Over at Polski3's blog, he's banging his head over the structure of his school in the last days of the year. I can't blame him because they have class weeks after their grades are posted. At my school, if students had any clue that the last few weeks couldn't count as a grade, there could be riots. What else might they do if they know we aren't holding them accountable for every second of their time with us? Trust me. That's how it is here.
I'm truly thankful that we keep teaching (or pretending, as we're all exhausted by now) until the bitter end. There are many interruptions in the last weeks of school, but I try not be get too frustrated. Besides, since I am responsible for the yearbook, traditionally one of the biggest distractions at the end of the year, I can hardly get upset over everyone else's need to disrupt my routine.
I do have a few rants of my own, though. I might call myself Happy Chyck, but that's more what I aspire to be. You all know I like a good rant. So here are my head banger moments.
During the last week of school, our students are on a testing schedule and go home just before noon. We teachers stay the rest of the day. On the last day of school, our grades are suppose to be in 20 minutes after we escort students off campus. That hardly gives us enough time to run our answer sheets through the scantron (with 80 teachers and 7 machines), plus we are suppose to give essay portions on our tests! This year several people complained and we were given a two-hour extension. Wow! If I have 60 essays to read, as I've just had two classes take a test, that's going to give me just enough time. Needless to say, we all pick a few key things to look at and grade those essays in about 10 seconds. We all have learned coping strategies to deal with this insane deadline, but it's the principle of the matter. Dance puppet, dance! And we do.
The other head banger issue is just in general. Now in the past admin has asked us to leave our rooms intact until the last day to give the impression learning is still going on for the students. Thankfully they've backed off on that because it takes me more than one day, which is what we have the day after school gets out for the students, for pack up my room for the year. It irritates me that I should have to empty out my desk and box all of my books if I'm coming back to the same room. Do you think the office staff has to empty out their desks and box everything up as if they aren't coming back? Oh, the reason they give is so that the custodial staff can move things around to shampoo the carpets. They move the student desks and work around the rest.
This could easily lead me in a full circle frustration that I might save until August on how much time we are given to unpack our boxes and set up our rooms to start the year. Would that be a few hours here and there between those inane beginning of school meetings and trainings? Would that possibly be as many hours as I'd like to come in before my contracted days? Of course.
Enough with the head banging. It's summer. The only head banging I hope to do is while I'm driving down the freeway with my heavy metal music turned all the way up. No worries for now!
June 9, 2007
June 7, 2007
Just Call Me Ms. Numb Face
Okay, this blocked sinus thing better be from all the dust bunnies I kicked up in my classroom today and NOT from an end-of-the-year-cold. (Apparently we've been raising bunnies behind the computers for quite some time.)
If my body lets me get sick just because I finally have time, I will be super peeved!
Taking double shots of Airborne is no way to celebrate the end of the year...
If my body lets me get sick just because I finally have time, I will be super peeved!
Taking double shots of Airborne is no way to celebrate the end of the year...
June 6, 2007
Whoosh! There is Goes!
One more day!
During our three-day testing schedule, we have a minimum day with only two class periods a day, which are about the length of a double period. My prep is the last period, which is on tomorrow's testing schedule, so I will be done with students by 10:00 am. I cannot believe it! Where has this year gone?
The years are getting so blurred together. Anybody have any idea at what point a teachers truly cannot see the different from year to year? The first three years are rather blurred together now, yet I can specifically remember incidents I know happened in my first year. Then there were several years in there that I cannot distinguish from one another. I remember much pain and suffering three years ago during my first year at this school; however, I can't remember many of the students' names. Last year flew by so quickly that I can see already that it will likely become blended with this year, and I won't be able to tell you any specifics of either year.
Maybe it's just me, though.
During our three-day testing schedule, we have a minimum day with only two class periods a day, which are about the length of a double period. My prep is the last period, which is on tomorrow's testing schedule, so I will be done with students by 10:00 am. I cannot believe it! Where has this year gone?
The years are getting so blurred together. Anybody have any idea at what point a teachers truly cannot see the different from year to year? The first three years are rather blurred together now, yet I can specifically remember incidents I know happened in my first year. Then there were several years in there that I cannot distinguish from one another. I remember much pain and suffering three years ago during my first year at this school; however, I can't remember many of the students' names. Last year flew by so quickly that I can see already that it will likely become blended with this year, and I won't be able to tell you any specifics of either year.
Maybe it's just me, though.
June 5, 2007
I Don't Really Hate Them
I know that I irritate students pretty frequently. Most of them get over it and recognize later that I was only doing my job and/or what I was doing that was so irritating to them was really for the best. You know, like making them practice writing until their hands cramp--or so they say that happens. In fact, during Teacher Appreciation Week, I was rewarded with certificate saying that I was a #1 Hand Cramper Teacher. I took it was a compliment.
In my night classes, which are called Composition and Creative Writing as I constantly remind my students, I push two basic ideas:
Last night one of my students from earlier in the year stopped by with a nice note and a box of Godiva chocolates to thank me for being a good teacher and helping her pass her proficiency exam. She claims that although she complained about all the writing I made them do, she learned a lot and attributed me and my class to her passing the exam. Makes me want to cry.
The students actually enrolled in the class this quarter made me want to cry, too. For the final exam, I assigned them three essays to write in two nights, which is about 4 hours to complete the work. None of them are the type of essay that will be more than five paragraphs, and the assessment address the different types of writing we've done this quarter. I have not asked them to do more than they are capable of doing, but they were super irritated with me last night. No, actually I'd say they were just plain pissed at me.
(For some of the students, I might be asking too much, but for others it's just right. It's a multi-grade, multi-level class so I'd be willing to look at the amount of effort the students make in trying complete the essays. Do you think I'm willing to work with bad attitudes, though?)
It was a rough start to the class. It took me forever to get everyone's attention. There were just enough hyper monkeys throughout the class that once I thought I had them, I had to stop and wait. While I was reading the directions, they kept trying to revolt, and they also kept wanting to ask questions that they would get the answers to if they'd simply listen and read the directions. They complained that it was too much, but rather than dig in and start, the majority of them chose to goof off. I separated students from each other and had to constantly remind students to get on task.
By the end of the night, I was so done with them, but I backed down because I gave the assessment, including a detailed rubric. They knew what was expected, and by their actions they were telling me what they planned on earning. That's another idea I make clear--I don't give them grades. They earn grades. They are only victims of themselves.
Perhaps I should have kept at it, but this isn't my first gig. I know a kid that can be cajoled into working, and last night, my classroom was lacking any of those kids. (Okay, not totally. The hardest worker was my goofball ELL student who always tells me the work I give is too hard. Of course it is for him! He often spends his time trying to get out of work. But he put pencil to paper and actually made more progress than any other student.)
By the note one of them left me on the board, F***Y** Ms. HappyChyck, I know they were so done with me, too. That hurt. It's been a while since I've had such a public slap in the face. (Mutterings under the breath and whispers to classmates are nothing compared to this.) This is another indicator of how wrong the night went. You know the girl who stopped by earlier to thank me? She would have complained about the assessment and the amount of work, but she would have gotten busy after a while. Furthermore, she would have never allowed such a harsh note to remain posted on the board. She wouldn't have exactly defended me, but she would have rallied the class--or at least the students around her--to do what was expected of them. The hate they felt for me would have never made it past whispers and 20 minutes--let alone such an eloquently written note left on the board for me during break.
As you can imagine, I am not looking forward to finishing the class tonight. They think I should have a party for them on the last night. I think they should grow up, and with the lack of respect they've shown me this quarter, they wouldn't really want to eat any cupcakes I might bring, anyway. >;-)
My personal mantra will be to remind myself that some students do appreciate how hard I make them work and don't take it as a personal assault when I set the bar high for them.
In my night classes, which are called Composition and Creative Writing as I constantly remind my students, I push two basic ideas:
- If you want to be a better writer, you have to practice--it's like riding a bike.
- Just put your pen to your paper and give it a try.
Last night one of my students from earlier in the year stopped by with a nice note and a box of Godiva chocolates to thank me for being a good teacher and helping her pass her proficiency exam. She claims that although she complained about all the writing I made them do, she learned a lot and attributed me and my class to her passing the exam. Makes me want to cry.
The students actually enrolled in the class this quarter made me want to cry, too. For the final exam, I assigned them three essays to write in two nights, which is about 4 hours to complete the work. None of them are the type of essay that will be more than five paragraphs, and the assessment address the different types of writing we've done this quarter. I have not asked them to do more than they are capable of doing, but they were super irritated with me last night. No, actually I'd say they were just plain pissed at me.
(For some of the students, I might be asking too much, but for others it's just right. It's a multi-grade, multi-level class so I'd be willing to look at the amount of effort the students make in trying complete the essays. Do you think I'm willing to work with bad attitudes, though?)
It was a rough start to the class. It took me forever to get everyone's attention. There were just enough hyper monkeys throughout the class that once I thought I had them, I had to stop and wait. While I was reading the directions, they kept trying to revolt, and they also kept wanting to ask questions that they would get the answers to if they'd simply listen and read the directions. They complained that it was too much, but rather than dig in and start, the majority of them chose to goof off. I separated students from each other and had to constantly remind students to get on task.
By the end of the night, I was so done with them, but I backed down because I gave the assessment, including a detailed rubric. They knew what was expected, and by their actions they were telling me what they planned on earning. That's another idea I make clear--I don't give them grades. They earn grades. They are only victims of themselves.
Perhaps I should have kept at it, but this isn't my first gig. I know a kid that can be cajoled into working, and last night, my classroom was lacking any of those kids. (Okay, not totally. The hardest worker was my goofball ELL student who always tells me the work I give is too hard. Of course it is for him! He often spends his time trying to get out of work. But he put pencil to paper and actually made more progress than any other student.)
By the note one of them left me on the board, F***Y** Ms. HappyChyck, I know they were so done with me, too. That hurt. It's been a while since I've had such a public slap in the face. (Mutterings under the breath and whispers to classmates are nothing compared to this.) This is another indicator of how wrong the night went. You know the girl who stopped by earlier to thank me? She would have complained about the assessment and the amount of work, but she would have gotten busy after a while. Furthermore, she would have never allowed such a harsh note to remain posted on the board. She wouldn't have exactly defended me, but she would have rallied the class--or at least the students around her--to do what was expected of them. The hate they felt for me would have never made it past whispers and 20 minutes--let alone such an eloquently written note left on the board for me during break.
As you can imagine, I am not looking forward to finishing the class tonight. They think I should have a party for them on the last night. I think they should grow up, and with the lack of respect they've shown me this quarter, they wouldn't really want to eat any cupcakes I might bring, anyway. >;-)
My personal mantra will be to remind myself that some students do appreciate how hard I make them work and don't take it as a personal assault when I set the bar high for them.
June 3, 2007
Last of the Sunday Night Blues...For Now
I get the Sunday Night Blues. This article describes a lot of what goes on during my Sunday. I'd say that tonight I'm more afflicted than usual because of all the things I need to do to finish out the school year.
Tomorrow is going to be a major GO DAY, as I try to finish assessing the projects that I didn't bring home over the weekend (not enough room in the car), make sure my final exams are ready to go since the copiers in graphics were down late last week, review the exam with the students, update my attendance reports for both schools (you know, I'm behind), take inventory of all the texts and materials in my classroom, stress about the number of yearbooks that haven't been sold yet, and seriously think about starting to check off things on my 18-point check-out list I have to complete this week--blah, blah, blah. I'm sure when I arrive at work tomorrow morning, I'll find more things set out on my desk that's I've forgotten about over the weekend.
It's unlikely I will get to sleep tonight, and I will pay for it later in the week when I fall down in exhaustion around Wednesday from lack of sleep and extended work days on Monday and Tuesday.
It's all good, though. This is the last Sunday I'll have the blues for several months. Oh, I'll still get twitchy for a few weeks because I've been afflicted with Sunday night blues for a long time, but at least I'll be able to talk myself down. Next Sunday at this time the only thing I'll have to worry about is...NOTHING!
Tomorrow is going to be a major GO DAY, as I try to finish assessing the projects that I didn't bring home over the weekend (not enough room in the car), make sure my final exams are ready to go since the copiers in graphics were down late last week, review the exam with the students, update my attendance reports for both schools (you know, I'm behind), take inventory of all the texts and materials in my classroom, stress about the number of yearbooks that haven't been sold yet, and seriously think about starting to check off things on my 18-point check-out list I have to complete this week--blah, blah, blah. I'm sure when I arrive at work tomorrow morning, I'll find more things set out on my desk that's I've forgotten about over the weekend.
It's unlikely I will get to sleep tonight, and I will pay for it later in the week when I fall down in exhaustion around Wednesday from lack of sleep and extended work days on Monday and Tuesday.
It's all good, though. This is the last Sunday I'll have the blues for several months. Oh, I'll still get twitchy for a few weeks because I've been afflicted with Sunday night blues for a long time, but at least I'll be able to talk myself down. Next Sunday at this time the only thing I'll have to worry about is...NOTHING!
June 2, 2007
They Think They Are So Smart...
A few weeks ago I went rounds with a few of my students who blatantly plagiarized their research papers. It wasn't just poor documentation. It was cutting and pasting. Half of the students I caught vehemently denied cheating, although I was standing there with the evidence. They claimed they'd never seen the websites where I'd found their information, but as we all know, it's not uncommon to find information in many places.
It almost got ugly with one student because after I called her on it, and made her sign a parent notification paper, she went back to her seat and starting talking about me behind my back to the people at her table. It loud enough for me to catch, but not loud enough for her classmates, who were busy doing other things, to notice. Since she wanted to air her dirty laundry, I called her out in front of the class and asked if she wanted to make a big production of it. Did she want me to provide the evidence to her classmates that she was indeed caught cheating? Did she really want to make a big production of it? I have years of directing experience. Oh yes! I can put on a theatrical performance. She backed down right away and even came in the next day to apologize to me.
Word gets around, though. You'd have to be a complete fool to NOT know that I was busting people for cutting and pasting work and calling it their own. So imagine my shock when I find three students who have plagiarized creative writing pieces--one of them I already busted for plagiarizing on his research paper. Is he a lost cause? Geez!
The one that is really cracking me up today is a girl who tried to pass off several poems as her own, including "I Could Give All To Time" by Robert Frost. I'd say Frost is the one poet I see students copy over and over. Oh, wait! It gets better! She also tried to pass off someone else's plagiarized/bastardized version of either Ecclesiastes 3:1-8 or Pete Seeger's "Turn, Turn, Turn" that we all know as a popular song by The Byrds. Oy!
Did you catch that? She took something that someone else tried to pass off as his own on a personal website and then turned it in. What is that called?
Beating my head on the wall...
It almost got ugly with one student because after I called her on it, and made her sign a parent notification paper, she went back to her seat and starting talking about me behind my back to the people at her table. It loud enough for me to catch, but not loud enough for her classmates, who were busy doing other things, to notice. Since she wanted to air her dirty laundry, I called her out in front of the class and asked if she wanted to make a big production of it. Did she want me to provide the evidence to her classmates that she was indeed caught cheating? Did she really want to make a big production of it? I have years of directing experience. Oh yes! I can put on a theatrical performance. She backed down right away and even came in the next day to apologize to me.
Word gets around, though. You'd have to be a complete fool to NOT know that I was busting people for cutting and pasting work and calling it their own. So imagine my shock when I find three students who have plagiarized creative writing pieces--one of them I already busted for plagiarizing on his research paper. Is he a lost cause? Geez!
The one that is really cracking me up today is a girl who tried to pass off several poems as her own, including "I Could Give All To Time" by Robert Frost. I'd say Frost is the one poet I see students copy over and over. Oh, wait! It gets better! She also tried to pass off someone else's plagiarized/bastardized version of either Ecclesiastes 3:1-8 or Pete Seeger's "Turn, Turn, Turn" that we all know as a popular song by The Byrds. Oy!
Did you catch that? She took something that someone else tried to pass off as his own on a personal website and then turned it in. What is that called?
Beating my head on the wall...
Camped Out on the Living Room Floor
Oh! It sounds like a slumber party, huh? Nope. I have three boxes of projects to assess. I've made it through one, and so I thought I'd take a few minutes to goof off. Or report my progress or whatever.
I had my students turn in their research papers a few weeks before the whole project was completed because I know they struggle with the documentation. Now, after reading many research papers, I don't understand why they didn't take my advice to fix a few things. You know, a few things like citing their sources?
In general, I always wonder why students don't take advice when I give it? Of course, it's their writing. They can do whatever they like, but I'm a trained professional. I give them good advice. Individualized. And hey! I'm also the one doing the assessment and giving the grade.
When I collect rough drafts I tell the students it is to help them. I tell them that they should turn in their very best work--treat it as if it were the final draft. If they turn in the very best, I can give them my best feedback on the aspects that they truly need to develop. When I explain this concept to them, I use examples of what I might focus on depending on what I get, and they all nod their heads enthusiastically. You know, deep down, they know what they need to improve their writing. They often can't figure out how.
Now there are some students who choose not to get my feedback by not turning in rough drafts. A handful of them are actually some of best writers, so they usually get away with it. I do give my best writers constructive feedback, too. It's usually along the lines of, "This is exactly what is required (maybe even above), but if you'd like to work on ______, then it can be even better." I don't mind if those students don't take my feedback, but most of them want to be better, so they try out my suggestions.
Of course, the top writer who chooses not to take my feedback is the pleasant anomaly. The rest of them have problems that need to be resolved. Screw this happy-shiny educational jargon. Do my students really care about becoming better writers--better communicators?
I should just say, "Hey kid! Your writing sucks. You need to fix these errors because if you don't, you're going to fail this paper. I don't need the "rubric" to see that. You think you want to go to college? I don't care if you're only in middle school. Trust me. You're on the wrong road with writing like this. At the rate you're going, you won't need to good writing skills in your career. Want some fries with that?"
Tough love can be so beautiful sometimes! Does it really damage the poor students? Sigh.
I had my students turn in their research papers a few weeks before the whole project was completed because I know they struggle with the documentation. Now, after reading many research papers, I don't understand why they didn't take my advice to fix a few things. You know, a few things like citing their sources?
In general, I always wonder why students don't take advice when I give it? Of course, it's their writing. They can do whatever they like, but I'm a trained professional. I give them good advice. Individualized. And hey! I'm also the one doing the assessment and giving the grade.
When I collect rough drafts I tell the students it is to help them. I tell them that they should turn in their very best work--treat it as if it were the final draft. If they turn in the very best, I can give them my best feedback on the aspects that they truly need to develop. When I explain this concept to them, I use examples of what I might focus on depending on what I get, and they all nod their heads enthusiastically. You know, deep down, they know what they need to improve their writing. They often can't figure out how.
Now there are some students who choose not to get my feedback by not turning in rough drafts. A handful of them are actually some of best writers, so they usually get away with it. I do give my best writers constructive feedback, too. It's usually along the lines of, "This is exactly what is required (maybe even above), but if you'd like to work on ______, then it can be even better." I don't mind if those students don't take my feedback, but most of them want to be better, so they try out my suggestions.
Of course, the top writer who chooses not to take my feedback is the pleasant anomaly. The rest of them have problems that need to be resolved. Screw this happy-shiny educational jargon. Do my students really care about becoming better writers--better communicators?
I should just say, "Hey kid! Your writing sucks. You need to fix these errors because if you don't, you're going to fail this paper. I don't need the "rubric" to see that. You think you want to go to college? I don't care if you're only in middle school. Trust me. You're on the wrong road with writing like this. At the rate you're going, you won't need to good writing skills in your career. Want some fries with that?"
Tough love can be so beautiful sometimes! Does it really damage the poor students? Sigh.
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