Expectations
Contrary to what most politicians and some of my relatives think, the school year for
teachers begins in June or July. During this time I had been planning an
interdisciplinary unit for our Exploratory class at the alternative school. Each semester
all teachers in the school teach this class in which we have an all school read and project
based assessment. This semester was going to be called Cold Dead Hands and focus on
the effects of gun violence on the community.
teachers begins in June or July. During this time I had been planning an
interdisciplinary unit for our Exploratory class at the alternative school. Each semester
all teachers in the school teach this class in which we have an all school read and project
based assessment. This semester was going to be called Cold Dead Hands and focus on
the effects of gun violence on the community.
When I workshopped it with some teachers over the summer they were concerned that
my personal bias might affect the teaching. I used to agree with this stance, but my
opinion has evolved. Since it is impossible to avoid bias, I have decided to embrace it. I
tell students up front my personal opinions about controversial subjects, so they can view
what I say through the proper lens. I am not a big fan of guns. I also understand that I have
come from a privileged background in which I don’t need guns. I only get viralently anti-gun
when they become feteshized.
my personal bias might affect the teaching. I used to agree with this stance, but my
opinion has evolved. Since it is impossible to avoid bias, I have decided to embrace it. I
tell students up front my personal opinions about controversial subjects, so they can view
what I say through the proper lens. I am not a big fan of guns. I also understand that I have
come from a privileged background in which I don’t need guns. I only get viralently anti-gun
when they become feteshized.
Point is I came up with a great project based unit in which the students would read
A Long Way Down by Jason Reynolds, watch speeches from March for Our Lives as
well as pro-gun advocates, and delve into local and national statistics on gun violence.
This would culminate in an interview project in which students would learn the stories
of community members who had been affected by violence and create a memorial for
those that have been lost.
A Long Way Down by Jason Reynolds, watch speeches from March for Our Lives as
well as pro-gun advocates, and delve into local and national statistics on gun violence.
This would culminate in an interview project in which students would learn the stories
of community members who had been affected by violence and create a memorial for
those that have been lost.
Then about a week before school started my principal called to say that we would be
cancelling the Exploratory class. At this point I need to give a little background. Last year
it was determined that our science teacher could no longer work with us because she was
not certified for high school students. In the state of Missouri there are exceptions made
for alternative programs when it comesto certification. Putting aside the fact that we were
losing our most empathetic teacher, the real travesty was that she was going to be replaced
with online classes.
cancelling the Exploratory class. At this point I need to give a little background. Last year
it was determined that our science teacher could no longer work with us because she was
not certified for high school students. In the state of Missouri there are exceptions made
for alternative programs when it comesto certification. Putting aside the fact that we were
losing our most empathetic teacher, the real travesty was that she was going to be replaced
with online classes.
I recently earned my master’s degree and a certificate stating that I am qualified to teach
online courses. I understand there value. I also understand that forcing at-risk students
into an environment that requires a significant amount of self motivation is not a good idea.
Most research indicates that at-risk students suffer academically in online courses and are
more likely to fail. In order to mitigate the failure rate it was decided that we would offer a
“study hall” for the students to work on these classes, thus necessitating the cancellation of
the Exploratory class.
online courses. I understand there value. I also understand that forcing at-risk students
into an environment that requires a significant amount of self motivation is not a good idea.
Most research indicates that at-risk students suffer academically in online courses and are
more likely to fail. In order to mitigate the failure rate it was decided that we would offer a
“study hall” for the students to work on these classes, thus necessitating the cancellation of
the Exploratory class.
In addition to prejudice piece of policy, the powers that be also determined that the courses
I was teaching would no longer be offered. They wanted the names of my classes to match
the names of the courses offered at the high school. We had specifically titled them
differently in order to facilitate scheduling. Since ELA standards repeated themselves from
the fourth grade on, it doesn't really matter what the class is called. When they decided to
change the classes it meant a total restructuring of my curricula.
I was teaching would no longer be offered. They wanted the names of my classes to match
the names of the courses offered at the high school. We had specifically titled them
differently in order to facilitate scheduling. Since ELA standards repeated themselves from
the fourth grade on, it doesn't really matter what the class is called. When they decided to
change the classes it meant a total restructuring of my curricula.
This particular event may have actually been a benefit as far as my teaching. It forced me
to revise and repackage my existing lessons that may have been getting a little stale over
the years. While it created headaches for scheduling, and forced a few students to
experience portions of lessons they had last year, at least the lessons were fresh and up
to date.
to revise and repackage my existing lessons that may have been getting a little stale over
the years. While it created headaches for scheduling, and forced a few students to
experience portions of lessons they had last year, at least the lessons were fresh and up
to date.
I entered the school year with mixed emotions. I was excited about my revitalized lessons
and was able to move the Cold Dead Hands project into my Lit & Comp class, but
I was irritated by the constant meddling and the harm done to student learning.
and was able to move the Cold Dead Hands project into my Lit & Comp class, but
I was irritated by the constant meddling and the harm done to student learning.
Experience
Lit & Comp - For the first semester of Lit and Comp students worked on the
Cold Dead Hands unit. Students really enjoyed the book, and it was an easy enough that
round-robin reading worked well. Of course the heavy lifting would come with the interview.
I was a little surprised by the amount of scaffolding required to teach the students how to
interview. The only types of interviews they were aware of were job interviews or police
interrogations. It took a while to get them to learn active listening skills and to understand
that these interviews were more like conversations.
Cold Dead Hands unit. Students really enjoyed the book, and it was an easy enough that
round-robin reading worked well. Of course the heavy lifting would come with the interview.
I was a little surprised by the amount of scaffolding required to teach the students how to
interview. The only types of interviews they were aware of were job interviews or police
interrogations. It took a while to get them to learn active listening skills and to understand
that these interviews were more like conversations.
Since I was sending them out to members of the public and was dealing with a semester
end deadline, I could not rely on constant reteaching of the whole class. We watched
some instructional videos, did informal practices, formal practices, and reflection. I would
not assign an interviewee until students had successfully completed these tasks.
end deadline, I could not rely on constant reteaching of the whole class. We watched
some instructional videos, did informal practices, formal practices, and reflection. I would
not assign an interviewee until students had successfully completed these tasks.
I have been impressed with their ability to interact with the public. Those that are
completing the project are highly motivated because of the authenticity of the project.
Many of them come to me incredulous, yet excited about interviewing a stranger. Yesterday,
two studentsinterviewed the assistant superintendent, and it went remarkably well. The
turn in rate will not be great, but the students that have begun writing the interview essay
have some intriguing stories to tell.
completing the project are highly motivated because of the authenticity of the project.
Many of them come to me incredulous, yet excited about interviewing a stranger. Yesterday,
two studentsinterviewed the assistant superintendent, and it went remarkably well. The
turn in rate will not be great, but the students that have begun writing the interview essay
have some intriguing stories to tell.
I will have the adjust the time a little to help fit it into the semester better. I did not have
enough time to scaffold the actual essay. Most of the students have never read a narrative
essay based on on interview. We should read a few examples to help them get started.
enough time to scaffold the actual essay. Most of the students have never read a narrative
essay based on on interview. We should read a few examples to help them get started.
I will definitely be keeping and refining this lesson.
American Literature
This one had another semester long project. Over the summer I attended a presentation of
teachrock.org and became excited about finally using the blues to teach my students. I
started working on the project during a workshop on PBL and originally was just going to
slightly modify a lesson that was presented on the TeachRock website. It changed
significantly from the original conception.
teachrock.org and became excited about finally using the blues to teach my students. I
started working on the project during a workshop on PBL and originally was just going to
slightly modify a lesson that was presented on the TeachRock website. It changed
significantly from the original conception.
We started by reading Fences by August Wilson. I usually use baseball as the entrance
into the text because that is my passion. This time I decided to use music as the hook.
The book provides many songs for analysis, most notably Ol’ Dog Blue, but the first thing
we did is look at the history of the devil in African American storytelling. We looked
specifically at Robert Johnson’s Me and the Devil Blues and Murder was the Case by Snoop
Dogg. We compared what happened to the characters in these two songs with what is most
likely going to happen to Troy.
into the text because that is my passion. This time I decided to use music as the hook.
The book provides many songs for analysis, most notably Ol’ Dog Blue, but the first thing
we did is look at the history of the devil in African American storytelling. We looked
specifically at Robert Johnson’s Me and the Devil Blues and Murder was the Case by Snoop
Dogg. We compared what happened to the characters in these two songs with what is most
likely going to happen to Troy.
We continued our “blues” readings by looking at three crime ballads based on actual
events in St. Louis, Frankie & Johnny, Duncan & Brady, and Stagger Lee. We
spent the most time with Stagger Lee. I attempted some discovering learning by assigning
each song to a group of students for them to research. I envisioned each group realizing the
St. Louis connection and all of the students realizing how the songs were similar when each
group presented. This failed, and I don’t why. Many of the groups failed to even figure out
the St. Louis connection. I might need to give them some focus for their research. Perhaps
I can make a google form for each group to fill out.
events in St. Louis, Frankie & Johnny, Duncan & Brady, and Stagger Lee. We
spent the most time with Stagger Lee. I attempted some discovering learning by assigning
each song to a group of students for them to research. I envisioned each group realizing the
St. Louis connection and all of the students realizing how the songs were similar when each
group presented. This failed, and I don’t why. Many of the groups failed to even figure out
the St. Louis connection. I might need to give them some focus for their research. Perhaps
I can make a google form for each group to fill out.
The most interesting part was that through studying these song with the students is a
discussion of what it means to be “gangsta” and why it plays such an important role in
African American lore. The discussion would become quite heated, but each student
seemed to have their own answer, so this eventually turned into an essay assignment.
In a graphic novel about Stagger Lee the author, Derek McCulloch, posed a question
about why Stagger Lee has so few redeeming qualities. I decided to write McCulloch
on twitter to see what he thought the answer was. I was way more excited than the
students when he answered with a twelve tweet thread.
discussion of what it means to be “gangsta” and why it plays such an important role in
African American lore. The discussion would become quite heated, but each student
seemed to have their own answer, so this eventually turned into an essay assignment.
In a graphic novel about Stagger Lee the author, Derek McCulloch, posed a question
about why Stagger Lee has so few redeeming qualities. I decided to write McCulloch
on twitter to see what he thought the answer was. I was way more excited than the
students when he answered with a twelve tweet thread.
During one of the class I had an admin. Walk through. She questioned teaching a
controversial subject. Actually she was more concerned that the students come up
with their own answers. They had some answer in previous classes, but most of them
were along the lines of “black people are just violent.” (I have all black students). I
pointed out that this was a slightly racist viewpoint. When I was being observed, I
was trying to provide an alternative way of looking at the issue.
controversial subject. Actually she was more concerned that the students come up
with their own answers. They had some answer in previous classes, but most of them
were along the lines of “black people are just violent.” (I have all black students). I
pointed out that this was a slightly racist viewpoint. When I was being observed, I
was trying to provide an alternative way of looking at the issue.
Eventually I had the students write an essay to define what a “gangsta” is and why
he is so important to the culture. I was able to tie Fences back into this lesson by
presenting Troy,Rose, or Corey as a “gangsta” type. Unfortunately, I did not get many of
the students to turn it in. I modified frequently by adding an outline and sample introduction
to the class website.I have now posted a couple of student samples to help my classes
next year. I want to keep the essay because it helps analyze the characters and gives
insight into a culture that is still alive today in the characters portrayed in rap music.
he is so important to the culture. I was able to tie Fences back into this lesson by
presenting Troy,Rose, or Corey as a “gangsta” type. Unfortunately, I did not get many of
the students to turn it in. I modified frequently by adding an outline and sample introduction
to the class website.I have now posted a couple of student samples to help my classes
next year. I want to keep the essay because it helps analyze the characters and gives
insight into a culture that is still alive today in the characters portrayed in rap music.
World Lit
I moved one of my traditional World Lit lessons into this class as well as a unit from
what was previously my mythology class. We started by reading Tartuffe by Moliere
and focusing on the concept of satire. This unit always works well. The kids seem to
get the humor and are able to pick out the elements of satire. This year I added the
movie Saved! to the lesson so the students could see a slightly more modern version
of religious satire. I was pleasantly surprised by how much the students took to the
movie considering it is about suburban white Christian kids. Next time I do this lesson
I want to make stronger connections between the film and the play instead of just
saying hear is another example.
what was previously my mythology class. We started by reading Tartuffe by Moliere
and focusing on the concept of satire. This unit always works well. The kids seem to
get the humor and are able to pick out the elements of satire. This year I added the
movie Saved! to the lesson so the students could see a slightly more modern version
of religious satire. I was pleasantly surprised by how much the students took to the
movie considering it is about suburban white Christian kids. Next time I do this lesson
I want to make stronger connections between the film and the play instead of just
saying hear is another example.
I also tried to re-engineer this unit into a PBL. I originally was going to have the
students produce a satirical video, but determined that the amount of scaffolding for
movie making would take too long. Instead I had them storyboard their concept using
Google slides. They chose a topic and then explain how they would apply at least three
of the elements to create their satire.
students produce a satirical video, but determined that the amount of scaffolding for
movie making would take too long. Instead I had them storyboard their concept using
Google slides. They chose a topic and then explain how they would apply at least three
of the elements to create their satire.
After the satire unit we made a rather jarring transition into my hero unit. We read
Gilgamesh and learned about Joseph Campbell’s hero’s journey cycle. The students did
not hate the story, but it did take a lot of “translating” on my part. If I was able to take the
rather stilted language and restate it in the vernacular, it went pretty well. (This is not
nearly as racist as it sounds)
Gilgamesh and learned about Joseph Campbell’s hero’s journey cycle. The students did
not hate the story, but it did take a lot of “translating” on my part. If I was able to take the
rather stilted language and restate it in the vernacular, it went pretty well. (This is not
nearly as racist as it sounds)
For the project I had the students apply the character archetypes and the elements
of the cycle to a modern film. Students then created a website to publish their
information. I did not have good turn in, but I did gain a new appreciation of John Wick.
Actually, I was excited that student gained a new perspective on the movie.
One of the most exciting things to happen during this class was I shared a text based
game that I programmed with the students. I originally created this for a class while earning
my master's degree, but I fine tuned it so that it could be used as an assessment of the
student's understanding of the epic journey. I was afraid that I was just geeking out and
showing off, but we played the game as a class, and the students were really into it. They
even came back the next class and asked to finish it.
of the cycle to a modern film. Students then created a website to publish their
information. I did not have good turn in, but I did gain a new appreciation of John Wick.
Actually, I was excited that student gained a new perspective on the movie.
One of the most exciting things to happen during this class was I shared a text based
game that I programmed with the students. I originally created this for a class while earning
my master's degree, but I fine tuned it so that it could be used as an assessment of the
student's understanding of the epic journey. I was afraid that I was just geeking out and
showing off, but we played the game as a class, and the students were really into it. They
even came back the next class and asked to finish it.
Number of Failures
This semester approximately 70% of the students failed each of my classes.
This was overwhelmingly due to missing assignments. I currently have a policy that
allows students to turn in any assignment at any time during the semester without penalty,
so I don’t understand the low turn in rate. I have discussed several possibilities with my
colleagues.
This was overwhelmingly due to missing assignments. I currently have a policy that
allows students to turn in any assignment at any time during the semester without penalty,
so I don’t understand the low turn in rate. I have discussed several possibilities with my
colleagues.
- Failure rates were higher for everyone for this particular group of students.
to a clear and cooperative effort from the staff, or just luck of the draw.
to pass the class. I considered giving more MC tests, but I feel like it would be lowering
my expectations.
- I did shift even more heavily into PBL. Students have traditionally ask for more
to pass the class. I considered giving more MC tests, but I feel like it would be lowering
my expectations.
- Phones are a distraction - I have implemented a voluntary phone check in policy
- I was not clear enough in my expectations. Invariably students will say that I
blame, but I considered that this year my expectations were not clearly laid out. It seems
ridiculous to continue with whole class instruction for extended periods of time considering
the lack of participation in discussions, so I have moved a lot of the data dump online.
I noticed that many of the students that complained about me not teaching did not even
realize that I had a website. For second semester I am making a concerted effort to
constantly emphasize the website and make sure that students are responsible for their
education. If they want to learn, they need to make me teach. This will give me a chance
to individualize instead of homogenize. My responsibility is to give constant reminders to
ask for help.
- Traditionally students here do not like to read and write. It is becoming painfully
Summary
For second semester I will implement the voluntary phone check in, emphasize the
expectations of the class my role as a facilitator and their job as a student, continue
workingon my patients with students, and adopt a slightly more authoritarian classroom
management style while letting them know that I would rather teach them to be literate than
to behave.
expectations of the class my role as a facilitator and their job as a student, continue
workingon my patients with students, and adopt a slightly more authoritarian classroom
management style while letting them know that I would rather teach them to be literate than
to behave.
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