene. The tribes compete with one another a la “Survivor,” to be the last one standing. When I teach Hound of the Baskervilles, a Sherlock Holmes tale, I have an investigation simulation—since all the kids want to be forensic investigators like they see on CSI. And when I teach 1984… Big Brother runs the classroom and students have to “educate paroles” to form a “Brotherhood” all while trying find Big Brother and coordinate an overthrow.
I find that the students are much more engaged with the text when I run simulations such as these because the books hold the clues to winning the “game." The novels for which I haven’t developed simulations have much lower test and reading score performances. I’m not saying all this to toot my own horn…. I’m getting to the point here:
At other schools in the district, Lord of the Flies is taught at the 9th grade level, 1984 is sophomore level and Hound of the Baskervilles is not on the list at all. (I could list dozens of other mismatches, but I think you get the idea.) If the Williams Act is actually enforced, I will most likely lose these novels either to a different grade level, or to...the dumpster? Six years of perfecting these simulations and incorporating them into my curriculum will be lost. That’s not only inconvenient for me, but it’s a disservice to my students.
And as far as aligning curriculum goes, look at how well the scripting worked in San Diego City Schools…it didn’t. It was a disaster. The reason scripting is a debacle is because teachers need to care and be excited about what they are teaching. But if we are told what to say and do, word-for-word, then we are entering a world that feels like perpetual standardized testing. It’s boring for the teacher and when teacher is bored, students are bored. And bored = less learning.
To further make my point about how well the state can run the schools, let’s look at how Prop H has been implemented. This proposition started with good intentions—and for that we are grateful! But, it has not been implemented in a safe or competent manner. I have a new high-tech classroom…that will soon be “technically” dead. The fancy, mounted projector has a $100 bulb in it with, at best, a year left of its life. When it burns out in the middle of my power point presentation, or while I’m using my document reader to go over sonnet annotations, who will replace that $100 bulb? Our department budget has been so ravaged we can only afford one bulb per year. Yet we have 14+ projectors about to burn out. They put a new DVD player in my classroom, but it is so cheap it is unable to read half the discs I put into it. And how can I forget about the day my overhead screen broke off its wall mount and nearly crashed on my head—luckily my second period class likes me and yelled for me to get out of the way before it took me out.
The last thing we need in the classroom is more regulations and “help” from the state and district—which is what we will get with the Williams Act. We’re barely surviving what they’ve “given” us so far. (I understand they give us our funding. But they get the funds from the tax payers. And I have a feeling tax payers would not be satisfied with the ways the state and districts choose to spend their money…)
Final thoughts.
Should for some reason we allow the Williams Act to be enforced, what will come of all the books each site will no longer be able to teach? A certain Ray Bradbury book comes to mind….
Indeed, dark days may be ahead for the teachers, but it’s the students who will suffer.
Tuesday, April 20, 2010
Voice Blog: California's Standardized Tests
How to Boost Test Scores: Accountability
Thank you Voice of San Diego and Emily Alpert for letting my voice (and thus many teachers' voices) be heard.
Thursday, February 18, 2010
Voice of SD Blog: Being Earnest About Class Size
What is happening to classrooms in San Diego...I can't decide if this is my statement or my question. I am curious to know what the public's priorities are for education. What do you want education to look like for your kids?
Click HERE or above to read the article.
Monday, February 8, 2010
Focus on the Teacher
This will be a big ol' vent fest...and maybe you'll be disappointed in me for some of the things I'm going to say, but I can't hold it in anymore...my husband (whom I usually vent to) is asleep. If my hip weren't so touch-and-go right now I'd be pounding this out on the roads instead, but the keyboard will have to do for now.
I'm working on a piece for Voice of San Diego and it's difficult for me to refrain from getting soap boxy...but the beauty of having my own blog is that I can live in a soapbox if I so choose.
Two separate issues running through my mind involve 1. teacher pay and 2. the so-called "great" teachers who inspire films like Dead Poet's Society or Dangerous Minds.
The first thing I'd like to vent about is how every year our class sizes get bigger--and while YES this is bad for the students, it's also bad for the teacher. But I can't talk about the needs of the teacher in Voice because the public doesn't care about that... the public mentality is: Get over it, that's what you have summer vacation for, and We all have tough jobs so what? Well public, you get what you pay for. And I am going to say publicly what teachers are afraid to admit to anyone but their colleagues: I do the minimum amount of work to be effective and competent.
I am a damn good teacher: I can create meaningful assignments and simulations in less time than the average teacher (that's so arrogant, but I'm being honest), and I can grade essays just as effectively as the average teacher--in half the time as well. My point is not to toot my own horn, it's simply to demonstrate that it's a good thing I'm fast and effective, because I do not and will not kill myself doing uncompensated work that gets little to no respect from the community and less than that from the district. (And I'm certainly not going to miss an episode of "Cougartown" over it.)
A school in New York opened this September that pays 125,000 dollars for its teachers. Of course, these are highly qualified teachers getting these jobs, but if it became common practice that only the "best of the best" make this amount, then I guarantee you teacher bitterness would decrease. (I could go into merit pay right now, but that's a vent for another day.) The way it is now, larger classes mean more paperwork to take home. It means more stressful classroom management issues. Larger classes mean that some teachers have so many extra students it's like teaching a 6th class-- with no added compensation for the time and effort that goes into this.
However, these issues would not be so bad if they were compensated. Then, at least, we would be getting paid for our work. Teachers already work beyond their contract time. Somehow the public believes that when the final bell rings at 3:00 pm teachers are off duty: careless and fancy-free. This is simply wrong... I don't want to go into all the details of how much time teachers spend preparing lesson plans, grading papers, making phones calls or writing emails to parents, counselors and administrators during their "off duty" hours...because I know you will believe me when I say we put in more hours than we should. And for anyone who says, "At least you have summers off," my response is-- first, most of us have already put in enough hours during the school year to compensate for the time off and second, that break is the only thread holding our sanity in place. I'd bet a year's paycheck that if breaks were taken away, DUI's would increase, assaults and "drunk in public" violations would increase, and spousal abuse would skyrocket. I'm not being funny.
The other issue that crossed my mind--and I think I might write something about this for Voice--is that great teachers are no longer in the classroom (quite the oxymoron, wouldn't you say?).
Take for example the Freedom Writers teacher, Erin Gruwell. She isn't in the classroom anymore. As soon as she was able to, she high-tailed it out of the classroom and into a program that trains teachers in her methods. I always find it amazing how this same life choice applies to nearly every "teacher" who presents at our teacher workshops. They all "used to be great" teachers; however, they've all traded the classroom for the conference room. And the cherry on top is, that the methods they teach can't be maintained--that's why they aren't doing them anymore. The amount of energy it requires is impossible--and is one of the reasons Erin Gruwell's marriage failed. Yet, these quitters try to inspire us jaded teachers on the brink. For many of us, it only fuels the bitter flame.
Anyone else want to vent about their job? I'd love to hear about it!
I'm working on a piece for Voice of San Diego and it's difficult for me to refrain from getting soap boxy...but the beauty of having my own blog is that I can live in a soapbox if I so choose.
Two separate issues running through my mind involve 1. teacher pay and 2. the so-called "great" teachers who inspire films like Dead Poet's Society or Dangerous Minds.
The first thing I'd like to vent about is how every year our class sizes get bigger--and while YES this is bad for the students, it's also bad for the teacher. But I can't talk about the needs of the teacher in Voice because the public doesn't care about that... the public mentality is: Get over it, that's what you have summer vacation for, and We all have tough jobs so what? Well public, you get what you pay for. And I am going to say publicly what teachers are afraid to admit to anyone but their colleagues: I do the minimum amount of work to be effective and competent.
I am a damn good teacher: I can create meaningful assignments and simulations in less time than the average teacher (that's so arrogant, but I'm being honest), and I can grade essays just as effectively as the average teacher--in half the time as well. My point is not to toot my own horn, it's simply to demonstrate that it's a good thing I'm fast and effective, because I do not and will not kill myself doing uncompensated work that gets little to no respect from the community and less than that from the district. (And I'm certainly not going to miss an episode of "Cougartown" over it.)
A school in New York opened this September that pays 125,000 dollars for its teachers. Of course, these are highly qualified teachers getting these jobs, but if it became common practice that only the "best of the best" make this amount, then I guarantee you teacher bitterness would decrease. (I could go into merit pay right now, but that's a vent for another day.) The way it is now, larger classes mean more paperwork to take home. It means more stressful classroom management issues. Larger classes mean that some teachers have so many extra students it's like teaching a 6th class-- with no added compensation for the time and effort that goes into this.
However, these issues would not be so bad if they were compensated. Then, at least, we would be getting paid for our work. Teachers already work beyond their contract time. Somehow the public believes that when the final bell rings at 3:00 pm teachers are off duty: careless and fancy-free. This is simply wrong... I don't want to go into all the details of how much time teachers spend preparing lesson plans, grading papers, making phones calls or writing emails to parents, counselors and administrators during their "off duty" hours...because I know you will believe me when I say we put in more hours than we should. And for anyone who says, "At least you have summers off," my response is-- first, most of us have already put in enough hours during the school year to compensate for the time off and second, that break is the only thread holding our sanity in place. I'd bet a year's paycheck that if breaks were taken away, DUI's would increase, assaults and "drunk in public" violations would increase, and spousal abuse would skyrocket. I'm not being funny.
The other issue that crossed my mind--and I think I might write something about this for Voice--is that great teachers are no longer in the classroom (quite the oxymoron, wouldn't you say?).
Take for example the Freedom Writers teacher, Erin Gruwell. She isn't in the classroom anymore. As soon as she was able to, she high-tailed it out of the classroom and into a program that trains teachers in her methods. I always find it amazing how this same life choice applies to nearly every "teacher" who presents at our teacher workshops. They all "used to be great" teachers; however, they've all traded the classroom for the conference room. And the cherry on top is, that the methods they teach can't be maintained--that's why they aren't doing them anymore. The amount of energy it requires is impossible--and is one of the reasons Erin Gruwell's marriage failed. Yet, these quitters try to inspire us jaded teachers on the brink. For many of us, it only fuels the bitter flame.
Anyone else want to vent about their job? I'd love to hear about it!
Monday, January 18, 2010
With success comes a new set of fears...
I ran 20 miles on Saturday! I'm happy, but it also scared me. I didn't feel so hot during the last four miles or so. In fact, I felt quite s***ty. Considering the fact that I tacked on an extra two miles when I shouldn't have, and thus should have only felt s***ty for 2 miles, makes me feel slightly better...but not much. I need to focus on the reasons I'm happy with this run...and in honor of the Shakespearean play I'm finishing up with my freshman this week, I will do it a la Friar Lawrence when he attempts to comfort Romeo after Romeo has been sentenced to banishment:
Me: Six miles more hath I. Aye me, and to perform thusly at twenty?! Six! The pain I endureth cuts off my head with a golden axe and pronounceth me finished.
Friar Lawrence: Thou hast a pack of blessings light upon thy back. Thou art healthy and uninjured after this task. There art thou happy. Thou hast completed more miles than before without the force of upheaval. There art thou happy. And thou art free to trod light on Saturday next. There art thou happy. So suck it up and stop whining.
Me: Ay, Friar Lawrence, thou hast comforted me much. Now, can I have one of your "sweet tonics" from the back room? I know you have some stashed back there...
I know that was cheesy and completely self-indulgent, but it's too much fun for me. Shakespeare was a genius and whenever I read one of his plays certain monologues get stuck in my head. Friar Lawrence's "there art thou happy" is one that sticks around for a while each year.
The new-sprung fear I have at the moment, about last Saturday's long run, is that I had a good deal of pain in my left thigh. Sort of like a pulled groin muscle, maybe? But, it's better now. I went for a 4 mile jog today and it felt fine. However, the pain didn't get bad until after about mile 13 on Saturday. The other thing I'm concerned about is that fact that I started to feel sick at the end. But, at the same time, I'm encouraged because I ate some salty peanuts as soon as I started to feel nauseous and about ten minutes later I didn't feel sick anymore...so "there art [I] happy"...I guess. No, I'm still concerned about it.
On a different subject: It's hurricane wind and rain outside--loads of fun! I love when San Diego has crazy weather like the rest of the country. It's sort of like having a really close friend whom you haven't seen in a long time come stay with you for a while. At first you're so excited they're staying with you because you haven't seen them in so long you almost forgot what they were like! And then, after a few hours you remember how high maintenance they can be and how they're always messing up your plans and ruining your clothes and eating all your food...then you just want them to go away so that life can return to normal.
Luckily, I'm in the "I love seeing you! You can stay forever!" phase. However, I know once I have to drive 30 miles to work tomorrow through freeway rivers, I'll be wishing the sun back again. And, I'm not sure how I feel about the 7 miles I need to do tomorrow either. Can I really stick it out that long on a treadmill if I have to? I guess we'll find out...until then friends,
keep on truckin'
Me: Six miles more hath I. Aye me, and to perform thusly at twenty?! Six! The pain I endureth cuts off my head with a golden axe and pronounceth me finished.
Friar Lawrence: Thou hast a pack of blessings light upon thy back. Thou art healthy and uninjured after this task. There art thou happy. Thou hast completed more miles than before without the force of upheaval. There art thou happy. And thou art free to trod light on Saturday next. There art thou happy. So suck it up and stop whining.
Me: Ay, Friar Lawrence, thou hast comforted me much. Now, can I have one of your "sweet tonics" from the back room? I know you have some stashed back there...
I know that was cheesy and completely self-indulgent, but it's too much fun for me. Shakespeare was a genius and whenever I read one of his plays certain monologues get stuck in my head. Friar Lawrence's "there art thou happy" is one that sticks around for a while each year.
The new-sprung fear I have at the moment, about last Saturday's long run, is that I had a good deal of pain in my left thigh. Sort of like a pulled groin muscle, maybe? But, it's better now. I went for a 4 mile jog today and it felt fine. However, the pain didn't get bad until after about mile 13 on Saturday. The other thing I'm concerned about is that fact that I started to feel sick at the end. But, at the same time, I'm encouraged because I ate some salty peanuts as soon as I started to feel nauseous and about ten minutes later I didn't feel sick anymore...so "there art [I] happy"...I guess. No, I'm still concerned about it.
On a different subject: It's hurricane wind and rain outside--loads of fun! I love when San Diego has crazy weather like the rest of the country. It's sort of like having a really close friend whom you haven't seen in a long time come stay with you for a while. At first you're so excited they're staying with you because you haven't seen them in so long you almost forgot what they were like! And then, after a few hours you remember how high maintenance they can be and how they're always messing up your plans and ruining your clothes and eating all your food...then you just want them to go away so that life can return to normal.
Luckily, I'm in the "I love seeing you! You can stay forever!" phase. However, I know once I have to drive 30 miles to work tomorrow through freeway rivers, I'll be wishing the sun back again. And, I'm not sure how I feel about the 7 miles I need to do tomorrow either. Can I really stick it out that long on a treadmill if I have to? I guess we'll find out...until then friends,
keep on truckin'
Tuesday, December 15, 2009
Blog #2 in Voice of San Diego
Whoo hoo! My grumblings about teaching are slowly finding their way into the world...or at least to the small percentage of San Diegans who read online newspapers. Last article was directed at The Man, this one is directed at the parents of high school teenagers.
I Long for the Days of Note Passing
Enjoy!
(But if you don't enjoy--don't tell me)
I Long for the Days of Note Passing
Enjoy!
(But if you don't enjoy--don't tell me)
Friday, December 4, 2009
I have a master's degree, and yet...
EVERY DAY I...
1. Pee in a bathroom that looks like a temporary, make-shift commode for a construction site. (Complete with a huge black widow and at least 2 daddy long legs. Incalculable number of ants.)
2. Collect and handle papers that are often mysteriously stuck together with unidentifiable grayish substances (I refuse to admit to myself that they are really boogers or other body fluids. GAG).
3. Find myself often saying, "Get that out of your mouth," and "Don't touch each other."
Just three things I realized today.
As far as training goes, it's a rest day, but I gotta go run.
1. Pee in a bathroom that looks like a temporary, make-shift commode for a construction site. (Complete with a huge black widow and at least 2 daddy long legs. Incalculable number of ants.)
2. Collect and handle papers that are often mysteriously stuck together with unidentifiable grayish substances (I refuse to admit to myself that they are really boogers or other body fluids. GAG).
3. Find myself often saying, "Get that out of your mouth," and "Don't touch each other."
Just three things I realized today.
As far as training goes, it's a rest day, but I gotta go run.
Tuesday, November 10, 2009
What they said, what I said, and what I wish I'd said (Second Edition)
Tuesday morning I opened my email at 7:30 AM and this was the first message I read.
(Please note: All names, phone numbers and email addresses have been changed to protect the identity of the sender. All spelling and grammar issues have been transcribed as they appeared in the email.)
>>> "Ignorant Parent" 11/10/09 7:25 AM >>>
-Hi, i have a few concerns that i need to seak to you about. Like why [my kid] is getting dention for something he did weeks ago and for sayins dang it which other studnets in the class heard him say. So if you could please contact me that would be great.
Ignorant Parent
555-5555
__________________________________________________________
After a few deep breaths, I very patiently (though with shaking hands) responded with this.......
Hello Ms. Parent,
I was just about to email you, thank you for contacting me. [Your kid] is getting a detention because yesterday he said, "Damn it" to me when I took the posted grades down. He ran across the room to try and see the grades before I could take them down--which endangered himself and others. He nearly ran into me when he said, "Damn it." I heard him very clearly without question; later he backtracked trying to say he said, "Dang it."
On Friday (not weeks ago) he came into the classroom and scribbled all over the front board while I was standing right outside the classroom door watching students as they entered the room. I had a picture (that took me quite a while to do) drawn on the board to demonstrate a scene from "The Pearl" and he ruined it with his scribblings. I told him he would receive a detention for it on Friday. So...instead of writing him TWO detentions, I just combined the two offenses yesterday. I hope that clears the situation up for you. If you have any more questions feel free to call or email me.
Me
888-8888
_________________________________________________________
And now, what I wish I could have said...
Dear Ignorant Parent,
Are you freaking kidding me? You really think that I'm so stupid as to write a detention yesterday for "something" that happened "weeks ago?" Really? Really?! And do you really think I would write a detention for a kid saying "dang it?" Really?! Come on. We both know your kid is a spaz who can't control his mouth or his body. Didn't you tell me about a month ago when I called you about his obnoxious, inappropriate, completely frustrating classroom behavior that you had an appointment with his doctor to get his ADHD meds adjusted? Whatever happened with that? I've seen no change, and frankly it's a miracle I haven't written your kid three referrals and had his ass kicked out by now for all the time he's sucked away in that class. So you better back up off my shiz before I tell you how I really feel about it.
Me.
P.S. Proofread your emails for crying out loud!
_________________________________________________
Ahhh... that is the best form of therapy.
The 6 miler today helped a bit too!
(Please note: All names, phone numbers and email addresses have been changed to protect the identity of the sender. All spelling and grammar issues have been transcribed as they appeared in the email.)
>>> "Ignorant Parent"
-Hi, i have a few concerns that i need to seak to you about. Like why [my kid] is getting dention for something he did weeks ago and for sayins dang it which other studnets in the class heard him say. So if you could please contact me that would be great.
Ignorant Parent
555-5555
__________________________________________________________
After a few deep breaths, I very patiently (though with shaking hands) responded with this.......
Hello Ms. Parent,
I was just about to email you, thank you for contacting me. [Your kid] is getting a detention because yesterday he said, "Damn it" to me when I took the posted grades down. He ran across the room to try and see the grades before I could take them down--which endangered himself and others. He nearly ran into me when he said, "Damn it." I heard him very clearly without question; later he backtracked trying to say he said, "Dang it."
On Friday (not weeks ago) he came into the classroom and scribbled all over the front board while I was standing right outside the classroom door watching students as they entered the room. I had a picture (that took me quite a while to do) drawn on the board to demonstrate a scene from "The Pearl" and he ruined it with his scribblings. I told him he would receive a detention for it on Friday. So...instead of writing him TWO detentions, I just combined the two offenses yesterday. I hope that clears the situation up for you. If you have any more questions feel free to call or email me.
Me
888-8888
_________________________________________________________
And now, what I wish I could have said...
Dear Ignorant Parent,
Are you freaking kidding me? You really think that I'm so stupid as to write a detention yesterday for "something" that happened "weeks ago?" Really? Really?! And do you really think I would write a detention for a kid saying "dang it?" Really?! Come on. We both know your kid is a spaz who can't control his mouth or his body. Didn't you tell me about a month ago when I called you about his obnoxious, inappropriate, completely frustrating classroom behavior that you had an appointment with his doctor to get his ADHD meds adjusted? Whatever happened with that? I've seen no change, and frankly it's a miracle I haven't written your kid three referrals and had his ass kicked out by now for all the time he's sucked away in that class. So you better back up off my shiz before I tell you how I really feel about it.
Me.
P.S. Proofread your emails for crying out loud!
_________________________________________________
Ahhh... that is the best form of therapy.
The 6 miler today helped a bit too!
Friday, November 6, 2009
I didn't get a jersey...it's confirmed
they hate me. During homecoming week it's tradition for varsity football players to ask their favorite teacher to wear their "away" jersey on the Friday of the Big Game. Last year I was asked to wear one, but not this year. It could be that my odds were significantly lower this year because I only have three football players between two classes of seniors. Last year I had about 8 meat-heads per class, and I had three senior classes. So my chances of getting a jersey this year were slim; even so, it still stings a little. And of course all my students ask, "Are you bummed you didn't get a jersey?" To which I love responding (in monotone of course), "Yes. I'm destroyed. I don't know how I'll ever carry on."
Then I got to thinking, am I meaner than last year? It's a tough call because I really, really disliked last year's kids. They were...pretty much evil, but they were smart. They knew how to use their brains (even if it was only to manipulate and berate) and could at least do their work without expecting me to think for them. I can deal with smart and evil. I can NOT deal with apathetic and dumb. I think I kind of scare this year's seniors because I make them think and they know I get frustrated (and sometimes snippy) if they ask me a dumb question. Don't you dare say, "But there is no such thing as a dumb question" to me. That is the stupidest statement/poster ever invented. OF COURSE there are stupid questions. Let me give you a few:
1. We've been reading silently for 5 minutes and someone blurts out, "Are we doing something right now?" (no joke)
2. I'm giving directions or delivering a lecture and someone blurts out, "Can I go to the bathroom?"
3. The agenda is written on the board and someone asks, "What are we doing today?" or "Do we have homework?"
4. We're reading a novel and we're discussing themes or elements of literature when someone asks out of no where, "Can we watch the movie?"
5. I hand out homework or an in-class assignment and someone asks, "Can this be extra credit?"
See? It's possible. I've never had a class that asks so many of these questions as often as my current seniors do. I roll my eyes so much that at this rate they're going to roll out of my head before Winter Break. This alone is probably why they don't like me...no one likes to find out they're stupid.
It's actually quite disconcerting how hard they work to not use their brains. I despair for our future every time I hand out an assignment and a student asks, "Do I need to keep this?"
This is why I run.
Then I got to thinking, am I meaner than last year? It's a tough call because I really, really disliked last year's kids. They were...pretty much evil, but they were smart. They knew how to use their brains (even if it was only to manipulate and berate) and could at least do their work without expecting me to think for them. I can deal with smart and evil. I can NOT deal with apathetic and dumb. I think I kind of scare this year's seniors because I make them think and they know I get frustrated (and sometimes snippy) if they ask me a dumb question. Don't you dare say, "But there is no such thing as a dumb question" to me. That is the stupidest statement/poster ever invented. OF COURSE there are stupid questions. Let me give you a few:
1. We've been reading silently for 5 minutes and someone blurts out, "Are we doing something right now?" (no joke)
2. I'm giving directions or delivering a lecture and someone blurts out, "Can I go to the bathroom?"
3. The agenda is written on the board and someone asks, "What are we doing today?" or "Do we have homework?"
4. We're reading a novel and we're discussing themes or elements of literature when someone asks out of no where, "Can we watch the movie?"
5. I hand out homework or an in-class assignment and someone asks, "Can this be extra credit?"
See? It's possible. I've never had a class that asks so many of these questions as often as my current seniors do. I roll my eyes so much that at this rate they're going to roll out of my head before Winter Break. This alone is probably why they don't like me...no one likes to find out they're stupid.
It's actually quite disconcerting how hard they work to not use their brains. I despair for our future every time I hand out an assignment and a student asks, "Do I need to keep this?"
This is why I run.
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