Days 13, 14, 15: Some Interesting Facts About My Students

I found out some interesting things about my students.

I got the results from the reading test my students took. This test scored the students on their reading grade level meaning that if a student read on the level of an average 10th grader, it would show that s/he was reading at 10.6 (10th grade, 6th month).

According to the test, this is how the 11th graders at our school level out on their reading abilities.

We have:
1 at 3rd grade
5 at 4th
7 at 5th
16 at 6th
9 at 7th
5 at 8th
4 at 9th
3 at 11th
2 at 12th
and 12 reading at the Post High School level.

This is how the 12th graders are doing with their reading

2 a the 4th grade level
3 at the 5th
7 at the 6th
13 at the 7th
7 at the 8th
9 at the 9th
2 at the 10th
1 at the 11th
1 at the 12th
and 5 are at the post High School level

I am not writing about this to gain pity points. I accept the challenge that these numbers represent. But I hope this makes clear both the problems and opportunities we who teach in urban school districts have.

We continued our reading of Native American myths and Beowulf in the 11th and 12th respectively. On Friday, I used some graphic organizers that I found on a very good website that I highly recommend to my fellow teachers.

The weekend is here!

Wal-Mart High?

Will our students be going to Wal-Mart High?
Tomorrow, Winter Break ends, and Cat and I go back to our respective schools for "Records Day", a day to finish up last semester's grading and prepare for the spring semester, which starts on Tuesday.

At my school, we will be facing even more pressure than we did in the fall semester since this will be the semester that we do our "End of Instruction" (EOI) testing. This testing is the biggest factor in determing our school's performance under the No Child Left Behind (NCLB) law. The feeling is that if our school does not show significant improvement in this year's EOIs over last year, when we were the lowest scoring school in the OKC school district, the school will be placed under one of the programs NCLB has mandated for failing schools, likely the so-called "transformative" model where by the administration is replaced and all of the school certified instructors have to reapply for their jobs. No more than 50% or fewer of the former instructors of a transformative school may be rehired. A third option, making the school a charter school, is also an option, but not considered likely.

We have been closely watched by the district and by the state department of education. Administrators and other facilitators constantly monitor teachers' instructional techniques. We must show that we are following "best practices" including having "word walls", "exemplary work displays", "data walls", "artifacts" and other displays of learning. Students are quizzed as to whether they have "mastered" necessary skills. Students are also constantly tested, and their test results thoroughly analyzed.

Some will say that this is only an effort to produce the type of pedagogy our school should have been doing all along. There is truth to that, but I am beginning to feel as though our school and those like us are becoming educational Wal-Marts or MacDonalds, a place where every class resembles every other class. Educational specialists, who seem to be running the show in public schools now, argue that students need this type of uniformity to keep instruction at a high level and help students master their subjects through uniformity and repetition. But teaching is as much art as it is science, many would argue more art than science. And it seems tht we are in danger of driving out the art of teaching in favor of "research based, best practice" science.

I am willing to do whatever I am asked as a teacher, so I have done what I have been told to do to the best of my abilities. I know, though, that teachers alone cannot transform schools whose students live in poverty. When we compare our American schools to those of other industrialized countries like Finland, Germany or Japan, what is left out of the comparison is this rather disturbing statistic, on average only about 5% of school-age children in other industrialized countries live in poverty, In Finland, the percentage is 3%. In the United States, however, 23% of our nation's school-age children live in poverty. And poverty is the number one factor that determines a child's success or failure in school.

That factor will not be overcome by having our children go to "Wal-Mart High".

I've caught my annual cold

Today, the Petri dish we teachers work in caught up with me in the form of a cold. This happens pretty much every year. I'm luck if I only go through it once. It has happened as many as 3 times in a school year.

I don't like missing a class day for any reason. My classes lose momentum when I am out. In chess it would called losing tempo. Not much work, particularly meaningful work, gets done. All too often in our building, a colleague has to cover my classes for me since substitutes for the most part don't like to work at our school since the students become even more unmanageable that otherwise.

Today a student threatened me because I had the audacity to tell him to quit hanging out in the halls and get to class. He threatened to physically attack me, used profanity and walked up to me and yelled in my face.

Little will probably be done. Chances are he is a special ed student and on an IEP. If the public thinks getting rid of bad teachers is difficult, they ought to find out what it is like to rid the school of the students who make workings in urban schools a constant stress for teachers and a place where good students are cheated out of their right to a safe and orderly place in which to learn.

Teacher Stress

This year as been one of the most trying I have experienced in my 17 years of public school teaching. It seems like everyone is getting stressed to the max. Much of this comes from the fact that we are facing a sort of educational time clock on our efforts that comes from the fact that we face the real possibility of having our school closed due to low test scores.

We teach in one of the poorest attendance areas in Oklahoma City. Many of us face daunting tasks of dealing with kids with zero family support, kids who live in high crime areas, kids who face long odds of living successful lives. Each day is a fight to maintain order in our classrooms. Many students show little desire to master the material we try to teach. Yet we will be judged as being ineffective teachers if our students do not perform well on the state tests.

In other words, we could lose of jobs not for what we have done, but for something someone else has done who has little incentive to help us keep our jobs.

No wonder we are stressed.

Mixed Messages for Teachers

Yesterday and today, our high school students were sent to an assembly and informed that the high school would be enforcing a required attendance policy for last semester's grades. Students who had more than 7 unexcused absences would be given a failing grade regardless of the grade the teacher posted for them. This caused a rather big uproar from students who felt that if they had received a passing grade in class, their attendance didn't matter. The fact that they could attend after school or Saturday school tutoring this semester to make up attendance from last semester did little to mollify them.

The casual observer might justifiably wonder why students who had missed so much time in the course of a school semester could have had a passing grade at all. Teachers, especially those in urban high schools, know full well how this can happen: teachers are encouraged, often required, to find ways to pass students by all available means.

This is all a part of the many mixed messages teachers are given by those who set our educational policies. At the same time we are pushed towards finding ways for students to pass and get their credits towards graduation, we are also admonished in countless way to "maintain high standards", "create a climate of excellence", "develop demanding expectations." As much as we would like to feel that high standards and student success are entirely compatible in some ideal sense, the truth is that often these goals are at odds with each other.

For example, suppose I want my students to study one of the plays of Shakespeare, Macbeth for example. I can prepare my students for the play, acquaint them with the arcane language and mystifying conventions. I can have the students read the play individually, in small groups, or as an entire class. Have them act out parts from the play. I can show videos and discuss the actors' interpretations of the characters. However, in the end, if some students wish to sabotoge all my best efforts it does not take much for them to do so.

And here is where the crux of the matter lies: how do I respond. If I truly were to maintain high standards, I would demand that they make some effort to climb the scaffold I have prepared for them. Lacking that, they fail. However, the other message of making it possible for all students to succeed kicks in telling me that I have to give my students "multiple opportunites" to succeed by retaking tests, extending homework deadlines, or giving alternative assignments. If students have be diagnosed with learning disablities, then I must make "modifications" which essentially dumb down the requirements for the unit. High expectations give why to middling realities.

I know how important it is for our students not to fail school, not to fall down on their road to graduation and all the opportunities this opens up for them. For our students, a missing diploma is a one-way ticket to a lifetime of marginal living, grinding poverty, and/or prison. That does not stop me from the constant,nagging guilty feelings I that my standards are lacking as I attempt to create pathways to that all important high school diploma.

Can Obama inspire my African-American students?

Will Obama spur my students to great achievement?
The online edition of Newsweek magazine asks if there will be An 'Obama Effect' on Blacks' Test Scores? By this they mean, "[w]ill he . . . goad black students to higher achievement, since he is living proof that working hard can pay off?"

I teach at a high school that is about 75%+ African-American. My initial and very anecdotal response is that, if such an effect will take place, it will not happen right away nor will it happen automatically. The habits they have which seem to be geared towards defeating my attempts to teach them seem too engrained for now. Mostly, I am talking about their habit to carry on sidebar conversations while I attempt to teach the lesson. Another habit they have is to constantly want to call attention to themselves by "showing off" their cleverness thereby avoiding doing work that challenges their comfort zones.

What Obama may do for them is to prepare the ground for their future achievement. They have witnessed a nation come together to elect a man whose life mirrors their own. They know, for example, that I, along with many other teachers of different races, worked for Obama's election. This has taken away some of the "Us v. Them" attitude that many have had, or at least used as a pretext, for lack of effort and achievement.

They are still teenagers, and as is true with teenagers throughout the ages, I am still "the enemy", the authority figure to requires them to conform to a certain standard of behavior, the judge of their efforts, the out-of-touch one who "doesn't understand what it's like to live in the modern world." None of that has changed.

But now, at least, I am a part of those who brought about something they wanted. We are united in one very important cause.

In one important sense, we are one.