Literacy Accountability in a New-Media Age
Walking through the hallways of the middle school where I teach, I inevitably hear students talk about music Web sites, blogs, Web-based photo albums, Facebook pages, and other forms of new media.
If we judged these students’ ability to interpret and gather information solely based on their mastery of print media, we’d be doing ourselves—and society—a huge disservice. (continue reading)
Can Changing the Discourse Change the Schools?
How often do you hear, read, or speak the words data, core content, depth of knowledge, grades, standards, comparisons, future, rigor, or test scores? If you are employed in a public school, your answer is probably somewhere between “often” and “a staggering amount.” Our current discourse is, regrettably, dominated by language relating to academic achievement. Don’t get me wrong—I’m all for utilizing standards, test scores, and similar methods as a piece of measuring teaching and learning, but we are caught in an era when scholastic success is defined far too narrowly.
Perhaps you comfortably relate to the aforementioned terms, but take a moment and think back to your initial motives for becoming a teacher. Does inspiring students, relationships, passion for learning, individual growth, and happiness come to mind? In your current workplace environment, do you feel enabled to ever use language that reflects your initial impulse or drive to work in the classroom? Do you ever ponder how hard it is to begin dialogue with your colleagues or administrators while using language other than the discourse of academic achievement? (continue reading)
More Articles and Commentary
Dicourse, Part II
It turns out SILT needs to meet more often, so does KYCID, and we focus on implementing initiatives from our CSIP and SISI document. Sitting in that meeting, I remembered to attend a SBDM meeting the following Monday. My thoughts were interrupted when the principal asked us to consider the TAG, LEP, ELL, KJHS, and STLP students. I was relieved when the meeting was over (complete article).
Redefine Data Collection to Refocus Professional Development
In 2008, 8th grade students at my middle school scored an average of 88.8590 on the reading portion of Kentucky's Commonwealth Accountability Testing System (reluctantly referred to as the CATS test). Male students scored 79.1420, white students scored 89.8237, and free and reduced lunch students scored 74.375. Students tested in science scored 86.4135.
I could go on and on listing numbers. But like many public school teachers, I've broken down the NCLB and state-testing numbers time and time again during seemingly futile professional development sessions. I'm tired of looking at standardized test data because I've never seen this approach prompt any significant change. It is important that we identify achievement gaps, but we too often shy away from follow-up work that asks more challenging questions—questions that might provide us with new types of data and, perhaps, new solutions. (complete article)
Fostering Positive Behavior in Middle Schools
If you listen to some adults speak of this current generation of teenagers, it would seem as if the apocalypse was upon us. Our society is going to hell in a hand basket. They can’t speak, listen, or write. Most of all, they display no respect! There are times when, feeling discouraged, I share the same sentiments. Among other factors, questionable internet content, social networking sites like Myspace and Facebook, video games, and other cultural developments have proven to be difficult obstacles to cope with while trying to educate our youth and spurn positive personal growth...(complete article).
On Homework
Several times this year, I have heard coworkers lament the fact their young children are, at times, swamped with homework assignments. I have spoken to parents who struggle to help students complete potentially confusing assignments. There are often disputes over homework because “zeroes” are entered in grade books for missing homework. And, of course, I hear daily student complaints about that dreaded “H” word. I believe the complaints are generally justified, especially if homework has the effect of decreasing student interest in learning. After reading a book titled The Homework Myth by Alfie Kohn, I’m convinced that, all things considered, daily homework is not a good thing for elementary and middle school students. (complete article)
On GradingCould Standard Grading Practices Be Counterproductive? Imagine the following scenario: Valerie gets her report card back on a day when palpable excitement and fear surges through schools when students bustle back to homeroom at the end of the day. She is relieved; straight A’s, as usual, and she goes on her way. She is a responsible student—some might label her a teacher pleaser—and completes most of her homework, despite struggling a bit on exams. In another classroom, Jonathan gets his report card from his homeroom teacher and his hands tremble as he unfolds the paper. A few C’s, a few D’s, and one F, despite the fact that he scored highly on his tests in all subjects. He usually didn’t turn in homework, and was lazy at times in class, yet demonstrated mastery of the content. I challenge you to consider the following: What do grades mean? Perhaps, more importantly, what should they mean? Should they be emphasized in our schools as much as they are? (complete article) What's In an 'A'? Take this test and compare your answers with mine. Fill in the blank: 1 . Grades are a great way to ___ a) provide meaningful feedback; (b) sort students by ability; (c) get them to complete work; (d) reward the good ones; (e) none of the above. (e) none of the above. A grade at the top of a paper doesn't say much. What does an "A" mean if a student didn't learn anything? Bribing students to finish their work is an excuse to avoid creating learning tasks with intrinsic value. I don't give many traditional grades because qualitative feedback, student self-assessment, and reflection work better to turn students into active learners. (complete article) |
Don't Smile Until Christmas?Don't smile until after Christmas. I've always been puzzled, or even slightly annoyed, when I overhear talk of this informal policy when it comes to dealing with students. Some teachers feel like they must convey a position of unyielding authority throughout the first several months of the school year. Even more unfortunate are those educators who continue in the wrong profession—not enjoying their line of work, thus unlikely to display overt happiness or joy. Regardless of the reasons for failing to display humanity in the classroom—in the form of spontaneous laughter, gentle joking with students, or smiles abounding—it is sad and even detrimental for students to be stuck in these environments. (complete article) |
A Classroom Without RulesNo gum chewing. The Golden Rule. No leaving the classroom without a signed note. No late work accepted. Be nice. Listen. Perhaps some of the aforementioned rules govern classrooms you lead or are familiar with, or, at the least, similar rules are posted in a visible spot on the wall (if not always followed!) It is more than halfway through the school year, and I have yet to send a student to the office for unruly classroom behavior or write up a discipline referral. Nor have I had to deal with any major student disruptions (knock on wood). I’m proud of this fact, especially because I teach at the middle school level—always an adventure due to adolescents who are prone to pass notes, display irrational outbursts of emotion, and potentially wreak havoc when you give ‘em an inch. (complete article) "Practicing" Creativity"Alright, what do you want me to speak about?" Pacing slowly back and forth in front of the room, I asked my class this during a recent Friday 2nd period. On the white board were a random list of words: Michigan, ketchup, venison, Velcro, crimson, and John Deere. Several students quickly raised their hands. "Ketchup!" OK, I thought, ketchup it is. It was now my job to model improvising a one-minute speech about this ubiquitous condiment. I started talking about restaurant ketchup packets—their potential as props for practical jokes and fake blood, then rambled on about the waste of packaging materials inherent in their production. On cue at 60 seconds, the student timekeeper cut me off. Phew, I made it. It was now the students’ turn to give it a shot. By the end of the school year, every student will have tried a couple of one-minute speeches. (complete article) |
Meaningful Feedback and AssessmentIf you believe that traditional grading doesn't necessarily provide a framework for consistently helpful feedback, how else can we help students understanding how they're doing in our classes? I've worked on a template this year that combines traditional grades, teacher tips, quanatative data, and student self-reflection. Click here to check it out.
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