In the last week of school, I had a chance to talk with a lot of our alumni. The first thing that struck me is that many of them talked about students who were unhappy at school during the first six weeks. This is truly a normal reaction as many students wonder do they really belong at school, emotionally, socially and academically. If you had strong connections in high school, it is sometimes hard the first couple of weeks at college because you do not have those connections yet. The truth is that you forget how long it took to build your friendships in high school and just wonder why you do not have them in college.
My advice is always wait, give college time. That almost everyone is feeling the same as you but that there are students who are better at hiding it than you are. That it is natural to wonder do you belong but the fact of the matter is that once you do adjust you will do fine. An alumni then told me that one of the problems was that our school put too much of an emphasis on college. That we made college bigger than it really is.
I hope that I convey the message that the individual student is more important than the college. I know that when our students get accepted to colleges, my first thought is how lucky these schools are to get such talented individuals. That most of our students have figured out how to make high school a great experience will have little problems getting that same great experience out of college. That you define the college experience more than the college.
Alumni also talked about that the pace of the college class is sometimes faster than high school and that students need to be able to keep up the pace on their own. That reading with understanding is important as the professor is likely not to cover all the material needed for you to be prepared for the papers or the exam you must take. I am probably going to speed up the pace in the reading for macro in the first unit to see how that goes.
Another great piece of advice was that you need to go to college with an open mind. That there are so many bright people with diverse views that you need to be open to what other people have to say. That critical thinking really occurs when you can change your mind based on new information that was obtained. This is often hard to do but an important part of college life as you continue to grow.
The take away, should be most people struggle at the start, and you should not be scared to be open about your struggles. It is not a competition to see who is having the best college experience but rather important to express your true emotions. If for what ever, reason you do not think the college is right for you that is fine because there are plenty of other choices. Remember, failure is a way to grow not something that should be looked at negatively. That all your parents, friends and teachers want for you is that you are happy.
Saturday, December 26, 2015
Saturday, December 5, 2015
Failure and other advice from alumni
One of the questions I always ask my returning students is what can we have done better to prepare you for your college experience. The other day one of my favorite students told me that we needed to teach her how to fail. When she arrived at college as a Pre-med student she had a difficult time handling a "B". It made her doubt herself, made her wonder was she following the right career path and brought about general doubt.
Carol Dweck writes a lot about the power of a growth mindset. The type of person who does not seeing mistakes as failures but as an opportunity to grow. That many of us get so focused on the grade that we do not look at what we can learn from our mistakes.
Our new Chinese teacher, a great addition to our school, gave a talk about failure the other day. He mentioned that nobody start a computer game and masters it the first round. That the truth is that you play the game and constantly learn from your mistakes. As you master these mistakes you then go to the next level. The trick is the ability to transfer the skills from the computer games to real life.
When talking to another former student they told me how much they enjoy the gratitude page but also told me that we need to encourage our students to share their weaknesses and insecurities. That we need to open up the lines of communication so that we can help each other overcome our problems.
All of us, even the angry old man, sometimes gets lost in the day to day battle we call school. This alumni gave the advice that we need to walk away from that grind, make sure that we are doing things that we enjoy and finding friends that we can trust to help us.
I proposed a couple of years ago to teach a positive psychology class to all the ninth graders. The first response was not to our GT kids, like they are immune from stress, anxiety and depression. Now with a new person in charge maybe it is time to introduce that idea.
How do we make our school a safer (mentally) place for our students? How do we improve the well-being of our student body?
Carol Dweck writes a lot about the power of a growth mindset. The type of person who does not seeing mistakes as failures but as an opportunity to grow. That many of us get so focused on the grade that we do not look at what we can learn from our mistakes.
Our new Chinese teacher, a great addition to our school, gave a talk about failure the other day. He mentioned that nobody start a computer game and masters it the first round. That the truth is that you play the game and constantly learn from your mistakes. As you master these mistakes you then go to the next level. The trick is the ability to transfer the skills from the computer games to real life.
When talking to another former student they told me how much they enjoy the gratitude page but also told me that we need to encourage our students to share their weaknesses and insecurities. That we need to open up the lines of communication so that we can help each other overcome our problems.
All of us, even the angry old man, sometimes gets lost in the day to day battle we call school. This alumni gave the advice that we need to walk away from that grind, make sure that we are doing things that we enjoy and finding friends that we can trust to help us.
I proposed a couple of years ago to teach a positive psychology class to all the ninth graders. The first response was not to our GT kids, like they are immune from stress, anxiety and depression. Now with a new person in charge maybe it is time to introduce that idea.
How do we make our school a safer (mentally) place for our students? How do we improve the well-being of our student body?
Sunday, November 29, 2015
Make stress your friend
I work in a place where everyone seems stressed. My students will often talk about or show their stress during the course of the day. Now that I teach mostly seniors, the stress is added with such things as college essays, applications and the entire college process. Teachers are stressed with the changes that are put upon them without any input into them.
I have told my students that stress is good for you. The problem with stress is when you think it is your enemy. This weekend I have done a lot of research on stress and am going to do a seminar after school on "Making Stress your friend"
Hopefully in getting both teachers and students educated on stress will help both of these key players in the educational process more productive. Stress is really a true ally in our being productive.
I have told my students that stress is good for you. The problem with stress is when you think it is your enemy. This weekend I have done a lot of research on stress and am going to do a seminar after school on "Making Stress your friend"
Hopefully in getting both teachers and students educated on stress will help both of these key players in the educational process more productive. Stress is really a true ally in our being productive.
Monday, November 23, 2015
Slay Economics
I have been reading a lot and thinking a lot about gaming. It always amazes me how much time students will spend on games while they could not imagine putting that same time into school work. What makes great gamers? They are creative in solutions to problems, they are resilient, gritty, and often in some games work well with others.
So can we start a new game called Slay economics. The goal of the game is up to each player to set for themselves. Once you set this goal the first thing you should do is find some allies. Do you have friends in economics class that will help you reach that goal. Some people who will give you positive feedback as you move toward the desired goal Allies are the type of people who will help explain concepts to you. Second identify the bad guys. These are the obstacles that prevent you from accomplishing your economics goals. Make sure your allies no of these bad guys so that they can help you overcome them. Third, we need some power packs. These are things we can go to when we are not feeling so good about economics. My suggestion is that you master two graphs, perfect competition and monopoly graphs. Become an expert in these graphs and on days that you are feeling bad about economics just draw these graphs and dazzle yourself with your economics skill. The power packs just help give you a positive lift when you are feeling better about the game.
If you are struggling with motivation about economics I suggest you start this game.
Okay, who is ready to play? Any suggestions from the gamers out their for our game?
So can we start a new game called Slay economics. The goal of the game is up to each player to set for themselves. Once you set this goal the first thing you should do is find some allies. Do you have friends in economics class that will help you reach that goal. Some people who will give you positive feedback as you move toward the desired goal Allies are the type of people who will help explain concepts to you. Second identify the bad guys. These are the obstacles that prevent you from accomplishing your economics goals. Make sure your allies no of these bad guys so that they can help you overcome them. Third, we need some power packs. These are things we can go to when we are not feeling so good about economics. My suggestion is that you master two graphs, perfect competition and monopoly graphs. Become an expert in these graphs and on days that you are feeling bad about economics just draw these graphs and dazzle yourself with your economics skill. The power packs just help give you a positive lift when you are feeling better about the game.
If you are struggling with motivation about economics I suggest you start this game.
Okay, who is ready to play? Any suggestions from the gamers out their for our game?
Saturday, November 21, 2015
grades
Our district is thinking about changing their grading system and there are so many rumors going around that it is hard to keep up with them. Here are some of the controversial points that are sure to bring teachers, parents or students screaming.
1. No grades for homework. Homework should be done to support knowledge but not used as proof of knowledge so students should not get a grade for it.
2. No zero's. Students lowest grade should be 50%.
3. Students should be allowed to retest if they do not do well on the original assessment. They might be given an alternative assessment than the original one. Meaning if the failed a multiple choice test that they can be given an oral presentation to substitute.
4. Students will be graded on their knowledge of each standard. Not really sure how that works but that theoretically you can not continue forward for new knowledge until you show mastery knowledge of the previous standards.
5. Class room work can be collected but not used as a grade. Students would then more likely read the teachers feedback without worrying about the grades.
6. No extra credit for bringing in tissues going to the school play etc.
So what do you think of these ideas. I would love your feedback and try to pass it along to the powers that be. Secondly what might you change in the grading system.
1. No grades for homework. Homework should be done to support knowledge but not used as proof of knowledge so students should not get a grade for it.
2. No zero's. Students lowest grade should be 50%.
3. Students should be allowed to retest if they do not do well on the original assessment. They might be given an alternative assessment than the original one. Meaning if the failed a multiple choice test that they can be given an oral presentation to substitute.
4. Students will be graded on their knowledge of each standard. Not really sure how that works but that theoretically you can not continue forward for new knowledge until you show mastery knowledge of the previous standards.
5. Class room work can be collected but not used as a grade. Students would then more likely read the teachers feedback without worrying about the grades.
6. No extra credit for bringing in tissues going to the school play etc.
So what do you think of these ideas. I would love your feedback and try to pass it along to the powers that be. Secondly what might you change in the grading system.
Friday, November 20, 2015
Mental well being
Today I collected to me both my favorite assignment as well as the most important assignment. My students handed in their gratitude visit. In one of my classes a student asked me did any of this years assignments bring tears to my eyes which brought up a rant by me about the importance of mental well being in our school house.
If the goal for school is to prepare you for the world after high school, should we not be giving you the tools to make you a happy person. It would seem to me that being happy is more important than being smart. Yet, you never hear our leaders talking about making our students better men or women but rather much more about increasing test scores. One of the things that always impresses me as a parent about the private school sales pitch is their concern about making my children better people which is important to me.
When I reflect back on notes I get from students who have went on to the next level, what they really enjoyed three good things or gratitude assignments. The chance to reflect on the prior day or the chance to reflect on people who have really made a difference in our life. Whenever I read these assignments many of them start with I do not often express my emotions. My question is why not? One of my favorite psychologist told me, "that the most reflective people need to reflect more" That reflection is a great way to make a successful journey.
When I listen to the talk in the hallways, you can constantly hear students complaining about teachers, other students, and parents. Rarely if ever do you hear "wow, my mom is an amazing women, or man that teacher realty cares about me"
It has been shown that great organizations have four positives (at least) to every negative. Imagine the type of creative and intellectual energy we could generate in our building if we were more positive about the things that are good. Not phony positive but truly focused on the good things that are going on.
I am blessed to teach so many students who I know will make the world a better place. Never before have I learned more from students than I have this year. Each day I am amazed by their generosity of their time to make our school and their friends the best that they can be.
So what do you think, do we as teachers get caught too much on our curriculum that we often miss the more important message?
If the goal for school is to prepare you for the world after high school, should we not be giving you the tools to make you a happy person. It would seem to me that being happy is more important than being smart. Yet, you never hear our leaders talking about making our students better men or women but rather much more about increasing test scores. One of the things that always impresses me as a parent about the private school sales pitch is their concern about making my children better people which is important to me.
When I reflect back on notes I get from students who have went on to the next level, what they really enjoyed three good things or gratitude assignments. The chance to reflect on the prior day or the chance to reflect on people who have really made a difference in our life. Whenever I read these assignments many of them start with I do not often express my emotions. My question is why not? One of my favorite psychologist told me, "that the most reflective people need to reflect more" That reflection is a great way to make a successful journey.
When I listen to the talk in the hallways, you can constantly hear students complaining about teachers, other students, and parents. Rarely if ever do you hear "wow, my mom is an amazing women, or man that teacher realty cares about me"
It has been shown that great organizations have four positives (at least) to every negative. Imagine the type of creative and intellectual energy we could generate in our building if we were more positive about the things that are good. Not phony positive but truly focused on the good things that are going on.
I am blessed to teach so many students who I know will make the world a better place. Never before have I learned more from students than I have this year. Each day I am amazed by their generosity of their time to make our school and their friends the best that they can be.
So what do you think, do we as teachers get caught too much on our curriculum that we often miss the more important message?
Tuesday, November 17, 2015
Nuggets from Buck
I often kid people that I am voting for Buck for President because if he can fix the Orioles he certainly can fix the nation. I had the opportunity to hear Buck speak last night and he did not disappoint me.
He started the talk discussing how his father taught him to stand up for what is right. That as a principal of a school in the south his father supported desegregation at a time that this was an unpopular stance. People told Buck's dad that he would never run a school again if he took that stance but that did not deter him. Instead one Sunday he brought his whole family to a black church. Buck talked about having chills go down his spine as he walked to the pew because he was so proud of his dad. That his father walked the talk really made an impression on his young son.
He asks himself at the end of each day did he treat people right. He often wonders did he give people the right amount of time or did he seem rushed when he talked with them. You really get the impression that being a good person is extremely important to him.
He talked about the disease of me. People who are just so centered upon themselves that they do not think about others. One of the things he thinks about when putting a team together is getting people that actually enjoy helping each other. Players who wants the new players to have it easier than they did, who help teach them the tricks of the trade so to speak. When I think of students who have really impressed me over the years it is not the smart students which we have plenty of, but those who go out of their way to help others.
He then hit home on something that I think teachers often forget. He talked about how managers forget quickly how hard it is to play the game at a high level for 162 times a year. That once you become a manager you often forget the grind that the season is. I think that happens often to teachers, we often forget how hard it is to be prepared every day. How hard it is to focus every class and balance your school work, extra activities and life. This was a great reminder to me.
Then he asked another question that he asks himself each day. What did you bring today? I think a great question for both teachers and students alike to ask? What did I bring today that helped make our class, school or someone better. As he said, there is a lot of accountability to that statement.
He then talked about how you find out your true character when you face adversity. Do you buckle to the pressure and cut corners. When he scouts players he does not watch what they do when they are on the field but rather tries to watch what they do when the players do not think anyone is watching. To me I always hope that students would not cheat even if I left the room.
Any thoughts or comments of course are always appreciated.
He started the talk discussing how his father taught him to stand up for what is right. That as a principal of a school in the south his father supported desegregation at a time that this was an unpopular stance. People told Buck's dad that he would never run a school again if he took that stance but that did not deter him. Instead one Sunday he brought his whole family to a black church. Buck talked about having chills go down his spine as he walked to the pew because he was so proud of his dad. That his father walked the talk really made an impression on his young son.
He asks himself at the end of each day did he treat people right. He often wonders did he give people the right amount of time or did he seem rushed when he talked with them. You really get the impression that being a good person is extremely important to him.
He talked about the disease of me. People who are just so centered upon themselves that they do not think about others. One of the things he thinks about when putting a team together is getting people that actually enjoy helping each other. Players who wants the new players to have it easier than they did, who help teach them the tricks of the trade so to speak. When I think of students who have really impressed me over the years it is not the smart students which we have plenty of, but those who go out of their way to help others.
He then hit home on something that I think teachers often forget. He talked about how managers forget quickly how hard it is to play the game at a high level for 162 times a year. That once you become a manager you often forget the grind that the season is. I think that happens often to teachers, we often forget how hard it is to be prepared every day. How hard it is to focus every class and balance your school work, extra activities and life. This was a great reminder to me.
Then he asked another question that he asks himself each day. What did you bring today? I think a great question for both teachers and students alike to ask? What did I bring today that helped make our class, school or someone better. As he said, there is a lot of accountability to that statement.
He then talked about how you find out your true character when you face adversity. Do you buckle to the pressure and cut corners. When he scouts players he does not watch what they do when they are on the field but rather tries to watch what they do when the players do not think anyone is watching. To me I always hope that students would not cheat even if I left the room.
Any thoughts or comments of course are always appreciated.
Sunday, October 25, 2015
are we ready?
I was just going over some quiz surveys in which I noticed that many students did not feel prepared for the quiz. What was surprising is that many of them had put in hours of work and some of them actually did well on the quiz. Which prompted me to think are they really not prepared or do they lack confidence. So some thoughts on how to get rid of those nagging self doubt issues.
1. Do not compare yourself to others. It is a losing battle as you can continue to find people that might appear better than you. It amazes me how many students tell me that they did not do well on their SAT's. Usually when I hear there actual score it is quite impressive, would probably get them into the college they would like to attend but might not hold up against a couple of their friends. Let it go and just compare yourself to yourself not to others.
2. Have a growth mindset, see quizzes, tests etc. as just temporary assessments telling you where you are at the moment. Do not worry about the grade as much as what you can learn from the assessment and how that will help you move forward. Remember if you are struggling, working hard you are growing your economic brain muscle (in my class, different muscles in different classes). See it as an opportunity to learn.
3. Know that you belong. Often students wonder do I belong in this college? Do I belong in this class? 99% of the time the answer is yes. To get into the class your teachers recommended you, counselors sign off on it and you yourself registered for it. It is highly unusual that all three of these parties made a mistake. There are many students who failed the first test, first quiz and first quarter but still crushed the course as a whole.
4. Set goals within your reach. You should not set a goal for an A on the next quarter if you failed the first quarter. Set a goal that will make you happy and that will show that you improved over a period of time. Think of the obstacles that have faced you and how you can overcome them. I usually set three sets of goals. My stretch goal which would be it was an exceptional year, another goal for a good year, and then a third goal which if I did not achieve would mean I really have to rethink what I am doing.
5. Self reflect. Ask yourselves each day did you do your best to engage in the class? Did you do your best to focus on the homework? Have I tried different strategies to make myself successful? If you keep reflecting on your own performance you will improve.
Coming into any exam thinking you are prepared is a huge advantage so try to get into that mindset. You should come into the exam thinking I can teach this material and it is probably a good exercise to stand before a mirror and attempt to teach it. Develop a list of questions that students might ask and make sure you can answer it.
Just some thoughts that entered my mind while I read my students reflections. As always love to hear your thoughts and feedback on this subject.
1. Do not compare yourself to others. It is a losing battle as you can continue to find people that might appear better than you. It amazes me how many students tell me that they did not do well on their SAT's. Usually when I hear there actual score it is quite impressive, would probably get them into the college they would like to attend but might not hold up against a couple of their friends. Let it go and just compare yourself to yourself not to others.
2. Have a growth mindset, see quizzes, tests etc. as just temporary assessments telling you where you are at the moment. Do not worry about the grade as much as what you can learn from the assessment and how that will help you move forward. Remember if you are struggling, working hard you are growing your economic brain muscle (in my class, different muscles in different classes). See it as an opportunity to learn.
3. Know that you belong. Often students wonder do I belong in this college? Do I belong in this class? 99% of the time the answer is yes. To get into the class your teachers recommended you, counselors sign off on it and you yourself registered for it. It is highly unusual that all three of these parties made a mistake. There are many students who failed the first test, first quiz and first quarter but still crushed the course as a whole.
4. Set goals within your reach. You should not set a goal for an A on the next quarter if you failed the first quarter. Set a goal that will make you happy and that will show that you improved over a period of time. Think of the obstacles that have faced you and how you can overcome them. I usually set three sets of goals. My stretch goal which would be it was an exceptional year, another goal for a good year, and then a third goal which if I did not achieve would mean I really have to rethink what I am doing.
5. Self reflect. Ask yourselves each day did you do your best to engage in the class? Did you do your best to focus on the homework? Have I tried different strategies to make myself successful? If you keep reflecting on your own performance you will improve.
Coming into any exam thinking you are prepared is a huge advantage so try to get into that mindset. You should come into the exam thinking I can teach this material and it is probably a good exercise to stand before a mirror and attempt to teach it. Develop a list of questions that students might ask and make sure you can answer it.
Just some thoughts that entered my mind while I read my students reflections. As always love to hear your thoughts and feedback on this subject.
Saturday, October 24, 2015
Why
I am asked this question often so I should have a quick reply by now but I do not. Today a friend of mine asked me "why do you still teach" I wonder does anyone ask doctors why they still do their job but I am asked this at least once a month. What is somewhat disturbing is that I am asked this by my colleagues.
Anyhow the first thing that always pops into my mind is because I love it. At this time in my life their is not another job that I would want rather than teaching. I have had a chance to be department chair fairly often in the past, offered teacher mentor program but none of these really motivate me more than being a teacher.
Why, because when I think of teaching a rush of students names go through my head. When Clinton won his first presidential election the theme was "It is about economy stupid" I find it the same way about education, It is about students stupid.
Now sometimes they (anyone above a teacher) might make working with students harder but the truth is that no matter who I have worked for in education it has not hindered me from helping students learn and achieve. There is nothing more rewarding than see the lightbulb go off in a students brain and to know they get it. Watching kids who swore to me that they could not compete with this top students now competing and often beating some of the top. Watching a kid who I was told would not graduate enter an AP class and be successful. Watching students succeed is like a drug to me and it is highly addictive.
The last few years I have come to realize that mental health is much more important than academic well being. Three good things and the gratitude visit are all part of that mental well being. Again hearing from past students that they still do three good things, or that they have written gratitude visits on their own make me feel that you can make a difference. It inspires me to try to become a better teacher so that I can help more people feel this way.
The challenge is great since no two classes are alike as well as no two students. So to try to get the most out of everyone is a challenge that keeps me up at night and allows me to wake up early. I know many of my friends earn more money than I do but most of them dread going to work. I actual love going to work.
Like any job, this job has its down days. When that happens I try to talk with students. They are the ones that pick up my spirit. I have been lucky to teach amazing students who wake up early to attend reviews, study with me during their lunch and often stay after school. The other day I was working with one student, then another joined us, then a third and finally a fourth. It was just an impromptu meeting but it was great watching some of our schools brightest students working at mastering the material.
So after my rant my friend just looked at me and said, "that is what I thought you would say" Feel free to comment or leave any thoughts to the blog.
Anyhow the first thing that always pops into my mind is because I love it. At this time in my life their is not another job that I would want rather than teaching. I have had a chance to be department chair fairly often in the past, offered teacher mentor program but none of these really motivate me more than being a teacher.
Why, because when I think of teaching a rush of students names go through my head. When Clinton won his first presidential election the theme was "It is about economy stupid" I find it the same way about education, It is about students stupid.
Now sometimes they (anyone above a teacher) might make working with students harder but the truth is that no matter who I have worked for in education it has not hindered me from helping students learn and achieve. There is nothing more rewarding than see the lightbulb go off in a students brain and to know they get it. Watching kids who swore to me that they could not compete with this top students now competing and often beating some of the top. Watching a kid who I was told would not graduate enter an AP class and be successful. Watching students succeed is like a drug to me and it is highly addictive.
The last few years I have come to realize that mental health is much more important than academic well being. Three good things and the gratitude visit are all part of that mental well being. Again hearing from past students that they still do three good things, or that they have written gratitude visits on their own make me feel that you can make a difference. It inspires me to try to become a better teacher so that I can help more people feel this way.
The challenge is great since no two classes are alike as well as no two students. So to try to get the most out of everyone is a challenge that keeps me up at night and allows me to wake up early. I know many of my friends earn more money than I do but most of them dread going to work. I actual love going to work.
Like any job, this job has its down days. When that happens I try to talk with students. They are the ones that pick up my spirit. I have been lucky to teach amazing students who wake up early to attend reviews, study with me during their lunch and often stay after school. The other day I was working with one student, then another joined us, then a third and finally a fourth. It was just an impromptu meeting but it was great watching some of our schools brightest students working at mastering the material.
So after my rant my friend just looked at me and said, "that is what I thought you would say" Feel free to comment or leave any thoughts to the blog.
Friday, October 23, 2015
Feedback Breakfast of Champions
I truly believe that feedback is one of the most important ingredients for success. If teachers could give students five minutes of good feedback a day I think it would make a huge difference in student performance. If teachers received five minutes of feedback a day I think it would make a huge difference in our performance. We give students a report card at the end of each quarter and just to be fair I want students to grade me.
What I am going to ask you to do is to reply to this blog. What are five qualities that teachers should be measured on. For example should teachers be measured on content knowledge. When I compile the five categories that students think are the most important I will then make out a report card that you can fill out anonymously.
When I think about my evolution as a teacher, the best suggestions have come from students. From high fives to most improved board 95% of the things that I do were told to me from students. So here is your chance to form my report card. What five things do you think teachers should be judged on?
What I am going to ask you to do is to reply to this blog. What are five qualities that teachers should be measured on. For example should teachers be measured on content knowledge. When I compile the five categories that students think are the most important I will then make out a report card that you can fill out anonymously.
When I think about my evolution as a teacher, the best suggestions have come from students. From high fives to most improved board 95% of the things that I do were told to me from students. So here is your chance to form my report card. What five things do you think teachers should be judged on?
Thursday, October 22, 2015
The angry man returns
One of my favorite educational bloggers is Grant Wiggins. I check Grant's blogs weekly and have been disappointed that he has not blogged in a while. Finally after three months of no blogging I googled Grant to see if anything happened. To my surprise he had died of a heart attack, which made me sad. Well, I am still alive and kicking but I have not blogged in a long time. Hopefully I will get back into the swing of things.
Currently the big push in the county is student centered learning. An expression which nobody truly has clarified for me and one which angers me to my very core. The last faculty meeting we spent 45 minutes visiting class rooms (without students) to determine if they were student centered. Did they have student worked on the board? Were there seats faced in pods? In each class we visited I stated the same thing, the most important part of the class is the teacher not the setup.
My response to this activity was does any student enroll in a class because of the teachers floor plan? Do people sign up for AP Euro because of the teacher or the room arrangement? I think the answer to that is obvious.
So I would now ask, is the four period day student centered? Is it good for students that they now have an extra period? While that extra period opens up many options it does also is give students more work to worry about. It also has made us go to an A/B schedule which means that we can not see our students every day. Do students who struggle benefit by going to class every other day.
The theory of the 85 minute schedule is that I can introduce price discrimination, have students try to figure out the graph and then work out a real life problem. Given 85 minutes periods, this would allow students the chance to really struggle with the problem of figuring out the graph which would be great.
Now the problem, the curriculum is so extensive to cover, that if I took that time and taught one concept a day then we would never reach the Macro part of the course. So instead on a day like today we learned three different graphs. Three entirely different concepts and away we go.
Luckily, I teach some of the smartest kids in the country, and they can adjust to this overload of work. They have the ability to take in multiple concepts and understand them. However, some of my other students can not do that yet (Carol Dweck would love that). They are then forced to try to bring all this information together in a short time which can be often frustrating.
The A/B schedule and the size of classes are something that comes from the county. How can a county that is pushing student centered approach produce large class sizes, give students more work with eight classes and not allow them to visit their teachers each day. If relationships are the key to student success then how can they think it is easier to build relationships seeing people every other day compared to every day.
Does anyone else see the disconnect? Your comments of course are appreciated.
Currently the big push in the county is student centered learning. An expression which nobody truly has clarified for me and one which angers me to my very core. The last faculty meeting we spent 45 minutes visiting class rooms (without students) to determine if they were student centered. Did they have student worked on the board? Were there seats faced in pods? In each class we visited I stated the same thing, the most important part of the class is the teacher not the setup.
My response to this activity was does any student enroll in a class because of the teachers floor plan? Do people sign up for AP Euro because of the teacher or the room arrangement? I think the answer to that is obvious.
So I would now ask, is the four period day student centered? Is it good for students that they now have an extra period? While that extra period opens up many options it does also is give students more work to worry about. It also has made us go to an A/B schedule which means that we can not see our students every day. Do students who struggle benefit by going to class every other day.
The theory of the 85 minute schedule is that I can introduce price discrimination, have students try to figure out the graph and then work out a real life problem. Given 85 minutes periods, this would allow students the chance to really struggle with the problem of figuring out the graph which would be great.
Now the problem, the curriculum is so extensive to cover, that if I took that time and taught one concept a day then we would never reach the Macro part of the course. So instead on a day like today we learned three different graphs. Three entirely different concepts and away we go.
Luckily, I teach some of the smartest kids in the country, and they can adjust to this overload of work. They have the ability to take in multiple concepts and understand them. However, some of my other students can not do that yet (Carol Dweck would love that). They are then forced to try to bring all this information together in a short time which can be often frustrating.
The A/B schedule and the size of classes are something that comes from the county. How can a county that is pushing student centered approach produce large class sizes, give students more work with eight classes and not allow them to visit their teachers each day. If relationships are the key to student success then how can they think it is easier to build relationships seeing people every other day compared to every day.
Does anyone else see the disconnect? Your comments of course are appreciated.
Thursday, July 9, 2015
Do Incentive work
When you read any introductory economics book they always talk about how incentives work. However, do they work in the school house? When you look at grades are they an incentive that drives student learning? When students are young learning how to read is the grade what drives them? Or are kids just naturally attracted to learning?
Even as students grow older, do grades work for everyone or are they just an incentive for the good students? Then look at the opposite side of the coin that teachers get paid no matter if they do a good or a bad job. Does this impact teacher performance. Interested to hear your thoughts?
Even as students grow older, do grades work for everyone or are they just an incentive for the good students? Then look at the opposite side of the coin that teachers get paid no matter if they do a good or a bad job. Does this impact teacher performance. Interested to hear your thoughts?
Thursday, July 2, 2015
Rising seniors
Here is some thoughts on what juniors can do to prepare themselves for their senior year and the college application process.
1. Think about who you want to write your letter of recommendation. These teachers should know you the best and be able to explain what makes you different than other applicants. The fact that you are a great student will show up in your transcript the letter and your essay should try to demonstrate what characteristics you have that make you different. The more time you give your teacher to write the letter of rec, the better the letter will be.
2. Write your essays over the summer. You have the time to do it and it will take pressure off you during the school year.
3. Visit some colleges if possible. Even if you are visiting a small school like Goucher, city school like Hopkins, or a big school like Maryland. It might give you an idea at least of what type of school you would like to attend. If you are visiting a school that you will apply to, drop off your resume so the school will start a file for you. REMEMBER the schools are also recruiting you.
4. When you are thinking about your safety schools make sure that they are safe in that you will get in and that they are financially affordable for your family.
5. Do not stress out about the college that you will get into. The truth is that you are more important than the college. You will make sure that you get a good education and have a great time at the school that you attend. There are plenty of good schools out there and you will find one that fits your needs.
6. Again in writing your essay, or doing an interview think about what makes you unique. It is not a time for modesty but truthfully a time to shine. Anytime you can show persistence, demonstrate your passion for something outside the classroom, that is what colleges want. They want students who not only shine in the classroom but will make their college a better place.
7. Remember most college admissions people are under 35. You can be cool in your writing.
Hope this helps
1. Think about who you want to write your letter of recommendation. These teachers should know you the best and be able to explain what makes you different than other applicants. The fact that you are a great student will show up in your transcript the letter and your essay should try to demonstrate what characteristics you have that make you different. The more time you give your teacher to write the letter of rec, the better the letter will be.
2. Write your essays over the summer. You have the time to do it and it will take pressure off you during the school year.
3. Visit some colleges if possible. Even if you are visiting a small school like Goucher, city school like Hopkins, or a big school like Maryland. It might give you an idea at least of what type of school you would like to attend. If you are visiting a school that you will apply to, drop off your resume so the school will start a file for you. REMEMBER the schools are also recruiting you.
4. When you are thinking about your safety schools make sure that they are safe in that you will get in and that they are financially affordable for your family.
5. Do not stress out about the college that you will get into. The truth is that you are more important than the college. You will make sure that you get a good education and have a great time at the school that you attend. There are plenty of good schools out there and you will find one that fits your needs.
6. Again in writing your essay, or doing an interview think about what makes you unique. It is not a time for modesty but truthfully a time to shine. Anytime you can show persistence, demonstrate your passion for something outside the classroom, that is what colleges want. They want students who not only shine in the classroom but will make their college a better place.
7. Remember most college admissions people are under 35. You can be cool in your writing.
Hope this helps
Saturday, April 4, 2015
New leadership
We are getting a new principal next year, which of course brings worry to some, excitement to others. What I thought I would ask is if you were the new principal of our school what is the first three things you would change.
Tuesday, March 31, 2015
To read or not to read, that is the question
Today a student brought up in class that we should not read the text book next year. She felt that the textbook was complicated, confused her (and other classmates). Her thoughts were that if we did not read the textbook that we could spend more time at home doing practice problems which would allow us to practice and apply what we learned.
This is something that I have tossed around in my mind many times this year. What I worry about is that students will not do the problems if they do not have a grade attached or will copy the problems if they do have a grade attached. Also if we moved away from the text I could do more in class assessments but less formal quizzes. Another negative is that I think it is beneficial to read a difficult college text as to me one of the main proponents of an AP class is to prepare you for college.
Now I thought what we could do instead of reading is have small video clips of each major concept that is covered in a chapter. Students would be required to watch those clips and do problems at home that demonstrate that they have mastered the knowledge. We can then extend the conversation in class and help clarify all the problems. Now the truth is that I can do the same as above with the reading
So as you can tell, I am conflicted in the search for what is best for students. I would like to hear your thoughts about what is best not easiest.
This is something that I have tossed around in my mind many times this year. What I worry about is that students will not do the problems if they do not have a grade attached or will copy the problems if they do have a grade attached. Also if we moved away from the text I could do more in class assessments but less formal quizzes. Another negative is that I think it is beneficial to read a difficult college text as to me one of the main proponents of an AP class is to prepare you for college.
Now I thought what we could do instead of reading is have small video clips of each major concept that is covered in a chapter. Students would be required to watch those clips and do problems at home that demonstrate that they have mastered the knowledge. We can then extend the conversation in class and help clarify all the problems. Now the truth is that I can do the same as above with the reading
So as you can tell, I am conflicted in the search for what is best for students. I would like to hear your thoughts about what is best not easiest.
Thursday, March 26, 2015
Cheating
A couple of days ago an issue involving cheating came up in another teachers classroom. I brought up the situation in one of my classes and was amazed that everyone in the class had cheated on a test during the course of the year. While I realize that their maybe a gray area in cheating (discuss later) but I did not think cheating on a test was something that every student in a class participated in.
Cheating to me is gaining or allowing someone to gain an unfair advantage. So to me if you give someone questions on a test, or you allow someone to copy your homework in my opinion that is cheating. Now I understand that is a gray area in students minds but that is an argument for debate.
Each year our school newspaper, which I have tremendous respect for, prints an article about how cheating has increased in our high school. As a teacher in the building I always feel like a failure when this comes out. How can we as teachers do such a bad job in setting both an environment and tone that would discourage cheating? Why does this not infuriate both teachers and students as it does not send a good message out about the school we are part of?
Today, a student justified cheating because they did not think the teacher gave them a just amount of time to prepare for the test. That is not a reason to cheat but a reason to talk to the teacher about the course load. Most of us as teachers will try our best to work around situations and put the student in the best position to be successful.
I was asked today, "Did I every cheat in high school" I do not remember cheating but the truth is that school was not that important to me. There was not the pressure to get into high stakes college, nor the fight for scholarship dollars.
When I was in business my ethics were challenged often. I remember one day when our comptroller told me that one of our suppliers made a 10,000 dollar mistake in our favor. He asked me what to do. My reply was immediate, "You should not even have to ask me, get on the phone and fix it right away with the supplier".
I just think we should do the right thing. If I was not a good enough business man to make money without taking advantages of some ones mistakes than I did not deserve to run a company. As a student if you are not prepared you should take the consequences. We all make mistakes and we should use our mistakes to learn from and become better.
Really want to hear your thoughts about this topic. I do not want to judge but learn from you.
Cheating to me is gaining or allowing someone to gain an unfair advantage. So to me if you give someone questions on a test, or you allow someone to copy your homework in my opinion that is cheating. Now I understand that is a gray area in students minds but that is an argument for debate.
Each year our school newspaper, which I have tremendous respect for, prints an article about how cheating has increased in our high school. As a teacher in the building I always feel like a failure when this comes out. How can we as teachers do such a bad job in setting both an environment and tone that would discourage cheating? Why does this not infuriate both teachers and students as it does not send a good message out about the school we are part of?
Today, a student justified cheating because they did not think the teacher gave them a just amount of time to prepare for the test. That is not a reason to cheat but a reason to talk to the teacher about the course load. Most of us as teachers will try our best to work around situations and put the student in the best position to be successful.
I was asked today, "Did I every cheat in high school" I do not remember cheating but the truth is that school was not that important to me. There was not the pressure to get into high stakes college, nor the fight for scholarship dollars.
When I was in business my ethics were challenged often. I remember one day when our comptroller told me that one of our suppliers made a 10,000 dollar mistake in our favor. He asked me what to do. My reply was immediate, "You should not even have to ask me, get on the phone and fix it right away with the supplier".
I just think we should do the right thing. If I was not a good enough business man to make money without taking advantages of some ones mistakes than I did not deserve to run a company. As a student if you are not prepared you should take the consequences. We all make mistakes and we should use our mistakes to learn from and become better.
Really want to hear your thoughts about this topic. I do not want to judge but learn from you.
Wednesday, March 25, 2015
Reading
In working with struggling ninth graders, it has become apparent that they read very little in all their subjects. Somehow they have lost the desire to read and many of them have reading levels probably two levels below their grade level.
The central office is very proud of the new curriculum which offers rigorous books and rigorous writing assignments. The only problem with this curriculum is that hardly anyone of the lower level students are reading these books. So while we have best intentions, these books are turning our lower level kids off from reading.
I am at no means a reading expert, but I do realize that you can not improve your reading skills unless you read the material.
Watch this clip
https://www.youtube.com/watch?v=gokm9RUr4ME
Then answer the questions should we give students choice in what they read? Can we build a library of choices which all address the same central theme that might inspire or light a spark for these struggling readers?
The central office is very proud of the new curriculum which offers rigorous books and rigorous writing assignments. The only problem with this curriculum is that hardly anyone of the lower level students are reading these books. So while we have best intentions, these books are turning our lower level kids off from reading.
I am at no means a reading expert, but I do realize that you can not improve your reading skills unless you read the material.
Watch this clip
https://www.youtube.com/watch?v=gokm9RUr4ME
Then answer the questions should we give students choice in what they read? Can we build a library of choices which all address the same central theme that might inspire or light a spark for these struggling readers?
Sunday, March 8, 2015
Love the Journey
I just went to visit my Dad for his birthday. When thinking about my Dad I started to think what is the most important lesson that he taught me in life. It was to love the journey. While my Dad was a result oriented person, he taught me to love practice. Somehow I was the type of person who enjoyed shooting 500 jumpers a day and never once thought about all the people I knew who shooting a basketball came easy. It makes me smile today when I hear students state, I would get as good as grades as (fill in the blank) if I studied as hard as them. Almost like hard work was not a great attribute.
There have been times when I have realized that even though I think that I am working harder than I have ever have before the truth is that I needed to work harder. That to get the desired output that I wanted that the work and effort I needed to put in had to increase. Was it easier for others? Absolutely but to be honest that was not something that my Dad would let cross my mind. His question was always "what could have you done differently to get the output you wanted?" What do you need to practice to get yourself better? How do you make those around you better?
When I finally realized that I could compete in the classroom with the same intensity that I competed on the athletic field this came into play. I was never (not once) the smartest kid in my class but I realized that if I outworked everyone in the class I would get the desired output of an A. While many students are frustrated that work comes easier to others, I loved the fact that if I worked hard enough that I could get the same A as the smartest kid in the class.
There was no real talk about GRIT but instinctively my dad taught me that if you loved the journey you would excel. So where Will Smith tells you never get off the treadmill, my Dad might have said sometimes you even have to speed that treadmill up, you need to work harder than you think to accomplish what you desire.
There have been times when I have realized that even though I think that I am working harder than I have ever have before the truth is that I needed to work harder. That to get the desired output that I wanted that the work and effort I needed to put in had to increase. Was it easier for others? Absolutely but to be honest that was not something that my Dad would let cross my mind. His question was always "what could have you done differently to get the output you wanted?" What do you need to practice to get yourself better? How do you make those around you better?
When I finally realized that I could compete in the classroom with the same intensity that I competed on the athletic field this came into play. I was never (not once) the smartest kid in my class but I realized that if I outworked everyone in the class I would get the desired output of an A. While many students are frustrated that work comes easier to others, I loved the fact that if I worked hard enough that I could get the same A as the smartest kid in the class.
There was no real talk about GRIT but instinctively my dad taught me that if you loved the journey you would excel. So where Will Smith tells you never get off the treadmill, my Dad might have said sometimes you even have to speed that treadmill up, you need to work harder than you think to accomplish what you desire.
Saturday, February 21, 2015
Who should pick the Principal
Our principal has announced her retirement, and the rumors are floating around who will be our next principal. My thoughts are who should have input in this decision? Do all stakeholders, meaning, teachers, parents and students deserve the right to have input on this decision? Or should the Superintendent make the decision based on the information he gathers from his people.
In interviewing thousands of people during the course of my lifetime, I realize that you often miss on your selections. There are people who come across well in interviews that might not be as good as you think and that can also work in reverse. So it is hard for me to think that the stakeholders in an interview forum will make the best selection.
On the flip side of the coin, nobody knows better than the stakeholders, what the school needs to lead them in the future. So having stakeholders during the interview process might allow the final decision makers insight into what is needed in the building.
Your thoughts. As stakeholders in the education process do you want a seat at the table when deciding a new principal.
In interviewing thousands of people during the course of my lifetime, I realize that you often miss on your selections. There are people who come across well in interviews that might not be as good as you think and that can also work in reverse. So it is hard for me to think that the stakeholders in an interview forum will make the best selection.
On the flip side of the coin, nobody knows better than the stakeholders, what the school needs to lead them in the future. So having stakeholders during the interview process might allow the final decision makers insight into what is needed in the building.
Your thoughts. As stakeholders in the education process do you want a seat at the table when deciding a new principal.
Friday, February 20, 2015
Mastery grading is on the way
There have been a lot of discussion of a new grading system that will be put in place next year. The theory behind this grading system is that students get a chance to master their subject. That if you fail an exam you get a chance to retake the exam until you have mastered the content. That would be the same for any assignment given you in class or for homework.
So for example this year I have used the mastery type system a couple of times. After the midterm students were allowed to do test corrections in school from their midterm. Then they had the chance to take their midterm again if they wanted. For most students this was about a two hour investment of their time.
The results were that 18 students decided to retake the exam. Out of those 18 the average score went up 4.5 questions, which is about 7.5%. Since they were both released AP exams, I felt pretty confident that the tests were equal in difficulty and that our students benefited from retaking the tests.
What is being proposed is in the future is to allow all students to be able to retake all exams. That if a student does not hand in the work, they do not get a zero but the chance to hand it in at a later time. If the original essay is a D they get a chance to rewrite the essay with the teachers comments to help guide them
So, currently I use the extra test questions I have to give students as a practice test. If we moved to this type of program I would not be able to issue practice test questions since I would have to use them as mastery re-test questions.
What I would like to know from students is which do you think is more valuable. The chance to retake the test, after doing the notes of the chapter, making test corrections, or would you rather have the practice quiz or test to help you prepare for the exam.
This is a discussion in which you are definitely the experts so please weigh in.
So for example this year I have used the mastery type system a couple of times. After the midterm students were allowed to do test corrections in school from their midterm. Then they had the chance to take their midterm again if they wanted. For most students this was about a two hour investment of their time.
The results were that 18 students decided to retake the exam. Out of those 18 the average score went up 4.5 questions, which is about 7.5%. Since they were both released AP exams, I felt pretty confident that the tests were equal in difficulty and that our students benefited from retaking the tests.
What is being proposed is in the future is to allow all students to be able to retake all exams. That if a student does not hand in the work, they do not get a zero but the chance to hand it in at a later time. If the original essay is a D they get a chance to rewrite the essay with the teachers comments to help guide them
So, currently I use the extra test questions I have to give students as a practice test. If we moved to this type of program I would not be able to issue practice test questions since I would have to use them as mastery re-test questions.
What I would like to know from students is which do you think is more valuable. The chance to retake the test, after doing the notes of the chapter, making test corrections, or would you rather have the practice quiz or test to help you prepare for the exam.
This is a discussion in which you are definitely the experts so please weigh in.
Wednesday, February 11, 2015
Empathy vs Sympathy
I really enjoy this short clip that I wanted to share with my classes in school. The problem however, is that we are having a hard time showing youtube videos right now and amazingly this video did not get through our safety screening process.
So I hope that you can take a couple of minutes out of your day to watch this video and then respond to it on the blog. As many of the character skills somehow these discussions get lost in the school house.
So maybe my first question would be should we discussing this topic in school? Why or why not? Do you think people often mistake sympathy for empathy.
http://www.bing.com/videos/search?q=sympathy%20and%20empathy%20rsa%20animate&qs=n&form=QBVR&pq=sympathy%20and%20empathy%20rsa%20animate&sc=0-23&sp=-1&sk=#view=detail&mid=40548622B1834D85D1D440548622B1834D85D1D4
So I hope that you can take a couple of minutes out of your day to watch this video and then respond to it on the blog. As many of the character skills somehow these discussions get lost in the school house.
So maybe my first question would be should we discussing this topic in school? Why or why not? Do you think people often mistake sympathy for empathy.
http://www.bing.com/videos/search?q=sympathy%20and%20empathy%20rsa%20animate&qs=n&form=QBVR&pq=sympathy%20and%20empathy%20rsa%20animate&sc=0-23&sp=-1&sk=#view=detail&mid=40548622B1834D85D1D440548622B1834D85D1D4
Monday, February 9, 2015
Feedback is the breakfast of champoins
When you study anyone who is great at a particular skill you realize that they have been coached by someone along the way. Good coaching provides the learned with constructive feedback that allows the learner to continue to improve. In education is important for both the student and the teacher to be able to learn from this type of feedback so that they can both grow along the way.
However, it seems often that we have trouble communicating feedback in an honest and helpful way. I read a blog the other day which I have posted below
However, it seems often that we have trouble communicating feedback in an honest and helpful way. I read a blog the other day which I have posted below
We don't care enough to give you constructive feedback
But if we did, it would take a lot to speak up in a useful way. It's
difficult to be a generous skeptic. Not only do we have to be clear and cogent
and actionable, but we cross a social boundary when we speak up. We might be
rejected, or scolded, or made to feel dumb. And of course there's the risk that
we'll get our hopes up that something will improve, only to see it revert to the
status quo.
So, most of the time, we don't bother.
But when someone does care enough (about you, about the opportunity, about the work or the tool), the ball is in your court.
You can react to the feedback by taking it as an attack, deflecting blame, pointing fingers to policy or the CEO. Then you've just told me that you don't care enough to receive the feedback in a useful way.
Or you can pass me off to a powerless middleman, a frustrated person who mouths the words but makes it clear that the feedback will never get used. Another way to show that you don't care as much as I do. And if you don't care, why should I?
One other option: you can care even more than I do. You can not only be open to the constructive feedback, but you can savor it, chew it over, amplify it. You can delight in the fact that someone cares enough to speak up, and dance with their insight and contribution.
Because then, if you're lucky, it might happen again.
So what are your thoughts? Do we need to take the time to provide feedback for each other? Is it that we do not care or is it that we are scared to hurt someone's feelings? Love to hear your thoughts
So, most of the time, we don't bother.
But when someone does care enough (about you, about the opportunity, about the work or the tool), the ball is in your court.
You can react to the feedback by taking it as an attack, deflecting blame, pointing fingers to policy or the CEO. Then you've just told me that you don't care enough to receive the feedback in a useful way.
Or you can pass me off to a powerless middleman, a frustrated person who mouths the words but makes it clear that the feedback will never get used. Another way to show that you don't care as much as I do. And if you don't care, why should I?
One other option: you can care even more than I do. You can not only be open to the constructive feedback, but you can savor it, chew it over, amplify it. You can delight in the fact that someone cares enough to speak up, and dance with their insight and contribution.
Because then, if you're lucky, it might happen again.
So what are your thoughts? Do we need to take the time to provide feedback for each other? Is it that we do not care or is it that we are scared to hurt someone's feelings? Love to hear your thoughts
Sunday, January 4, 2015
Inspiration for a new year
The first day after the break is sometimes hard on students and teachers. In watching this interview it truly motivates me to want to get back into the classroom.
https://www.youtube.com/watch?v=X7ymriMhoj0
Of course someone took the interview and made it into a song. Let me know what you think of this young man.
https://www.youtube.com/watch?v=3CClOsC26Lw
https://www.youtube.com/watch?v=X7ymriMhoj0
Of course someone took the interview and made it into a song. Let me know what you think of this young man.
https://www.youtube.com/watch?v=3CClOsC26Lw
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