Tag: students

  • 24 hours in the life of me…Oh, and BlogHer 08

    I’m off to Blogher o8 – The Reach Out Tour in Boston. I’ll be leaving after work – luckily it is a PED day today so I won’t be too exhausted for the 5+ hr drive once the day is done.

    I’m a bit relieved to not have a Friday this week, after last Friday’s….activities :)

    This is what 24hrs can look like sometimes:

    Underwater dust storm. Thats what the day felt like. Image by Karen Glaser (click image for source)
    Underwater 'dust storm'. That's what the day felt like. Image by Karen Glaser (click image for source)

    2-4:30 – Thursday
    Conversations with a student we suspect of being high. Denials. Silence. Caring. Silence. He runs out. Returns. Tells the truth – he gets high every single day. More conversation. He agrees to talk to Dad. He goes home. We decide that, even though he has made a breakthrough – we can not let him back into the program. He’s broken one of the absolute rules – no drugs or alcohol on you or in your system.
    Sigh.

    6-9:30ish
    HPT – Human Performance Technology. I had a test. An hour and a half of application of knowledge to different situations and a bit of definition of terms. Test was conducted on a mac, which I (yeah, I know…) have never used before. I couldn’t right-click, I couldn’t format…frustrating. Test was followed by regular class time.

    7:00 Friday morning
    Back at school. Happy to know that it is a) Friday and b) Day 6, which means the students have Phys Ed first thing, so I can ease into the day. Kids come in at 7:45, they get changed and head off to gym. I walk around with my list of To-Dos….

    8:15
    We notice a girl sitting in the hallway looking morose. Collin asks why she isn’t at gym, she starts to cry. They go into the den to talk.

    8:30 – 9:00
    I hear loud crying. Go into the hallway, a 2nd girl is sitting cross-legged on the floor, weeping. The den is being used, so we go into the lunchroom, where we have a couch. Other girls were ganging up on her in dodge ball (man, I hate dodge ball). She then goes on to tell me her story – of girl drama, cliques, allegiances, friendships that come and go, how she doesn’t care that she is a loner sometimes (you sure about that?). We talk some more, she goes back to the gym.

    9:15
    The gym class comes back 15 mins early. Got one item on the long To-Do list done…

    9:30
    Morning break. The drama and tears between girls continues, accelerates. There are many discussions in the den that continue throughout the day. Some try to deal with things by themselves in the bathroom. Meanly. So I cough a lot outside of the bathroom door and send girls on their way.

    9:45
    History study hall. I set the kids to work on old history tests and try to get my presentation finished – the one I wanted to do during my morning prep period. I’m cranky because the kids are edgy after the morning’s activities and I need a silent room. Takes longer than usual to get them settled. I type up to the end of the period, but the other class still isn’t released. 5 minutes later I go to check.

    10:45 – 11:30

    A girl (different one) has passed out in Science class – that is why they were late. She is out for a good 10 minutes. She stood up and fell down, hitting her head. The nurse is called. She finally comes to and we find out she has taken too many Robaxicet for her back pain. We bring her to the hospital, Collin waits until her parents meet them there. I’m with both grade 11 classes in the lunchroom. (Good thing I finished that presentation, eh?) Students are a combination of worried for their classmate and worried that they will lose some of their lunch break. It’s like herding cats keeping them in there until Collin, the girl, and her boyfriend leave for the hospital. I run to the cafeteria to get some food, come back up and sit for a few moments.

    11:45
    I hear keening. Seriously. Loud peels of uncontrollable wailing. It’s yet another girl. One who gets very anxious. She is shaking, has a hard time catching her breath. Shaking, crying. I go to the den with her, ask the girls who are there discussing morning events to use my classroom. She keeps repeating ‘It’s so hard’. Shaking. Another girl comes in with me, they are cousins. I ask girl 1 to hold my hands, to squeeze them hard. Girl 2 is stroking her hair. She shakes even more. She asks for her mother. Wailing. 15 minutes of keening. I am close to tears myself. Girl 2 is holding her close. Has her arms wrapped around girl 1. Tears streaking mascara down her face. I am struck by her kindness, by her non-judgmental offer of solace. The room’s air is thick, full of tears. I leave to ask Walter to call her mother. He looks concerned about me. I grab a stress ball, go back in. Her mother refuses to come, says she needs to calm herself down. Meanwhile, yet another girl (girl 3, let’s call her) works her way through her own bout of panic. She manages to calm herself down with the help of Sharon, our technician for the day (Marie was out…). I leave girl 2 with girl 1. They are holding each other and rocking, getting calm. I go out and try to get some more food in. Girl 1 comes out, Walter offers her a hug. The wailing starts again. This time I send girl 3 in to the den with her. She knows about panic attacks. She brings a paper bag to help with the breathing.

    12:10
    We start afternoon classes a few minutes late. I have a math test planned and decide to give it. I figure the students have not had anything they expected yet that day and they needed something they expected. Girl 1 comes in to class 10 minutes later. Girl 3 has calmed her down. She writes the test. The room is quiet. Students are working diligently. I’m glad I decided to give the test.

    2:15 – 3:30
    The day is done. We find out that girl 1’s doctor was supposed to call us to let us know what to do in event of panic attack. Oh well. We also learn of a teacher, a friend of ours, who is upset, torn, because she is getting married at Christmas time and the school board has taken back their offer of an extra 3 days leave before the holidays. We plan our next week. We talk, de-brief. We go for a beer.

    So, yeah. 24 hrs can seem much longer at times….

    It’ll be good to re-charge at a conference. Meeting with people who share my interests and goals, being reminded of the power of community, always manages to energize me. Plus, 2 nights at a hotel can’t hurt. I think I’ll treat myself to some room service when I arrive this evening.

  • Learning from my students as I rise

    Listen to a podcast about this post here [audio: learningfrommystudents.mp3]

     

    image from maniobras de escapismo by Ma Vera on Flickr
    image from maniobras de escapismo by Ma Vera on Flickr

     

    My students inspire me

    “I have learned more math this week than I have so far in all my years of high school.”

    “Today I don’t feel complete. I did not get to the gym yesterday because I was working on homework and I didn’t finish the homework because I didn’t get some of it. So I’m not feeling complete.”

    “I’m weird. I get the math when it is in a word problem, but not when it is written as straight math.”

    “Today I am tired. I had another fight with my mother last night and didn’t get to bed until late. Tonight I am going to party.”

    Why?

    Because I learned that even though the math scares me a bit, I can teach it. And I think that is because I teach my children first and then the math. I also learned that we do such a disservice to students when we stay focused on basic skills rather than going on to learning that requires higher-order thinking skills. If she had not told me that she was ‘weird’ I may have made her do more of that ‘straight math’ instead of letting her think. I wonder how many other ‘weird’ students are out there. I learned where my students are coming from when they put their heads down during study hall, the last 45 minutes of the day, instead of reading a short story or trying to figure out the equivalent resistance of whatever.

    and I learned this:

    To you, 17-year old Cody

    Each morning we check in
    in a circle we sit
    we shoot the shit
    we state where we are at
    so we can clear the path to where we are going
    so we can clear the path to the part of our journey that will take place today.

    “I feel tired”
    “I feel happy”
    “I did not finish my homework”

    On Thursday morning you, 17-year old Cody, said
    Today I do not feel complete.

    and you went on to say why.

    all eloquent and concise.

    And I learn that it is not my job to make
    you feel complete.

    I think to myself of what stops me from feeling complete – of my boundaries, my hard lines, my fears.

    No, it is not my job to make you feel complete. It is my job to learn from you how to rearrange my own boundaries, reorganize my own hard lines into rungs as I rise to my own completeness.

    And that is why I say to you, 17-year old Cody, thank you.
    Tracy, Sept. 13/08

     

    Everyday Real (moment of truth 2008) [audio: http://www.tracyrosen.com/leadingfromtheheart.org/wp-content/uploads/podcasts/everydayrealmomentoftruth2008.mp3]
    From The Pull Forward EP Vol.2 by Scholarman, available for free download here

  • Pick it up

    I’m sitting outside, barely able to see this laptop screen because of the bright and the sun, eating watermelon and sourdough bread, leftover from last night’s evening with friends, and listening to music. Words and phrases jump out at me when they can, behind the keening of the cicada on the tree, and confirm why I do what I do and how I feel at this time of year.

    Time to move on build the skills Time to elevate and never stand still Time to excel with no time to kill Time for progress it’s time to build – (The Herbaliser, Time 2 Build)

    Get up! What we slowin down for? Pick it up, pick it up, pick it up, pick it up, pick it up! We got a whole nation to restore Pick it up, pick it up, pick it up, pick it up, pick it up! We gotta really love each other more (KRS-One Pick It Up)

    So this is it. The last Sunday before 4 PED days, the 2nd to last Sunday before kids. Back in June I reflected (or (p)reflected as I like to call it ;) ) a bit about the year to come. I’m excited that I was offered the position I wanted, as a teacher in the alternative program at HSB called Directions (I spoke a bit about that here.) I am a grade 11 core teacher. I found out on Wednesday what that means: I will be teaching English, Math (not sure yet if that is grade 11 math OR Grade 10 math or both), Grade 10 repeater science, Economics, Ethics and Religious culture, and possibly civics. All of that layered within social skills and personal development curricula. Luckily I’ll be working with a tight teaching team – 3 teachers and a special ed technician – in a wing of the school that is quite separate from everything else. As are the students – they wear a uniform (their decision, no one else at the school does – outside of the jeans that don’t cover their butts and the caps that inspire teachers to mutter, mid-sentence, caps please, as they walk down the halls) and they are not allowed in the regular school environment. These are students with troubles, and the idea is to keep them away from the environment where much of that trouble has played out in the past. I am psyched about working in this community. I’m also a bit wary of the challenges that I know are to come when working with needy students and teaching subjects I have never taught before. I can’t say I am not, but like everything else – if it needs to get done it needs to get done and it does.

    “…the only way to get a thing done is to start to do it, then keep on doing it, and finally you’ll finish it,….” Langston Hughes

    I always find this time of year…ambiguous and full of possibility. Logically, I know the courses I will be teaching, but in my heart, until I know my students, I don’t. So 10 more days of ambiguity…and then it’ll be time to pick it up for real.

    …home page image for this post was found here

  • Why I don’t do zeros.

    Listen to these ideas. (Go here to see a mindmap of this podcast and links to resources I refer to in it or just keep reading normally. Whatever turns your crank.)
    [haiku url=”http://www.tracyrosen.com/leadingfromtheheart.org/wp-content/uploads/podcasts/assessmentAug9.mp3″ title=”Why I don’t do zeros”]

     

    report card

    Image: from Not So Good by zephyrbunny, found on flickr and made available through a creative commons Attribution-Noncommercial-Share Alike license

    It’s Saturday morning, a little over 2 weeks until the school year starts again for teachers at the New Frontiers School Board, where I work. My mind lately, as it usually does around this time of the summer, has been shifting from summer to practice, and this morning it opened up to assessment. Here’s the flow chart of how it hit this groove:

    Saturday Morning FlowChartMind Map made with Bubbl.us

    And here is that comment I made over on Hugh O’Donnell’s post (which you better go over and read if you want any context):

    That’s right, not radical at all. We do NOT need to give zeros and, I’m sorry, but the excuse that we’ve got so many initiatives thrown at us warrants the practice? (the practice = completely demoralizing children and doing nothing to help improve their learning) Come on. A zero as feedback gives me no hope.

    I really began to learn the art of assessment about 5 years ago, when I met Ken O’Connor at a conference in Ottawa. And then I started to read everything I could about it, which I’m still in the middle of doing ;)

    So I guess I’m one of those teachers who read. And you know what I do when I am reading? I do it publicly – I carry the book around with me, I talk to others about what I am reading and about how, if at all, it is helping to change my practice.

    So it DOESN’T need to be top down. If we sit around waiting for someone else to do something, well…wouldn’t it be lovely for there to be the perfect piece of grading policy to fall from above that all teachers would embrace and follow. (where’s the smiley guy for sarcasm?) Un-unh. I’m not waiting for policy to inform my practice. I prefer to focus on my practice and allow it to inform policy.

    I googled Ken O’Connor and found this. An administrator’s notes from one of his sessions from last year. I particularly like the list at the end – repair kit for grading.
    http://carnets.opossum.ca/roberto/2007/10/ken_oconnor_excellentevidemmen.html

    he he – first comment of the weekend. Guess the coffee is kicking in ;)

    (and that’s the edited version…)

    Assessment informs learning. I assess before, during, and after units of study so that my students and I know where they stand with the learning that is going on. If a student is NOT meeting the expectations for ANY reason – be it ability, interest, learning style, or socio/emotional issue – it us up to me to address it and assessment is data that shows me if how I am addressing it works. Evaluation is when I look critically at all of the data that I’ve culled from assessment, and reporting is how I share that with parents.

    So…I don’t do zeros because of my professional ethics, which are closely tied to my core values:

    • always hold on to hope for the future –> a zero in no way informs a learner of anything to do with potential for learning and change and can completely destroy any possible hope that was there.
    • always teach with integrity –> giving a zero undermines my integrity as a teacher.
    • always maintain the utmost respect for my students and their families –> a zero indicates to me that no communication has been made between me and my students/families about progress and how to fix things.

    Very often a zero is tied to behaviour. It is a punishment for skipping class, not studying, acting jerky or disrespectful, whatever. When these things happen to me (and they do) I focus on why this is happening instead of trying to punish it. It makes more sense for me.

     

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  • Ouch…important feedback

    yelling teacher

    image found here –> Ms Teacher

    Well, I thought that none of my students were able to complete the end of year feedback assignment due to technical difficulties at school, but evidently one was able to…and I quote:

    …and what I didn’t like of this year was the teacher that I had becuase I she made us have meetings and she was yelling at my friends and I didn’t like that. and the outher thing that I didn’t like of thst year was peopple where picking on me more then last year…

    Ouch.

    That teacher was me. Her last memory of me was of me raising my voice at students in the class who felt that summer vacation had begun before it really had.

    Regardless of the reason, she remembers me as the teacher who was ‘yelling at my friends’.

    poo.

    Note for next year…remember that the end of the school year is trying for everyone. And that there are other ways to give students a reminder of what they need to do than by showing them my frustrations.

    And I don’t remember who said it, some have attributed it to Maya Angelou I think but…

    …they don’t care how much you know until they know how much you care…

    and

    …People may not remember exactly what you did, or what you said, but they will always remember how you made them feel