the forest or the trees?

There have been lots of "flavors of the month" at LPS, so I hear. My more experienced colleagues have mentioned a few, and they tend to be wisely skeptical when another new trend comes their way. I have heard some quieter mutterings like this about PLCs and developing essential learnings and common assessments. I don't feel this is just a passing fad; I think that if we handle this trend intelligently and from a variety of perspectives, we can keep it from becoming just another fad that teachers will chuckle about a decade or so after it's passed.
Really though, common assessments are running the risk of TRULY being the kind of thing the "flavor of the month"! What do I mean? Let me tell ya! Common assessments are meant to ensure that students arrive at essential learnings, no matter which school they go to. So, in the hierarchy of importance with PLCs, essential learnings are at the top. However, it's going to be pretty much impossible to make sure that each teacher grades the same way. That appears to be a big hurdle for creating common assessments. So, we should resort to holding students accountable mainly for information that could be tested very easily with scantron sheets, right? I don't think any of us thinks scantron-type tests are very good assessments, but I think this is the direction we'll go in if we want to dwell the fine points.
Some of these fine points are that none of us grades the same way, and that objective tests might be the only way for us to have a "reliable" common assessment that rates the kids' knowledge and ability exactly the same way. This is dangerous if we want to overwhelm ourselves with "perfecting" the assessment rather than keeping the big picture in mind. If having the most accurate means of assessing students' knowledge is the true end-all with this district-wide push toward common assessments, we'd have to discount entirely the importance of essential learnings.
I think it's not being able to find the forest for the trees: the forest is to get them to attain these essential learnings, but we're hitting the trees of common assessments like unfortunate skiers!
Missing the forest for the trees, I think, could be a real reason why educational trends come and go, and that new ones lose clout because of the way others have been handled in the past. I probably don't have enough experience in either the field or the district to make this claim, but here's some more fodder for my argument anyway: when describing other "flavors of the month", many of my friends who've seen trends come and go say that the main idea behind the philosophies and practices are great - ie the big picture is great - but the details are what made it fall apart and pass into history.
This was the main complaint this afternoon in the world language office: how to give an accurate common assessment despite how differently people grade. The horrifying idea came out that an accurate common assessment could only be an objective one, because even with rubrics, everyone grades so differently. I'm pretty sure that this claim was horrifying even to the person who made it, and that she made it out of frustration and uncertainty about what to do instead. However, if we had to resort to an objective test because of a fastidious desire to have students assessed the same way, we would start to undo what we've done on emphasizing upper-level thinking skills in the last few years. This kind of test would that tell us only about their fleeting knowledge, but it also would send the message that we expect our students simply to recall what we've taught without true application.
The theme of the conversation was that, according to pretty much all world language teachers in the district, we don't count simple knowledge of a discrete grammar point or a set of vocabulary words an essential learning. We agree that the bigger picture is what matters: what they're able to do with the language. I think what makes common assessments run the risk of becoming another passing fad in pedagogy is that it might become the main focus rather than truly what they're learning, be dealt with in a way that doesn't support what teachers feel is worth learning, and make everyone so fed up with the idea that they just chuck it. Until the next trend comes along, that is.


I have a couple of questions for myself and others:

• How can we make an assessment that best measures what we find valuable in our subject areas?
• Can we skip the "drill and kill" of grammar and vocabulary and still get our students to a point where they can move on to more sophisticated uses of the language? Is there a way to teach the material that simply needs practice of patterns and memorization of words WITHOUT the traditional drill and kill, like sneaking vitamins into a kid's food without his knowing?

I ask these questions because I really don't think there needs to be either-or kinds of approaches to practice and testing. I don't know the right answer yet, but I don't think it's gotta be drill and kill to build their knowledge sufficiently, and only after that can language use become more personalized and meaningful. I also don't think we have to resort to testing students on just what's easily graded in nearly the same way by many teachers, just for the sake that all the students jump over this particular hurdle in essentially the same way. If you have any possible answers to my conundrum, let me know. Believe me, I'm not just waiting for the answer to be given to me, either!

Well good golly....

It's been TWO MONTHS since my last post! For SHAME. I really have been filling up a desktop folder full of items that I've labeled "blog-worthy", but there's been so much going on....bad excuse.
Speaking of so much going on, we had our first Critical Thinking meeting today in about 2 months (maybe more). This is the third year we've worked together, and I even have a co-chair now, but this is the first year that we've had to put off meetings for a couple of months because of scheduling conflicts. I'm worried that we're losing steam, maybe. Maybe I am. I think next year the PLC will have to be updated or changed somehow. I should put a survey together for people who've been involved so I can see anonymous feedback. Everyone's so nice that I think they'd be hesitant with criticism when we ask for feedback during meetings. I've also been thinking about how CT will fit into the late start PLC time next year. My feeling right now is that it won't fit. I think that time is going to be consacrated to subject area work. That's okay, I guess. We can keep meeting after school.
Well, enough of the technical details: we met about how to create the best possible physical environment for learning. That's something that isn't directly related to critical thinking, but I feel strongly that in order for the best kind of thinking to take place, certain criteria - or even standards - need to be in place (Boy am I tired of that word "standards".) It's like Maslow's hierarchy of needs: if a kid doesn't have food, clothing, or shelter, learning is certainly not a top priority. I know I refer to Maslow's a lot, but it's really apt; if the learning space is really physically uncomfortable, horribly sterile, or even overly distracting, you can't expect the best sort of thinking to take place.
The meeting in general went well, I think, despite the weary looks on people's faces - it's been a long semester. However, some of the weariness made itself more evident that just by people's faces. Yeah, we don't have the most ideal learning spaces right now at AHS, but will complaining about it ad nauseum change anything? Really, there wasn't a ton of venting, and I did address the fact that we're venting probably just because it's post spring break, we're tired, and this is just the complainy time of year. BUT I reminded the group to keep two things in mind: what can we do with the current space we have to make it conducive to our students to learn, and learn how to use, what we find the most valuable in our subject areas; and what kinds of immediate, relatively low-cost/ low-effort changes can we make that will begin AHS's evolution to a 21st century physical learning space?
The kids-in-rows pattern seen in most classrooms is over a century old. I still CHOOSE to set up my classrooms in rows. Why? Well: 1) It enables me to move up and down rows easily to check homework while they're working on their warm ups; 2) it seems - to me - the best way to discourage cheating during quizzez; 3) when there are 35+ students in a room, finding other configurations that still allow the students and me to move around the room with relative ease is REALLY challenging (Oh, and I've really tried.); and 4) when each classroom is used by at least 2 other teachers, I have to consider what the other teachers would like their rooms to look like.
These are lame reasons. I think I could find my ways around nearly all of these obstacles. What do I want my students to be able to do with the language? Use it in personally meaningful ways, and to be able to speak intelligibly enough - albeit in an elementary way - to be able to use the language skills outside the classroom if they needed to (or even to seek out reasons to use the language, which always makes me EXTREMELY happy!)
I don' t know that I need to have the classroom set up this way in order to have this happen. I think I could arrange pre-arranged "pods" or something that they could move together themselves out of the original rows when they're not receiving direct instruction or taking a quiz. Really, they already do this in an informal way, but I could polish it up a bit. Just simply having them in these "pods" drastically alters the atmosphere in the room; no longer will it seem like individuals who just happen to be sharing the same learning space, the arrangement will show them that they are intended to share ideas, talk, and help one another. I don't think any teacher could argue that we don't want those kinds of interactions taking place on our watch.

Arrg rrrr gah!

What to do, what to do....
Once again, I'm bothered by my 3rd year students. They don't take much responsibility on themselves. I have a website that I work hard to maintain, and I expect my students to refer to it when they are absent. In fact, "I was absent, so I don't have my homework" is an unacceptable thing to say. I usually coast on my sense of humor to make the kids relate to me and get them into the class, and I try to personalize the assignments so that they'll find them more value to doing them. I like to give them assignments that prepares them for something we're going to do in class the next session, but I can't count on them to do it and have to make alternate plans.
A friend of mine who teaches French at HHS tells me similar things about her 3rd year classes. I don't even want to say "Why are they all like this?", because I know. Most of them are in their last year of studying the language since they know that most colleges require 3 years of language. They don't want to stretch their thinking at all. I feel completely ineffective with them. BUT....once again, this is a reflection of my frustration after my 6th hour class. I can have a WONDERFUL day all day, but it's this class that leaves the bad taste in my mouth. I have NO idea why they're there. Well, that's not true: it's for college. Yea. That's going to help them: a paltry understanding of the language b/c of several years of 3 day a week classes and shoddy work ethics that account for even more holes in their understanding.
Happy Monday.

feedback for last session

1) Did the information presented today make sense? If not, what would have helped? What do you still need? YES
2) Were the activities today well-planned and meaningful? Be specific. If they were not, what suggestions would you make? YES; I LOVED SEEING LARY'S LESSON.
3) What potential do you see in the information presented today for your possible use? A LOT; I CAN USE A LOT OF HUMANITIES' IDEAS.
4) What else do you want the planning team to know?
NOTHING.

What about our RWKs?

Yeah, I know we teach a bunch who are, in general, a pretty priviledged group, but a lot of the facilities we have here don't necessarily match the demographic very well. I know that most of them have access to computers and the Internet at home, and they can get on-line here at school most of the time. However, there are plenty of kids around this country for whom it's a real challenge getting time on-line. Heck, it's even a problem for our RWKs!
What am I talking about here? I think it's GREAT to provide laptops for kids in remote and developing countries! What they'll be able to learn by having laptops provided to them will grow mindbogglingly. BUT, I would love to hear about very poor areas in the US that could benefit from this, like remotish rural areas and the inner city.

takin' 5

So.......
( I think this might be a long one...) 3 days into the semester, and JUST today am I feeling sort of "back in the swing of things." It's funny how you can feel totally rested - and even restless - and ready to get back to school, but after one day of mishaps that were compounded by an unnecessary rush imposed on us by a "redundant" morning commitment for the staff.....one can feel HORRIBLY stressed out after only one day. I think my perfectionism is starting to hurt me, really. I want to teach my 3 day a week classes so much better than I do, and I'm sure that there are many improvements I could make, but in general I think I must be doing, for the most part, as well as can be expected when I see them only 3 times a week. It's doubly frustrating when there's a group that makes my job more difficult. It's frustrating to have classes that I really connect with all day, but then I end the day on a more negative note. I hate that I let myself feel this way, but when I don't connect with a class, I feel like a bad teacher. I know my teaching isn't as effective in that situation, though, if the kids don't have any buy-in. BUT, I can't force them to have it. I just have to be patient and positive.....but DANG is it hard when they roll their eyes. We did have a little chat about it - frankly a pretty serious talk - and I don't think it was really effective. Oh well, just needed to vent. I hope that the people who read this actually know me and KNOW that I'm a pretty positive person, because all I really do is vent and complain big time in these blogs!

arg agh blech

So frustrated. Must change everything I do. Can't go on. (If one were to read this aloud, it should be read like William Shatner, lots o' pauses and drama.)
If I were any wiser I'd realize that this time of year I'm going to hate everything I do and think I'm a terrible teacher no matter what. It's not a good time to make decisions like taking on a massive overhaul of one's teaching style. There. I have written proof that I STILL have some rational faculties left. I really should be using this time to do something having more directly to do with my teaching, but I think that getting some junk off my mind really truly SHOULD be my first priority if I want to stay sane.
This time of year is always the same - it should come as no surprise to me, but it does seem more stressful than usual. It's that self-destructive combo of being too lenient with kids and their makeup work (which technically they have 1 week to make up after an absence...), taking on too much and not planning well for it, and getting caught up in office dramas that are just, unfortunately, a bunch of stressed out people taking their frustrations out on each other.
This day sort of feels like it has black clouds hanging over it, but that's most likely a reflection of my current mental state. As of the moment I walked in to school, I was still reeling from the ridiculous argument that I was privy to in the office the night before. Within 2 minutes I was promptly, and somewhat rudely, chastized for something that is NOT my responsibility. Then, as I approached the office, I was told that a coworker is really sick today and we all need to pitch things in to help the sub prepare (not a big deal, normally, but I'm at the point that if there's one more thing expected of me I'll have a break down.) Then, my first hour were complete slob-olas, and lazy ones at that. They have their final tomorrow - for MANY of them their first high school final ever - but they blew off the review activity and left the room in a shambles despite my directives to help clean up. I was so annoyed that by 8:30 I was already on the cusp of tears. My second hour was very sweet to me since they knew I was having a rough day, and they all kept finding things to tell me that they thought would cheer me up (and they did!). However, it was all over when I went in to talk to an AP to have my post-observation conference. I wasn't anticipating anything really truly heartbreakingly negative (what a long list of adverbs...), but he's such an approachable guy that I promptly burst into tears. It's just the culmination of a billion little frustrations, like showing up to my 5th hour makeshift classroom to find the temporary wall open, choir risers everywhere, and all the necessary components of the computer - a VERY integral part of my lessons - completely disconnected, with the cords tangled into a bird's nest. That, and also putting the ridiculous pressure on myself to try to fix every problem that comes my way, and everyone else's for that matter.
The fact that I'm sitting here at 2 pm with the liberty to type away furiously without interruption for 30 minutes is another source of frustration: I'm waiting for procrastinating stragglers to meet with me for their final oral, which is a 10 minute conversation with me. This lack of interruption forebodes a MASSIVE line after school that would, if I were feeling more generous, keep me here till 5:30. Fortunately I'm feeling selfish; I've already established that I'm leaving here at 4, and if they didn't do their orals already, TOUGH. They've had since OCTOBER. I'm gettin' me a #$%^@! pedicure instead!

takin' 5

I always feel accomplished when I get through a Monday. Today marks the beginning of the true count down to the end of the semester, and I don't think my 3rd years will be to the point that I'd hoped they'd be. There are some big-picture things that aren't coming together, and I hate to sound like Debbie Downer, but I don't know if they can or will with this group of kids. It's not that they aren't great and capable and intelligent, it's just the fact that there are some big holes in their comprehension of major concepts, and the 3 day a week schedule doesn't really allow us the time to make sure that they always learn to use things as well as I'd like them to. Truly, no matter how much I like the personalities of this group of kids, there's quite a bit to be desired with their work ethic. There are times that 1/2 a class will do their homework! I'm about to re-do my HW "routine"; I think I'm going to up the points I give for each assignment, and I'm going to make homework corrections an additional assignment. Maybe I have it all wrong tho; they're already not motivated to do the HW, so maybe points won't be much of a motivator for them. An additional component to the assignment is probably asking for trouble. They probably won't do this part either. I think I need to do some reading of inspirational teacher stories about how they motivate students. To quote Harry Wong, "school is not FUN", but I DO have to make it interesting and personally meaningful for them to have some buy in, but I'm not going to bust out candy and silly uncontextualized board races to get them into the material.