On the Shoulders of Giants

The Vigilant Relaxation Of June

It's that time of year. June. A whole month left of school, summer around the corner. In find this can be either an extremely frustrating or extremely fruitful time of year. The trick seems to be an intangible balance of vigilance about expectations for meaningful work continuing through the end, and a relaxed attitude with more than the usual amount of humor.

I'm finding I need to show students I'm willing to use the now-tired list of usual consequences for ridiculous seventh grade behavior, but that if they're with me, we can be more creative. And funny. And sometimes just plain understanding because we know one another by now.

I actually told a student who was making facial expressions at a boy across the room throughout the lesson to just stand up by her seat for a little while. She looked at me like, really? Then she stood up happily--this was now a fun game and somehow the problem stopped instantaneously.

Later that period a boy farted...silently. Students laughed and complained and moved away from him. This was not the first time he's done it--I know him a little by now.  I told him firmly in my teacher voice that he has special permission to step outside of the room when that's about to happen. Students giggled at my frankness and then we moved on and were quite productive and thoughtful.

Other strange things happen around this time. Today during my tutorial period I was working with a group of students who write a lot of fiction and want help writing full length novels. We were outlining and discussing ideas. The period ended and NONE of us noticed! Not me nor a single student! We were too engrossed in meaningful work. This has never ever happened to me before. Five minutes into the next period a colleague came in the room and asked what was going on? I was stunned to see what time it was. Embarrassed, I had to give them all late passes for their next classes.

All this is to say that wonderful things can and do happen in classrooms in June, but June requires it's own attitude and approach. On the one hand, we cannot give up the hard earned order and structures we've used throughout the year. At the same time we can't stick to them exactly either. Alternating vigilance and relaxation of the mental faculties is necessary or the month can easily go awry and be a pit of frustration for teachers and students alike.

Here's to that balance and a fruitful last month of school for those of us in NYC who teach 'til the bitter end of June.

[image credit: freewebs.com]

Smart Reporting On By Teachers On Teacher Evaluation From Denver's New Millenium Group

Lately I've had to fight the temptation to get jaded about our country's education system.  It is wonderful timing for this report by CTQ's Denver New Millenium Initiative, a diverse group of teachers called Making Teacher Evaluation Work For Students: Voices From the Classroom.

The report gives specific recommendations for new teacher evaluation systems.  It focuses on these four issues that deserve the most immediate attention:

"1. Developing meaningful measures of student growth (including in nontested areas) to comprise 50 percent of a teacher’s evaluation, as required by state law.

2. Defining qualifications and training for evaluators.

3. Determining how to account for school conditions and student factors in a teacher’s evaluation.

4. Designing an evaluation system that informs both employment decisions and professional growth and learning."

It is an extremely worthwhile read, that includes both text and actual audio voices presenting concrete ideas and experiences on how sensible teacher evaluation could look. You might appreciate, especially if, like me, you're growing tired of glumly shaking your head after reading the education news and legislation and hearing war stories from your teacher colleagues across the country.  

I am really happy to see working conditions within a school and issues facing the students in their lives being taken into consideration in determining a teacher's effectiveness. In terms of teacher evaluators, I am glad that the report recommends a team of qualified peers evaluating teachers, and not one individual in charge of a teacher's evaluation.  I am skeptical that such teams could or should arrive at a high level of inter-rater reliability, because I think what we see in a lesson can be colored by who we are as teachers and what we value most as people, which can vary wildly, still providing students with valuable learning experiences.  I do think that a team can come to some fair rating, despite inevitable disagreements.  But I would not want to see those disagreements disappear, because they are often philosophical, and we need that variety and debate in our definition of the effective teacher.  

Mixed Feelings About Giving It Away

In my last post I shared some resources for an experiential poetry lesson I've been developing and implementing in my classroom for years.  This was actually the first time I've posted my own resources for others to download.  As much as I love the idea of open source curriculum and educational tools, I do harbor some mixed feelings about giving away my tools. 

On the one hand, if something that I know could benefit other teachers and their students, the altruistic part of me wants to help.  But there's another voice that says, "This knowledge is worth a lot and I worked very hard to acquire it.  I also paid for top notch training at Bank Street College, an investment in my ability to teach that was well worth it, but that came with hefty loans I still pay off every month.  And I don't really get paid enough for what I currently do to feel like I can just give away what I've got." 

It's a tricky thing, and I know many will disagree with me.  I know a musician who plays and produces music.  He does it because he loves it.  He loves the feeling of making music, the process of recording it well, and seeing people enjoying his music.  But this doesn't mean he does it for free.  If he works for years creating and perfecting an album, he will intend to sell that album. Sure, he'll give a few songs away for free, but there's a limit to that for two reasons.  1. Music is his means of making a living. Therefore, he cannot give his music away for free all the time.  2. Even if he could, on principle, the demanding, skilled work put into making the music is worth something in the world and should be in the marketplace as well.  Perhaps money is not the most creative way to value something as beautiful as music, but it's a very *real* way to value it.  If he gives his music away for free, this will cause him to cease to be a full time professional musician.  He will have no choice but to get a different job and continue music only as a hobby--less music for everything then. 

As a teacher, I do make a salary of course, but compared to the level of skill, stamina, brains and training necessary to pull it off well, the teacher's salary just doesn't compare to other professions.  So, while I'd like to feel that I would just hand a stranger everything I know in a handbag if I could, the truth is I most likely would not. I have already started the process of supplementing my teacher's salary by writing, consulting, giving workshops on curriculum and other teaching matters.  I wouldn't do these things if I didn't enjoy them, but by the same token, I would probably do a lot less outside work if I made a six figure salary. 

So is my perceived need to hold on and use my teaching knowledge and experience in the marketplace just a work-around in response to an inadequate salary scale?  Would it be better if I became a master teacher and made $150,000 a year and shared everything I could for free?  Or is there something about being both a teacher and a free agent--a social entrepreneur of sorts, with the ability to apply my unique set of skills and competencies to contexts that need them for a fair price--that might be valuable?  In the model of the well-paid master teacher, what is the vehicle for the sharing of expertise?  

I'm honestly kind of on the fence about which model would be better, but I'm attracted to the idea of having more freedom and variation within the teaching profession, in terms of roles, schedules and compensation.

I believe these questions are at the heart of the debate about teacherprenuerism.  Here is Barnett Berry's Edweek article introducing the idea.  Here is my presentation about teacherpreneurship at the Big Ideas Fest.  Here, is fellow TLN'er, Nancy Flanagan's critique of the teacherpreneur concept. 

Thoughts?

 

[Image credit:selfpursuit.com]

 

 

 

Happy Friday~Poetry Writing Stations! (with files)

Though we are all sort of burning the midnight oil by this time of year, at the end of a jam packed week, I thoroughly enjoyed my Friday today.  I thought I'd share this poetry lesson which has gone well every single time I've done it, in every class, for several years, and with middle school students, that's rare :)  The materials are provided below.

We've been studying poetry, paying lots of attention to rhythm, line breaks, punctuation, mood and figurative language.  Students had written and shared some of their own poetry, but it was time to give them more opportunities to generate their own poetry, and at the ripe date of May 27th with seventh graders, it was time for multiple modalities...

I created six stations at tables.  Each station has directions and materials on it.  At each station, students are required to read the directions, explore the materials, and attempt to write a poem.  The goal is really just to get some lines and ideas from each station.  At the end of the day, they choose their favorite exercise(s) to work into a full length poem or poems.  

The stations are as follows:

Station 1: Picture Poetry 

This station is filled with interesting images.  I have a set of postcards with Keith Haring's work (post card collections are great for this).  I have a set of large prints of Chris Van Allsberg's art, a book of photography, a book with photos of military jets, etc.  Students must choose an image as an inspiration for a poem.

Station 2: Listening Poetry

This station has laptops that are loaded with a folder with 8 instrumental songs from diverse genres and all over the world.  I include jazz, classical, drum & bass, Led Zeppelin, klezmer, hip hop scratching, choir music, Fela Kuti, etc.  Students explore the music, listening with headphones, and choose a piece to use as inspiration for poetry.

Station 3: Objects Poetry

This station has interesting, diverse, and curious objects. Today these included a jar of India ink, a squishy rubber buffalo, a Mexican Day of the Dead miniature diorama, a lock with a key, a worn cloth bracelet, etc. Students must choose an object to observe and explore kinesthetically, then use as the inspiration for a poem.

Station 4: Stole Lines Poetry

This station has a bin full of poetry books.  Students must peruse the books, reading through a few poems.  Then they choose one line from a poem to "steal" and use as the first line to their own poem. The can use the mood of the original as inspiration or not.  (Students used their own judgement about whether to put quotations around the line and cite the poet, depending on the nature of the line. In some cases the lines are so innocuous as not to need it; ie "My father always said.")

Station 5: Letter Poems

In this station students are given an example to read of a poem that is written as a letter.  It begins, "Dear tomorrow..."  They must choose a person, object, animal, or idea to which they will address their own letter poem, and then write their poem.

Station 6: Cinquains

Students had already learned about the American form of poetry invented by Brooklyn poet, Adelaide Crapsey, in 1871, called the Cinquain.  It has five lines and they follow the particular syllabic pattern or 2,4,6,8,2.  Students write cinquains at this station.  I have a box full of possible "first lines" with two syllables, for example, "listen" or "If I" or "gray shark." Students may pick these out of the box if they want.

Students rotate through the stations in their table groups (approximately 4 students per group.)  I have found that about seven minutes is an ideal time to spend at each station.  It is always interesting to see how students respond to different modalities.  All students seem to enjoy the day, and many students who resist writing poetry are finally inspired to experiment with language and their thoughts on the page.  Students who are avid poets, but who get stuck in the same time of writing every time usually get some fresh ideas.  It is also a great lead in to revisions of poems. 

Attached below are the printed materials I used today.  

First, a packet which I printed double sided, and double stapled so it opens like a booklet.  It begins with some general directions for the day and is formatted for them to write everything inside.  If your students have special poetry notebooks to write in, there is no need for something like this.  Also attached are the directions I used for each table, designed by me and my co-teacher (learning specialist) Daniel Brink-Washington. (Note: not presented in the order listed above.)  I put several copies of directions printed on colored paper on each table in transparent binder sleeves.  

Download Poetry stations packet

Download Poetry Stations Directions Sheets

If you try this activity, or already do something like it, please share about it!

 

[image credits~  Keith Haring piece: blogs.hightechhigh.org; headphones: goodhousekeeping.com; inkwell: superstock.com; letters: aldispainters.blogspot.com]

How Do We Explain War?

In schools, we spend a lot of time teaching students how to solve their conflicts without violence.  We teach them to use their words when they are upset and to bring their concerns to a teacher or other adult rather than resort to violence.  The adult figure generally sits down with the concerned student and sometimes others involved in the conflict to find solutions. We teach that retaliation is wrong--sometimes the student who "started it" gets a harsher consequence, but anyone involved in violence at school is held accountable for seriously breaking the rules.  We want to educate students to be assertive about their needs and stand up to bullies--but not with violence.  Instead, we want them to find smart, creative, compassionate ways to handle conflict that don't compromise the safety and values of the school community.  

Recently in a Humanities department around curriculum, we were discussing American history. It hit me just how large a role war has played in the development of our country.  The Revolutionary War. The Civil War.  These were moments where the fate of the country was decided based on bloody wars.  When we learn about these wars, we generally don't question the fact that violence was the vehicle for resolving conflict.  

In the mind of a child, how does this contradiction play out? How do kids learn to file away the messages of "Don't solve problems with violence" and "Our country goes to war to defend its interests and values"?

I mention those two wars in particular, because they took place inside our borders, and are clearly examples of us resolving our own conflicts right here with violence.  What about the wars we are waging today in other countries?  How do we explain to children that we are attempting to solve not only our own problems but the problems of other countries with violence?  

The issue becomes all the more perplexing as the news of Osama Bin Laden's death by American military circulates.  Yes, he perpetrated violence on our people--our city.  But it's impossible to ignore that this is a case of retaliation, something we explicitly teach children is wrong.   

What is our message to kids around violence and war? Is there a difference between the two?

 

[image credit: peaceaware.com]

 

 

Amen to "High Cost of Low Teacher Salary" Oped

I was stunned to read this article, The High Cost of Low Teacher Salary by Dave Eggers and Nina Clements Calagari, in the New York Times. It absolutely nails the issue of teacher retention and teacher salary for the general public.  I'm so glad people are taking notice.  

I highly suggest reading the entire piece, which is pretty pithy.  Nonetheless a few highlights:

"We’ve been working with public school teachers for 10 years; every spring, we see many of the best teachers leave the profession. They’re mowed down by the long hours, low pay, the lack of support and respect... So every year 20 percent of teachers in urban districts quit. Nationwide, 46 percent of teachers quit before their fifth year. The turnover costs the United States $7.34 billion yearly. The effect within schools — especially those in urban communities where turnover is highest — is devastating."  

Yes, I see this every year. The idea of "turnaround schools," which is a new buzz word in NYC, holds little promise as far as I can see, because once a school makes a bit of progress, the teachers who have gone way above and beyond the call of duty for little pay and recognition will be leaving. The school will have to start all over again. This simply does not happen in suburban schools, which enjoy better working conditions and salaries for teachers.  Close the achievement gap?  Not like this. 

"People talk about accountability, measurements, tenure, test scores and pay for performance. These questions are worthy of debate, but are secondary to recruiting and training teachers and treating them fairly. There is no silver bullet that will fix every last school in America, but until we solve the problem of teacher turnover, we don’t have a chance."

Agreed. Like this, we make no progress. Thanks for getting straight to the point.

"At the moment, the average teacher’s pay is on par with that of a toll taker or bartender.Teachers make 14 percent less than professionals in other occupations that require similar levels of education. In real terms, teachers’ salaries have declined for 30 years. The average starting salary is $39,000; the average ending salary — after 25 years in the profession — is $67,000. This prices teachers out of home ownership in 32 metropolitan areas, and makes raising a family on one salary near impossible."  

When I tell people I teach middle school students, the most common response is, "God bless you."  It is as if I have chosen a life of charity work, or risked my life joining the army, or something on that level. We do not want our nation's children to be charity work or war zones.  We want them to be well educated by professional teachers. 

"McKinsey polled 900 top-tier American college students and found that 68 percent would consider teaching if salaries started at $65,000 and rose to a minimum of $150,000. Could we do this? If we’re committed to “winning the future,” we should. If any administration is capable of tackling this, it’s the current one. President Obama and Education Secretary Arne Duncan understand the centrality of teachers and have said that improving our education system begins and ends with great teachers. But world-class education costs money.

For those who say, “How do we pay for this?” — well, how are we paying for three concurrent wars? How did we pay for the interstate highway system? Or the bailout of thesavings and loans in 1989 and that of the investment banks in 2008? How did we pay for the equally ambitious project of sending Americans to the moon? We had the vision and we had the will and we found a way."

Amen. Lots of things cost money.  Education should be a top priority, and educators should be valued not just in empty words, but with professional salaries.

 

[image credit: chaz11.blogspot.com]