Percy Jackson & The Olympians, Book Three: The Titan's Curse

The Titan's Curse by Rick Riordan
My rating: 4 of 5 stars

This is the 3rd in the Percy Jackson and The Olympians series. In this, Percy searches for his friend Anabeth with the help of Artemis' huntresses who are searching for the goddess of the hunt. Percy's quest sembles the labor of Heracles: fighting the Nemean Lion, dealing with the Erymanthian boar,and finally, because the Titan they are fighting is Atlas, he holds the sky on his sholders.

Percy wins because he rejects the idea of being Heracles showing that he is growing as a man as he completes each quest.

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Attended the Smith-Stuart Reunion in Edmond, OK

I attended a reunion made up of relatives from Cat's side of the family. These were from her mother's family, the Smith's and Stuarts. Enjoyed myself a lot. 

The reunion was at the Bickham-Rudkin Park in Edmond, a very lovely place

We bid on some gifts that were brought to help finance more reunions

Some of Cat's relatives

Some of the prizes for the bidding

And, of course, I managed to get in a game of chess or two.

A Day of Good News and Bad News

Today Cat and I got good news and bad news.

The good news is that the Performance Task training we finished today was some of the best professional development training either of us have ever experienced.  A good deal of the credit goes to our excellent trainer Suzy Page, a very down to earth type of person who has real world teaching experience, in urban schools in Memphis, Tennessee  no less!

Suzy helps a participant develop a performance assessment

We ended our training today by developing performance tasks. In a performance task, a student is given a problem related to the Common Core State Standards for which they will produce a writing or a product that shows that they have mastered the standard's objective.  

For example, one writing standard calls for the student to produce a narrative that demonstrates they understand how characters react to a given situation. One of the reading standards requires them to do character analysis.  My performance task incorporates these objectives.

Native American Coyote figure

My performance task calls for the students to read and analyze the character known as the "trickster" who appears in the myths and tales of all cultures. The trickster is an animal or a person who survives by his wits as opposed to his strength. Think Bugs Bunny or Huck Finn.  In my performance task, the character they will analyze  is Coyote, a common trickster figure in many Native American cultures.  My students' performance task is to create their own trickster character and have their trickster solve a problem using the skills that the figure possesses.  I hope to use their writings in an anthology of student work we will create during the year.

Now for the bad news.

Cat and I had hoped to visit my folks in Washington state this summer. On Tuesday I took our PT Cruiser into Hibdon's Tire for an oil change and a diagnostic once over.  The car is still at Hibdon's and the bill currently stands at over $2000! It seems that the car needed new struts, had oil in the brake line, and needed a new master cylinder.  So, we will be staying home this summer with maybe a few short trips here and there.  

I bought tickets to see the Kansas City Royals play at home, so one of our trips to will be to Kansas City where everything is up-to-date, I've been told.  Play Ball!

How I'm Spending My Summer Vacation

This week Cat and I have been attending a 3-day teaching training workshop put on by Pearson Education. The workshop concerns how to use "performance assessment" in teaching students the new Common Core Standards for education that the state of Oklahoma will implement in a couple of years.

Performance assessments are a way of determining if our students are "learning by doing."  We are learning about the Common Core Standards by analyzing the standards, developing lessons and creating performance rubrics.

So what do teacher do on their summer "vacation"?  We go to school!

Suzy Page,our excellent workshop leader

Some of our work during the workshop

Some of the other teachers at the workshop

A workshop discussion (showing the back of my wife's head)

Suzy Page makes a point

AFT-Oklahoma The President's Report: 4 Myths of Education Reform

Today, I attended the annual convention of the convention of the American Federation of Teachers-Oklahoma, Local #8034. This is the state organization for Oklahoma's AFT members.  I serve as an executive officer for AFT-OKC, Local #2309. (I might add that I, as are the rest of the officers in the AFT do this unpaid lest anyone throw the charge that we are "fat cats" living off the dues of our members.)

State AFT President Clifton "Skip" Ogle

During the convention our state president,  Clifton "Skip" Ogle, a retired teacher, most recently from US Grant HS in OKC, have his annual "State of the State" address.  His report, while acknowledging that there had been many challenges to our profession was basically optimistic.  We have found that if we present our concerns in a reasonable manner, there are members of the Oklahoma legislature who are willing to work with us.  He did, however, note that there are many "school reform" myths legislator's have about public education in generation and educators' unions in particular. He analyzed 4 of these myths:

1. Teachers, unlike other professionals, are not held accountable for the results of their teaching. Ogle noted that teachers are evaluated for their classroom performance, but this myth oversimplifies the complex process of education. Teaching involves creating changes in complex human beings, our students, and that the responsibility for the success of those changes relies on a variety of individual and social actions. He compared this to a doctor who has a patient who smokes.  We would not hold the doctor accountable for the patient's inability or outright refusal to quit smoking, nor would we hold a minister accountable if one of his parishioner's was caught in an embezzlement scandal.   
2. Taxpayers have not gotten their money's worth because large amounts of money have been spent on education with no improvement. Ogle noted that we have seen gradual improvement in education, but not nearly as dramatic as our critics seem to feel is called for. He noted that politicians and teachers seem to operate in two different time.  Politicians operate in media time where results must be achieved quickly or they do not happen at all.  Teachers operate in practitioner time where results are achieved after a long and complex process. It has been said by many that a teacher never truly knows what her influence is nor where it will lead her students. I know that many of my teachers' lessons did not reach their full effect until years after I was in their classrooms. I may not be aware of some of the ways I was influenced by them.
3. Teachers' unions do not want to fix the staus quo. We only care about protecting our members' jobs. A personal observation about the "status quo". Any teacher in the profession for any time knows that the "status quo" for teachers is constant change. Our teaching curriculum and methods are often the victims of the "latest, greatest" educational fad. Those of us teaching in the 90's remember the hurrah that was made over "Outcomes Based Education" and how quickly that "sure cure" for education ills faded away. Why don't we ask teachers what does and does not work in their classrooms?  Why do we spend millions of dollars in consultancy fees or paying for the hottest educational programs in search of a quick fix when we could just as well invest the money in hiring more teachers and more reading coaches who could give our students the attention they need to overcome the cruel handicaps with which so many come into our classes?
4. Teachers broke education. Ogle pointed out that military failures are not blamed on "lazy soldiers" nor do we create "merit pay" to pay one soldier in a unit more than others. Instead, we seek to correct these failures by looking at our procedures and strategies.  He noted that while he was teaching at US Grant, the school board decided to change the attendance boundaries which resulted in two rival gangs going to the same school.  His students became more concerned about staying alive than they did about their education.  Grant soon feel under a federal mandate that required half of the teachers in the school to lose their jobs. That's blaming the soldiers for a failure of strategy.

Our union is deeply involved in education reform that believes that teachers are the answer not the problem. To that end, we have developed the Peer Assistance and Review (PAR) program where teachers who have been successful in the classroom come out for a short period of time and are tasked with helping "probationary teachers", those with 3 years experience or less, with their teaching.  PAR teachers are in my school at Centennial, and they have assisted several of our new teachers. The PARs also can and have recommended that some of these teachers not have their contract renewed.

The American Federation of Teachers feels that teacher based education reform is the most effective of all.

Record Day, Retirement, Reflection

Wrong Kind of Record

Today was the last teacher day in our district, known as Record Day. Record Day is the day for all grades to be turned in, all classrooms to be packed away, all receipt books to be turned over, all keys to be handed in, a time to wrap up the old term and look forward to a few days of rest, relaxation and recovery.

Right Kind of Record

We had a farewell party to some of our staff who are retiring.  Cynthia Boyd our Language Arts facilitator, Mr. Allen who taught horticulture,  and Marjorie Harris, an excellent high school science teacher had their last Record Day and will now enjoy a good retirement.  We will be losing some teachers who will, for one reason or another, be gone from us next year.

This year marked my 18th year as a public school teacher.  I likely will be teaching at least 5 more years before I can enjoy full retirement. It's not something I am particularly looking forward to, except for the opportunity I may have to do more traveling while spending more time with my wife and my new family.

I really do enjoy teaching. I don't know what else I could ever be happy doing.  I also enjoy being in the classroom with the kids. Administration has no appeal to me, nor does consulting or some other education profession that doesn't involve being in a classroom with a group of students. For all the struggles I have trying to reach them, I love being involved in their lives.


I hope I communicate that to them.  To quote that great social philosopher Carol Burnett, "I enjoy the time we have together."

Last Day

Today is the final day of classes.

I had my final evaluation last week. (Not too bad, though there are some areas I will need to improve.)  My principal asked me how I thought the school had done this year. I told her that I usually think of a school year in baseball terms.  There are wins and losses during the season and pluses and minuses during the school term. So I think of whether or not we had a .500 season. Some years, I feel finished on the losing side or below .500. Sometimes it's a wash right at .500. This year I feel we finished at about .600.  We had more gains than loses.

Our gains came from learning new teaching techniques through the "Marzano method" that actually seem to have real potential for reaching our students.  I also think that our students have started to take learning seriously especially since they now have to pass several of the state exams to be able to graduate. We had 8 seniors fail to get the needed requirements, something noted by this year's juniors.

Our losses came from the fact that we still have problems with student behavior, particularly absenteeism. I think that, at least in my class, doing a better job of establishing classroom procedures will help with in-class behavior, but to deal with absences, we have more systemic problems. These absences are often caused by single-parent homes, health care concerns (for students and their siblings), drug abuse, in short, all the problems attendant to poverty in our culture.

We are optimistic about our students' test scores this year. The preliminary data looks promising. If we do show gains, our students will gain confidence that they can succeed if they attend to what goes on in class.

We will have many new teachers next year. We are losing some good instructors. We are also well rid of some "dead wood" who don't want to pay the price to get with the program.

My plan is to prepare for next year right away.  I want to have my procedures, my syllabus, my goals well in hand at the beginning of the year.  So this will be a working summer (along with some vacation leisure time).

It's been an interesting year. Next year will be even more so.

Living on the Margins

I'd like to consider a few ideas that have come to me from watching the film The Pursuit of Happyness.

Chris Gardner

The film is based on the real-life experiences of Chris Gardner who managed, through dogged persistence, gain a position with a Wall Street stock brokerage. The actual story of Gardner's life is a good deal more complicated than the movie depicts, but that's not what I am concerned about in this post.

What has struck me about the film is just how marginalized Gardner's life is all the while he is pursuing his dream. Merriam-Webster defines the verb as "to relegate to an unimportant or powerless position within a society or group." I have always appreciated this metaphoric verb because it demonstrates to me how easy it is for some members of our society to be kept on the edges of life or ever pushed over the edge.

In the course of the film, Gardner has to deal with homelessness, unemployment, or to be more accurate underemployment, unpaid taxes, eviction, and single parenthood.  His ability to overcome these problems and succeed is a testament to his goal driven determination. Some would see him as a classic American success story right out of an Horatio Alger story.

Yet I feel the unanswered question is how many have pursued happiness without ever approaching it? How many other Chris Gardner's are out there who found themselves still marginalized despite their hard work and determination? Who is telling their story?

In the film, Chris interviews with Dean Whitter Reynolds

One key point in the movie illustrates what I mean.  Chris makes a deal with his landlord to let him and his son stay in their appartment despite the fact that the rent is 3 months overdue. (Chris has been an unsuccessful salesman of medical equipment up to this point.)  Chris has an interview for an unpaid internship with Dean Whitter Reynolds in the morning, but he gets a call from the San Francisco police with a warrant for his arrest for unpaid parking tickets, which came about because he has parked in several hospital zones while rushing from one sales opportunity to another.  He has to spend the night in jail, use his phone call to arrange for his estranged girlfriend to pick up their son, and barely has enough time to run to the interview while still in his painting clothes. During the interview he sits across from the men who will decided whether to let him into the internship program. Chris, who is black, manages to convince his potential employers, who are white, to accept him. If the men did not, Chris would have few options to fall back on considering the fact that he is also being hounded for back taxes he has not been able to pay and a job that offers little hope of getting him out of the hole he is in.

Now, all the forces working against Chris are working within the systems we have in place in our world. The landlord has to collect his rents. The police are just doing their job according to the law. The IRS is enforcing the laws of the state.  Dean Whitter has the right to choose whom they wish to invite into their firm and who they won't.  However, for someone like Gardner, the odds are all stacked against him.  True, he overcomes those long odds, but for one Chris Gardner who succeeds, what happens to the many thousands who don't. 

We see the results of those who don't or just can't in our statistics on poverty, drug abuse, crime, imprisonment, school drop-out rates, child abuse, homelessness, divorce, and violence in American society. 

While I celebrate the Gardner's of the world who manage to step away from the margins, I mourn the thousands who still find themselves on the margins fighting not to be pushed over the edge.

The Pursuit of a Goal

Another easy day since the seniors were out of the building doing their community service project at Britton Elementary School.  I have two classes and seniors. Their graduation is this Saturday. They are supposed to be back the following week for three days (Tuesday, Wednesday, Thursday, since Monday is Memorial Day). I really don't expect to see too many of them. What on earth is here for them to come back for?

My juniors are viewing the film The Pursuit of Happyness, staring Will Smith as a man who goes out to get a better life for himself and his family by pursuing a dream of becoming a Wall Street broker. I see it as a continuation of the Everyday Heroes story they read yesterday.  My objective is to get them to see that they need to have a goal for themselves and do what they need to do to achieve that goal.

Tomorrow, however, I will be with them on a field trip to Oklahoma Community College for something called "Senior Shift", which I believe tries to prepare them for going into their senior year.

I'll see how well that all works out.

Everyday Heroes

We have been studying the idea of the hero's journey or quest in my junior classes.

Today we read a chapter out of an anthology that I really like entitled Everyday Heroes. These are biographical stories of people who have overcome personal hardships and tragedies to succeed in life. None of the people are famous or celebrities. They are, just as the title says, common people who have made something good out of the kind of problems my students face: drug abuse, homelessness, abusive parents, poverty, and so on.

For the most part my students like reading the stories. They are written on a middle school level and have questions at the end that help them to acquire vocabulary and critical reading skills.

Today, we read about a woman named Catina Washington. Catina's life included being born to a 17 year old mentally handicapped mother who irresponsible living soon had Catina and her family homeless and dependent on charity handouts. Despite this, Catina graduated from high school and college and was voted outstanding woman of the year for Northern California.  At the time the book was printed Catina did volunteer work for a homeless hotline in Oakland, California. She planned to go to law school.

What I emphasized in the book is that Catina, like the archetypal hero, learned from her time living on the margins of society and took those lessons with her as she proceeded through life. In fact, she used those lesson to help people in her community much as the archetypal hero brings a boon back to the world she came from.

What I hope to do to enrich the lesson is to get my students to reflect on what they have gained through this year that can help them in the future. Each of them is on an heroic journey.

The Sea of Monsters

The Sea of Monsters by Rick Riordan
My rating: 4 of 5 stars

I enjoyed this book somewhat better than "The Lightning Thief" probably because less background exposition was needed. Also, Percy is a bit more 'grownup' in this book. In "The Lightning Thief", he was very whiny, just this side of annoying. Now, Percy has understood some of the reasons for his troubles and is working to deal with them.

The story is a retelling of "Jason and the Golden Fleece" with a little of "Odysseus" thrown in. Both of these are my favorite Greek legends, especially Jason. So I was glad to see how Rick Riordan worked in both myths into the novel.

Percy also finds family he didn't know he had and learns to accept and love them for who they are.

Great values are being taught in this series by making use of mythology and a bit of history too.

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The Lightning Thief

The Lightning Thief by Rick Riordan
My rating: 4 of 5 stars

I had seen the movie before I read the book. The movie was a disappointment, but I'm glad to report that the book was far better. This is definitely a "Young Adult" book, written at the middle school level, but this old man really enjoyed it. I particularly admire the way Rick Riordan wove in Greek mythology with modern technology. Having Ares as a motorcycle punk was particularly inspired in my humble opinion. I have some students who have read and enjoyed this book. I am thinking of starting a book discussion group around this book and the other books in the series.

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On Teaching in a Fishbowl

Friday was an interesting day, symbolic, to me, of what is going on in our school.

We have several groups and institutions interested in what's going on at Centennial HS, Oklahoma City, Oklahoma.  There are the usual interests: students, parents, building administrators and so on.  To these we can add representatives from the Oklahoma State Department of Education, consultants from Pearson, the educational corporation that provides much of our curriculum, even my union, the American Federation of Teachers has teaching "coaches" called PARS, which stands for "Peer Assistance and Review, who are there to help new teachers in our building.

Friday, I had visits from several of these interests, altogether, all in one class period.

They showed up during my 1st period English 11 class. First, I had a woman who has been designated (by whom I'm not certain) as my "teaching coach" from Pearson. She came at the beginning of first hour to observe how the students come into the room, what beginning activities I have assigned them, what the objectives of the day's lesson were, and how I managed the class.  Then came Principal Johnson with another Pearson representative. Ms. Johnson was for my formative assessment that the district requires of all teachers.  The Pearson rep was there to provide his insights about my teaching.  A few minutes after those three had  arrived, the PAR teachers came in. I'm really not sure why they were there. I am not in our school's PAR program, so they must have just come in to watch me teach.

The really funny thing about the situation was that the number of observers nearly matched the number of students learning the lesson.  We are experiencing a lot of student absences as we wind down to the end of this term.  This period, which has always been small, only 14 on the roll, had only 6 students that Friday. 

The lesson went well enough.  The lesson was to compare how theme of personal responsibility is taught through film, using the movie Cars, and through a fairy tale about two intelligent brothers. I began by having the kids talk about their responsibilities for their families, their education, and their personal lives and used that to examine how responsibility acted as a theme for Cars. Then we read the story about the two brothers and did a Venn Diagram comparing and contrasting the different genres. The students were engaged, most of the time. in the lesson.

Afterwards, I conferred, first with the woman who is to be my teaching coach and then with Principal Johnson and the Pearson consultant (still waiting to hear from the PARs). They all apologized for "ganging up" on me and explained that each did not know that the others were going to there right then. (I'll save a discussion on communication for a later posting.) They all had helpful suggestions to help me as a teacher: things like having clearer goals for my students, finding ways to deepen the lesson, and doing assessments to insure by students really learn the objective.

These are all good things, but I think this incident is a metaphor for what can happen as we travel down the Road of Good Intentions. Conservatives complain constantly about government regulation. Liberals, like me, point out that those regulations exist because something needed correction.  Our school has many things in need of correction. I need to improve my teaching.  All of the people who came to my class want to help us make those improvements.

But it is easy for these things to get out of hand.  I want the help these good people want to provide me, but I can't help but get the feeling that someone is always looking over my shoulder as I teach, that I'm "teaching in a fishbowl" and it is stressful to do so.

A week ago Friday, I "hit the wall" and needed to step out of the fishbowl for a day.  (Pardon my mixed metaphor.) This week, I felt better and finished strong; however, I know of several teachers who have hit their walls.  We a big problem with teacher absentees.  We are all having to cover classes for teachers out of the building for various problems. In addition, we have many "long term" substitutes covering classes for teacher who have just given up.   Some of our  teachers say they don't plan to be back next year.  There are a number of very good teachers who have had real success in the classroom whom we will miss very much if they go.

Perhaps, in our zeal to improve, we are knocking a lot of good people into the wall.

Easy Teaching Day

Today was about as easy as easy can get.  Timeblock 1 & 4 took (yet another) test. This time it was the Gates-MacGinitie Reading Test.  The district, I guess, wants to know if the students have made any progress on their reading levels.

Of course, the students pretty much see this as a waste of time, so many don't take it seriously, or don't take it at all.  One young man refused to take it and just stood around disrupting other students who were taking it. (We had to do it on-line and were in one of the Career Tech teachers' classroom.) He was escorted to the office. Another student finished the 45 question test in under 3 minutes. (He had 20 minutes to work on it.) 

My senior classes, Timeblocks 3 & 6, did Sustained Silent Reading.  They actually did keep silent and some read, other pretended to.  This is an "easy grade" for them as long as they keep their heads up, their books open, and don't talk. Many are looking for a way to boost their grade at the end of the year, so they take advantage of the opportunity.

My 7th hour was mainly absent. We had an athletics award assembly.  I did not get a list of who was supposed to go and who wasn't when they called the athletes down during 6th hour, so by the time 7th hour came, I had maybe 8 students out of a class of 27.

As I said, it was an easy day, but not much education took place.

This and That on the Way to the Dream

Today was pretty much an average day accept for the student who pulled the false fire alarm.

I did not know who it was until she came into my class and dumped a cup of water over another student.  He chased her out before I knew what was happening.

It's never dull at my school.

There are those times when you feel that it would do less damage in the long run just to quit school early and let us all go home to recharge for next year.  I attended a seminar when the man giving the seminar proposed a true year round school.  Obviously, he has not been in the classroom in a very long time.

One teacher told me that the worst thing about the job is the feeling that no matter what one does it makes no real difference. School is a lot like church. You have to have a lot of faith to make it all work.

My seniors are being sent out into the world. I have faith that all of them will find their own path to success and happiness. What is it the Declaration of Independence says, "...the pursuit of happiness"?  I pray that I have given them some of the tools to make it a successful pursuit.

Racing Cars and Sleeping Cars

We have two weeks and three days left in the 2011-2012 school term.  With all of the tests finished, I can now turn to teaching lessons not on the test.

I am using, presently, two films for my 11th and 12th grade classes.  Part of this comes from a need to keep my students engaged in their lessons.  They live in a world of visual media: television, movies, videos, on-line material, so I want to make use of visual media in their lessons. I also want them to become active viewers just as I wish them to become active readers.  I have chosen two films: the Pixar animated film Cars for the juniors and the film 10,000 Black Men Named George for the seniors.

Mater and Lightning McQueen from Cars

In Cars, I am emphasizing the way the film tells an old story, the Hero's journey.  Just like the ancient bards telling of the "wrath of Achilles", the cartoon tells of a young hero, Lightning McQueen, who gets out of his element when he winds up in Radiator Springs on his way to a big stock car race.  While there, McQueen learns the lessons in himself and in his life that he needs to learn before he is able to return to his familiar world. 

10,000 Black Men Named George is an historical film about Asa Philip Randolph's successful organization of the porters and maids who worked for Pullman railroad car company.  The workers were nearly all African-Americans, as was Randolph, so this was the first largely all black labor union.  I am wanting to show my students how African-American history goes far beyond Rosa Parks, Dr. Martin Luther King, Jr., Malcolm X, Jesse Jackson, and Rev. Al Sharpton, as important as those individuals are to the Civil Rights movement.  In fact, it was Randolph who, with Bayard Rustin, organized the "March on Washington" where Dr. King delivered his "I Have A Dream" speech. 

My objective for the senior is to get them thinking how justice in the work place is a major component in the struggle for civil rights and justice in America. They will soon be a part of this struggle as they take up their careers.

I Hit the Wall

At the end of school yesterday, I was emotionally and physically tapped out.  I went home depressed, stressed, and exhausted.  So I took a Sick Leave day and stayed home.

I don't like doing that. It made me feel as if I was not living up to my responsibilities.  But I needed some rest. And I got it.

This has been a long, grinding, difficult school year. We've been in school since August 1st, and I guess I am not used to this pace.  I felt that I had hit the wall and could not be in the classroom today.

I slept about 12 hours straight. Got up to eat a bowl of cereal and then slept two hours more.  After that I simply sat in my reading chair and read for pleasure for about 4 hours.  I went to my Friday afternoon chess club that I run at The Village Library and came home to read some more.

I felt as though I was living selfishly doing just what I wanted to do.

But I am glad I did. 

I'll be back on Monday.  I think I will be able to finish out the year strong.  I love my job, but at times the demands gang up on me.  So I needed some time to recoup and recover.

A Bit Topsy Turvy Today

Kind of a topsy-turvy day.  My 7th hour class, which has lately been my best, got out of hand largely due to a couple of students who chose to get into arguments with fellow classmates and play childish games. My 4th hour class, who often have been my problem children, really got into the lesson today.

Both are 11th grade classes, and we read parts from the play Our Town. The 4th hour students really liked reading their parts, more than they liked watching the play.  The 7th hour kept interrupting each other with teasing and even paper wads.  Had to send one girl to the office and give another boy a detention. 

The seniors really like Frankenstein. One boy asked to take the movie home so he could watch parts that he missed due to absences. (See yesterday's posting on that problem.)

We took our textbooks back to the library. Another sign that school is winding down for this term.

We had our Professional Learning Community (PLC) meeting today made up of teachers from various subjects with common "planning periods".  We noticed that some members who have been with us at the beginning of the semester are no longer in the school.  At the beginning of the year, we had 11 teachers in our PLC.  Four of our group are no longer in the school: one due to a long term illness, two for personal reasons, one for unknown reasons.  Rumors are that several teachers in our school will/may not be back next year. 

It has been a bumpy transition.  And some do not seem to want to stick around for the ride. But I will repeat that I am rather starting to enjoy the change. Things could be better, and I hope they will continue to get better because I want to see where we are headed.

Many absent students

I thought in this posting that I would include a report on attendance to my classes.

One of the problems I have with teaching students in my school is the fact that so many of them miss class. I cannot teach students who are not there. For example, today...

Time Block 1: Junior English, 18 students enrolled in the class, 8 absent. We also had a late bus so 3 students were tardy.

Time Block 2: Planning Period

Time Block 3: Senior English, 25 enrolled, 6 absent, 4 tardy

Time Block 4: Junior English, 21 enrolled, 6 absent, 2 tardy

Time Block 5: Department meeting

Time Block 6: Senior English, 27 enrolled, 6 absent, 3 tardy (seems to be a pattern working here)

Time Block 7: Junior English, 26 enrolled, 9 absent, 3 unexcused tardy, 2 excused tardy (the teacher who kept the students late thoughtfully walked them to my class)

So, out of 117 students enrolled in my classes, 35, or about 1/3 of my students missed today's instruction. 

We finished watching the play Our Town in the junior classes and got near to the end of the movie Frankenstein in the senior classes.  The juniors will be looking a a selection from Spoon River Anthology a collection of poems by Edgar Lee Masters that inspired the final act in Our Town.  In the senior classes, we will be looking at the Mary Shelley's novel and other movie interpretations of Frankenstein.

It seems that many of my students seem to think that school is over once the state tests are completed. Have we created a Frankenstein with our high stakes testing?

Mayflower Congregational Sunday Service: Abiding in the True Vine

Scripture Lesson: John 15: 1-9 (I am the vine. You are the branches.)

Hymns: "Tell Out, My Soul", "God of the Sparrow, God of the Whale"

Choir Anthem: "Jesus Christ, the Apple Tree"

The tree of life my soul hath seen, Laden with fruit, and always green:

The trees of nature fruitless be Compared with Christ the apple tree.

The Prayer of Confession:
Lord of Life, you are the way of love and peace. We confess that we have not loved each other as You have commanded. Instead of being your people of peace and spreading hope, we have all too often been an anxious people, spreading distrust, worry and fear. By failing to love each other, we have failed to see You at work in our lives. Help us extend to others the same grace and compassion that we need ourselves. In the name of Jesus, the teacher from Nazareth, we pray. Amen.

Sermon Notes:

• We are all in need of pruning
• Jesus forces us to practice a radical hospitality and live sacrificially.
• We are to think of ourselves as a vine, absolutely intertwined with each other.

(Personal Note: This reminds me of the John Donne poem "No Man is an Island". What ever enhances you enhances me. Whatever diminishes you diminishes me. My interpretation.)

• We need a community to lean on.
• The word "abide" in the scripture lesson is best understood as "endure, continue, remain, persist."
• Jesus wants us to persist.. We must persist to to model Jesus--not an easy task.
• Though this text has often been taken as a reason to exclude (I am part of the true vine, but you are not.), it is really a text designed to include.
• It is a text designed to increase our spirituality rather than our religion.
• "Religion is for people afraid of going to hell. Spirituality is for those who have already been there."