A few days after confiscating bracelets from Marcos, which I took to the Dean's office just in case Marcos's mother wanted to pick them up, I was cruising the aisles of my classroom looking over student work, when I spotted a bright red bracelet with the letters STFU.
What is with these students?
These aren't even my hard-core high schoolers. This are my middle school students. It's the first month of school. They usually stay innocent until at least Valentine's Day. (Or so I like to believe.)
"Stephanie, you need to take that bracelet off." It was rather ironic that she had such a bracelet. I'm pretty sure I'll be screaming the words of that acronym to her--in my head--by the time the year is over.
"But, Miss--" she tried to look innocent.
"Save it. I know what it means." As she slipped it off her wrist, I gave her the low-down, "Take it home, and never bring it back. If I ever see it again, it will be mine."
How smart would she be?
The next day, I was heating up my lunch in the workroom, and I glanced into the Spanish classroom. There was Stephanie with her red bracelet on. I walked into the room (the teacher is a close friend, so it's okay), straight to Stephanie with my hand out.
"Give me your bracelet. I told you yesterday not to ever wear it again."
"But, at least it doesn't actually say the words."
I stood with my hand out. Eyebrows raised: Stink Eye activated.
Blah, blah, blah. She gave me some lip before surrendering it.
"Can I get it back?"
"You mother can. From the Dean."
I took it directly to the office. The way she was acting, I thought her mother might actually pick it up.
As I handed it to the dean, labeled with the student's name, I said, "This is the third inappropriate bracelet I've confiscated in the last week."
The dean looked confused.
"You know what this means, right?"
Blank look.
Not censoring for him, I said, "It stands for Shut the Fuck Up.'"
He recoiled a little when I said it.
Exactly my point.
(Sorry, Dad. Sometimes you have to tell it straight.)
Showing posts with label their attitute problem. Show all posts
Showing posts with label their attitute problem. Show all posts
September 23, 2011
September 21, 2011
Effin Part 1
Marcos raised his hand to ask me a question, but I was too distracted from the words that I thought I saw on his silicone bracelets to pay attention. I squinted at him, trying to focus on what he was saying and while looking at the lettering on his bracelets.
Surely. No. It couldn't be.
"Marcos, just come here," I motioned him over to me. He asked his question. I answered. I was too distracted by my own agenda.
I pointed to his bracelets, "What were you thinking? You can't wear those! Take them off. I should take them, but you may put them in your pocket. If I ever see them again, I will take them and cut them into tiny little pieces."
You see, he had two thick silicone bracelets that said, "F*ck You." (censored for my dad)
He was irritated at having to take them off, but he shrugged off my reaction like it was no big deal. That ratcheted my irritation.
"It is so disrespectful! You raise your hand, and what's the message you're sending to me from your jewelry? What did I ever do to you? You know, I saw a woman with a shirt that said that once, and I instantly wanted to punch her. I'm a peace-loving teacher, but her t-shirt provoked me. Why do you want that reaction from people? It's not at all funny. Nor is it charming."
Several of his classmates were staring at him like he was an idiot.
I wanted to tell that disrespectful little boy to F-off himself.
He (and I) was lucky the bell rang for the next class.
I had my doubts about how I handled it. I probably should not have told him how I wanted to punch someone who had delivered the same passive aggressive message to me before. Mostly, I was pretty sure I should have simply taken the bracelets. It's just that I hate taking student possessions.
Two period later, I spotted him in French class with the bracelets on. He had the better sense to turn the words inward, but I did tell him if I ever saw them again, I would take them. So I did.
Surely. No. It couldn't be.
"Marcos, just come here," I motioned him over to me. He asked his question. I answered. I was too distracted by my own agenda.
I pointed to his bracelets, "What were you thinking? You can't wear those! Take them off. I should take them, but you may put them in your pocket. If I ever see them again, I will take them and cut them into tiny little pieces."
You see, he had two thick silicone bracelets that said, "F*ck You." (censored for my dad)
He was irritated at having to take them off, but he shrugged off my reaction like it was no big deal. That ratcheted my irritation.
"It is so disrespectful! You raise your hand, and what's the message you're sending to me from your jewelry? What did I ever do to you? You know, I saw a woman with a shirt that said that once, and I instantly wanted to punch her. I'm a peace-loving teacher, but her t-shirt provoked me. Why do you want that reaction from people? It's not at all funny. Nor is it charming."
Several of his classmates were staring at him like he was an idiot.
I wanted to tell that disrespectful little boy to F-off himself.
He (and I) was lucky the bell rang for the next class.
I had my doubts about how I handled it. I probably should not have told him how I wanted to punch someone who had delivered the same passive aggressive message to me before. Mostly, I was pretty sure I should have simply taken the bracelets. It's just that I hate taking student possessions.
Two period later, I spotted him in French class with the bracelets on. He had the better sense to turn the words inward, but I did tell him if I ever saw them again, I would take them. So I did.
July 21, 2011
Ugh. Homework. What's is Worth?
Darren over at Right on the Left Coast is discussing LA Unified's new homework policy. In the original policy, which has recently been canceled anyway, homework would count for only 10% of the grade. My administrator would support the idea that we teachers cannot control what happens at home and students have varying levels of support at home. Darren supports this idea, too, but he correctly predicted that policy would make it more difficult for students to earn good grades. Placing value on homework is more than a numbers game.
Over the years, as I try to fairly assess my students and attach a grade to what they do, I've struggled with what this homework business is all about and what it is worth. (A few months ago, I anguished over how to squeeze the blasted work out of students.)
In the past, I counted homework as 10-15%, and assignments that were considered homework are assignments completed totally at home, such as independent reading. If an assignment was started in class but needed to be completed at home, it was considered classwork (formative assessment), which was 35-40%. Assessments (summative) counted for 50%.
Sometimes I just couldn't get that 10% = homework to make sense, though. Throughout the year, students had projects and major reading and writing assignments that require more time at home than in class to finish. In fact, many independent reading projects were done completely at home. Technically, that's homework. However, those were worth a lot more than 10%, and often they were considered an assessment in the end. I always had to be explicit with students that just because it is being completed at home, it was worth a lot. I'm not sure if they were even paying attention to the weights of the class, but some students had to be reminded that doing assigned work at home is very important.
Ultimately, I have had difficulty justifying assignments that were worth a mere 10% of a student's grade. Sometimes we would go weeks without an assignment that was technically considered "homework." Everything required of them was very important! Even when students were asked to do small tasks that might not add up to be worth much in time and points, the completion of those tasks was usually integral in the students being able to participate in classroom activities and move forward in learning. Is it really necessary give points to every little step along the learning continuum? In the big picture of assessment, I say no, but students are used to being rewarded often for their work.
When my students struggle--in my class and in others--it usually comes down to this concept of homework. My colleagues and I use homework as a means for students to practice and extend their knowledge or prep for upcoming classes. In my class, that means that students should have rough draft writings completed so they can receive feedback for revision and have time to practice in class. In algebra class, that means students should practice the newly assigned concepts so they may apply them to the next lesson. In geography, that means students should read the textbook and add to the notes/concepts that were discussed or will be discussed in class. This is not busy work.
When students do not do their homework, no matter what the value of the grade it is worth, they are not taking responsibility for their learning, and that translates into a lack of performance extends throughout the rest of their work. So when we tell parents, "Your student needs to do his/her homework," it's a pretty big deal.
Is this where the argument about how not all students have the same support at home comes in? Not all parents are home to give help on homework. Some students have to care for their siblings after school. Some students have too many extracurricular activities. Maybe we should not even have homework, right? Hmmm. Maybe. Maybe some some students want to do well and require more time. Maybe those students have no problem with working at home. Maybe the students need time to process their learning, and that time is not afforded during the school day. Perhaps we could lengthen the school day! Yeah, that will happen.
Maybe...it comes back to the responsibility issue. Students must take responsibility for their learning. There are wonder students who do this innately, but usually do need all the support they can get from school and home, especially in the early years as they are forming habits. Yes, some students live in heart-breaking circumstances that make it difficult for them to find the support at home. That problem cannot be fixed with a certain percentage of a grade being attributed to homework when homework is part of a learning process.
Oh! Some might say that perhaps homework should not be part of the learning process. No, it's not crazy. I mean, where are we going with the concept of placing a mere 10% of a grade on homework? We could have a big debate on that alone. But think about it. What are your goals for students? Does homework enhance student learning? Is homework that important?
I know in my classroom, homework will not go away. A specific grade for it might, though. I will continually strive to make homework valuable for my students, for without it, they just cannot progress as quickly as they are capable of doing. Now, if I could drive this point home with my upcoming students...
Over the years, as I try to fairly assess my students and attach a grade to what they do, I've struggled with what this homework business is all about and what it is worth. (A few months ago, I anguished over how to squeeze the blasted work out of students.)
In the past, I counted homework as 10-15%, and assignments that were considered homework are assignments completed totally at home, such as independent reading. If an assignment was started in class but needed to be completed at home, it was considered classwork (formative assessment), which was 35-40%. Assessments (summative) counted for 50%.
Sometimes I just couldn't get that 10% = homework to make sense, though. Throughout the year, students had projects and major reading and writing assignments that require more time at home than in class to finish. In fact, many independent reading projects were done completely at home. Technically, that's homework. However, those were worth a lot more than 10%, and often they were considered an assessment in the end. I always had to be explicit with students that just because it is being completed at home, it was worth a lot. I'm not sure if they were even paying attention to the weights of the class, but some students had to be reminded that doing assigned work at home is very important.
Ultimately, I have had difficulty justifying assignments that were worth a mere 10% of a student's grade. Sometimes we would go weeks without an assignment that was technically considered "homework." Everything required of them was very important! Even when students were asked to do small tasks that might not add up to be worth much in time and points, the completion of those tasks was usually integral in the students being able to participate in classroom activities and move forward in learning. Is it really necessary give points to every little step along the learning continuum? In the big picture of assessment, I say no, but students are used to being rewarded often for their work.
When my students struggle--in my class and in others--it usually comes down to this concept of homework. My colleagues and I use homework as a means for students to practice and extend their knowledge or prep for upcoming classes. In my class, that means that students should have rough draft writings completed so they can receive feedback for revision and have time to practice in class. In algebra class, that means students should practice the newly assigned concepts so they may apply them to the next lesson. In geography, that means students should read the textbook and add to the notes/concepts that were discussed or will be discussed in class. This is not busy work.
When students do not do their homework, no matter what the value of the grade it is worth, they are not taking responsibility for their learning, and that translates into a lack of performance extends throughout the rest of their work. So when we tell parents, "Your student needs to do his/her homework," it's a pretty big deal.
Is this where the argument about how not all students have the same support at home comes in? Not all parents are home to give help on homework. Some students have to care for their siblings after school. Some students have too many extracurricular activities. Maybe we should not even have homework, right? Hmmm. Maybe. Maybe some some students want to do well and require more time. Maybe those students have no problem with working at home. Maybe the students need time to process their learning, and that time is not afforded during the school day. Perhaps we could lengthen the school day! Yeah, that will happen.
Maybe...it comes back to the responsibility issue. Students must take responsibility for their learning. There are wonder students who do this innately, but usually do need all the support they can get from school and home, especially in the early years as they are forming habits. Yes, some students live in heart-breaking circumstances that make it difficult for them to find the support at home. That problem cannot be fixed with a certain percentage of a grade being attributed to homework when homework is part of a learning process.
Oh! Some might say that perhaps homework should not be part of the learning process. No, it's not crazy. I mean, where are we going with the concept of placing a mere 10% of a grade on homework? We could have a big debate on that alone. But think about it. What are your goals for students? Does homework enhance student learning? Is homework that important?
I know in my classroom, homework will not go away. A specific grade for it might, though. I will continually strive to make homework valuable for my students, for without it, they just cannot progress as quickly as they are capable of doing. Now, if I could drive this point home with my upcoming students...
June 8, 2011
I'm Sorry I Asked
The final question on the 8th grade final exam is actually an essay where students brainstorm the units or activities they liked and disliked. Afterward, they select one thing that should be changed or aborted next year. It is up to them to persuade me to change or modify the activity or unit. It can be so powerful to get feedback from students, but this is the second year in a row where I wish I hadn't even asked.
I'll think I'll post some of them here in a few days, but I'd say 85% of the reflections were simply whiny. It's too hard. It was boring. Everyone did a bad job on it. It was stupid. It's really too bad that some of my students couldn't be more articulate because my colleagues and I do take the feedback into consideration when we plan for next year. Instead, at this point, I have a poor opinion of my students' poor opinion of me and my class.
Next year, I definitely need to help my students develop their persuasive skills so they don't sound like lazy, bratty teenagers when somebody asked for their critical opinions.
I'll think I'll post some of them here in a few days, but I'd say 85% of the reflections were simply whiny. It's too hard. It was boring. Everyone did a bad job on it. It was stupid. It's really too bad that some of my students couldn't be more articulate because my colleagues and I do take the feedback into consideration when we plan for next year. Instead, at this point, I have a poor opinion of my students' poor opinion of me and my class.
Next year, I definitely need to help my students develop their persuasive skills so they don't sound like lazy, bratty teenagers when somebody asked for their critical opinions.
December 14, 2007
Brutal Honesty Lives On
Last week Ms. Whatsit posted an interesting link to a 60 Minutes report on how the workplace is changing to fit the Millennial generation. A few days later, she had a frustrating experience with a enabling parent and a cheatin' child in her class. This whole idea of how we have to change fit our clientèle is something I think about quite frequently, and I tend to fluctuate between being Ms. Understanding-the-Whole-Child to being Ms. Tough Love.
I'm not always as patient as I should be, and lately I find myself reading students the riot act on a regular basis. The thing with my students is that when I put them in their place, they stand there and take it. I don't know what they do with it when I'm done, but they take it. Even my more hard-core kids take it, but then they are used to reality kicking them in the rear end.
I just have so little patience for b.s. these days, and it seems like I am the only one doing the thinking. For example, I had seven students who did not finish the test I gave yesterday. Did those students say anything to me? No. Instead, they simply did not do a part of the test, so I was left to worry and wonder if they didn't understand the directions, or if they simply blew it off. I didn't think time should have been a issue, but I guess it was. So when I called the students to my desk to ask them about it, they acted like it was no big deal. They know me well enough, that they know I would give them the time needed to finish, but why didn't they advocate for themselves? I guess the 25% they missed wasn't important? Oy!
Lately, I think I've just been on a short fuse and irritable about everything. The nurturing part is whithering as the Cruella part flourishes. I've always been about tough love and have no qualms being honest with kids, but lately it feels like I'm constantly on one of them about something. (And then there are the kids who are daily needing tough love because don't think.) Over the years I've had many more students who reacted better to my keepin' it real than candy coating things for them, so it's kind of who I am. So, after watching the 60 Minutes video that Ms. Whatsit referenced, it really made me think about how the world is changing and how I really hate to coddle kids. Am I particularly ornery lately, or are there more kids in need of a good ass-chewin'?
And then I have to wonder if I am damaging some poor teenager. Or the whole generation of them.
Probably. I'm not the only one, though.
My team had three parents conferences this week. In every single conference it came down to the teachers and the counselor playing it straight with the student, "Yes, you are smart, but you are not working up to your potential. You need to do your homework and study for exams. At the rate you are going, you are going to be removed from the program. By the way, no magnet high school will even consider your application with grades like this." Traumatizing? Perhaps. Something that needed to be said? Of course. Yea, they were brutal meetings. How did the parents take all this raw honesty about their children? They took it. They knew it was coming. They're adults, so they know the realities of life. I'm sure it's so incredibly frightening to them to see their children doing so poorly and charging toward a less-than-desirable path in life.
On a more amusing note, I witnessed one of my former students being put in his place by a potential employer this week on television. Anybody indulge in the Janice Dickinson Modeling Agency? She is a woman who speaks her mind and does not put up with any nonsense. Of course the beauty industry is a lot more brutal than life in a the classroom, but when I saw Janice Dickinson putting this former student of mine in his place, I couldn't help but think that I helped prepare him for that moment. I certainly had flashbacks to my interactions with him. (Don't get me wrong, he was a pretty good guy, but he needed a reality check from time to time.) Maybe some students never change--never gain more common sense--but at least he didn't wet himself or go running to his mom. Janice gave him brutal reality, and he took it like a man.
I'm not always as patient as I should be, and lately I find myself reading students the riot act on a regular basis. The thing with my students is that when I put them in their place, they stand there and take it. I don't know what they do with it when I'm done, but they take it. Even my more hard-core kids take it, but then they are used to reality kicking them in the rear end.
I just have so little patience for b.s. these days, and it seems like I am the only one doing the thinking. For example, I had seven students who did not finish the test I gave yesterday. Did those students say anything to me? No. Instead, they simply did not do a part of the test, so I was left to worry and wonder if they didn't understand the directions, or if they simply blew it off. I didn't think time should have been a issue, but I guess it was. So when I called the students to my desk to ask them about it, they acted like it was no big deal. They know me well enough, that they know I would give them the time needed to finish, but why didn't they advocate for themselves? I guess the 25% they missed wasn't important? Oy!
Lately, I think I've just been on a short fuse and irritable about everything. The nurturing part is whithering as the Cruella part flourishes. I've always been about tough love and have no qualms being honest with kids, but lately it feels like I'm constantly on one of them about something. (And then there are the kids who are daily needing tough love because don't think.) Over the years I've had many more students who reacted better to my keepin' it real than candy coating things for them, so it's kind of who I am. So, after watching the 60 Minutes video that Ms. Whatsit referenced, it really made me think about how the world is changing and how I really hate to coddle kids. Am I particularly ornery lately, or are there more kids in need of a good ass-chewin'?
And then I have to wonder if I am damaging some poor teenager. Or the whole generation of them.
Probably. I'm not the only one, though.
My team had three parents conferences this week. In every single conference it came down to the teachers and the counselor playing it straight with the student, "Yes, you are smart, but you are not working up to your potential. You need to do your homework and study for exams. At the rate you are going, you are going to be removed from the program. By the way, no magnet high school will even consider your application with grades like this." Traumatizing? Perhaps. Something that needed to be said? Of course. Yea, they were brutal meetings. How did the parents take all this raw honesty about their children? They took it. They knew it was coming. They're adults, so they know the realities of life. I'm sure it's so incredibly frightening to them to see their children doing so poorly and charging toward a less-than-desirable path in life.
On a more amusing note, I witnessed one of my former students being put in his place by a potential employer this week on television. Anybody indulge in the Janice Dickinson Modeling Agency? She is a woman who speaks her mind and does not put up with any nonsense. Of course the beauty industry is a lot more brutal than life in a the classroom, but when I saw Janice Dickinson putting this former student of mine in his place, I couldn't help but think that I helped prepare him for that moment. I certainly had flashbacks to my interactions with him. (Don't get me wrong, he was a pretty good guy, but he needed a reality check from time to time.) Maybe some students never change--never gain more common sense--but at least he didn't wet himself or go running to his mom. Janice gave him brutal reality, and he took it like a man.
August 19, 2005
Overheard Conversation
Today when I was posing as a mom at the park with my step-kid, I overheard the conversations of some of the mommies there. There was one mommy who was particularly talkative in asking the other mommies about what preschools they'd looked into.
That conversation later turned to not wanting to put her child in public schools here, and this was something the other mommies agreed with. Since I wasn't included in this conversation, although I was just a few feet away and none of the mommies knew each other prior to this morning at the park, I didn't feel like I could give my two cents. Well, I couldn't give my two cents and not have some sort of brawl, which is so not appropriate at the park on a Friday morning in front of a handful of preschoolers.
How do people who have not yet enrolled their children in school have such bad opinions of the public school system?
In another part of the conversation, the talkative woman said that her next car would be a Hummer. Gas is currently $2.75 a gallon.
These are the people who have good value judgements.
That conversation later turned to not wanting to put her child in public schools here, and this was something the other mommies agreed with. Since I wasn't included in this conversation, although I was just a few feet away and none of the mommies knew each other prior to this morning at the park, I didn't feel like I could give my two cents. Well, I couldn't give my two cents and not have some sort of brawl, which is so not appropriate at the park on a Friday morning in front of a handful of preschoolers.
How do people who have not yet enrolled their children in school have such bad opinions of the public school system?
In another part of the conversation, the talkative woman said that her next car would be a Hummer. Gas is currently $2.75 a gallon.
These are the people who have good value judgements.
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