updates for 01.09.2011
My mastery tracker has five yellow boxes and one GREEN box in the sea of orange. I have a checklist to complete every weekday after school, and a tracker on the fridge to see what percentage of the tasks I complete every night. I have a student who admitted to learning something yesterday. I have a lot, a lot, a LOT to do, but I also have the motivation to get it done, and the ability to stay motivated even if it doesn't happen the way I want it to. It was a good week. ... it was a good week!!
School is back in session and I could not be more excited. I kept all my same kids from last semester; however, many of them were switched into a different block. A big group of my fourth block babies, God bless them, was put in my first block. Many of my third block kiddos were moved to a different block as well. Same teacher + Different Time = Major Success. During the very beginning of third block, one of my students raised her hand and said, “Man, Mr. Henley. Ain’t none of my friends up in here.” It was like music to my ears. She was right. My guidance counselor had broken up her friend group faster than Yoko took down the Beatles. Despite my initial giddiness, I responded with, “I don’t understand what you just said.” With a quick and quiet upgrade in grammar, she said, “Sorry. None of my friends are in here anymore.” The correct grammar only added to my newfound joy in 2011. We have only been back for two days, but it actually feels different than the first semester. The babies have been shifted around. I am not nervous anymore. My kiddos already know they’re going to work for 90 minutes every day in room 400, so they have stopped trying to fight that. I am more efficient at planning and grading. The biggest advantage I have is that now I am technically teaching English I. Last semester, I was teaching compensatory reading, a non-mandatory elective. My students didn’t have to pass, and they knew it. However, English I is the ONLY class a student is required to pass to leave our campus and go to the 10-12 grade campus. A child can get a 100 in every other class, but if their last report card doesn’t have a 60 or higher beside English I, their butt is stuck. And they know it. 2011 is going to be a great year. My first spring semester as an educator is going to be epic. Their ACT scores are going to continue to skyrocket. Their mastery level will be well over 70%. They will leave my classroom prepared to conquer the English II SATP next year. I will continue to become a better teacher for my students. I will continue to love living in the Delta with great roommates and great friends. Who knows---Grover could even hit 6 pounds. The possibilities are as endless as my students’ hunger for KoolAid pickles.
After spending two weeks dreading my return to Tulsa and the classroom, I have made it through my first week. Not only have I survived the week, it went surprisingly well. For once, I am feeling positively about the culture of my classroom and the possibility of success this semester. I hate to admit it, but I finally implemented some of the systems that TFA has been urging me to implement since day 1 of Institute. After 6 months of being ornery, I have finally put into place a classroom point system and have displayed my class mastery. Who would have thought that the only thing I needed to do to get my students out of the hallway into my class on time was to offer them a class point. Who would have thought that all I needed to get my 3rd hour class to put away their cell phones was the displaying of their 59% mastery compared to the 81% of my 2nd hour class. I suppose that after all my griping about seemingly useless and time consuming systems, I should have at least given them a chance. Lesson learned TFA:1 Me:0 My Students:1.
It would be ideal if I could say that I've had a fresh start to the new year--that 2011, like every new year, somehow ushers in a revitalized phase of teaching and learning. But the reality is that my first week back (after break, and after my 5-week jury duty term) has been hellish. But this week has been instructive in two ways: (1) It has taught me that, though breaks are a time to relax, it is important to spend some time in a transition phase before returning to teaching. I made the foolish error of returning to DC Sunday night. After 24 hours of plane flights (thanks to the chaos that is JFK), I arrived home, only to realize that in 10 short hours, I'd be back in the classroom. I panicked. I realize I didn't give myself enough time to shift mental gears from vacation mode to teaching mode. I had my lesson plans ready, but I somehow needed that extra time to prime my mind for the very different mode of thinking that teaching requires. Even a day of basic reflection on my teaching practice--what I'd done wrong and how I could improve upon it; modification of classroom goals--would have better prepared me for the week. I didn't give myself time to do this. To make matters worse, my physical gears were not in order. I was prepared to deal with the 13-hour jet lag throughout the week, but was utterly unprepared to battle the cold that I caught early in the new year. Add to this the biggest physical stress of all--teaching--and I had a recipe for disaster. And disaster ensued. My voice was raspy, my head was throbbing and my body wanted to shut down for the better part of the week. I was in a hazy daze. I'm glad it's over (clearly, I'm still jet lagged since it is 6am on a Saturday morning and I'm wide awake). (2) I've learned that teaching is just as much about motivation as it is about teaching. If I were to assign students grades based on what my gradebook looks like now, only 2 students in my first period would be passing. Essentially, students completed very little of the work that I had assigned to them while I was on jury duty. Their grades showed this, plain and simple. Yet the students complained that it was unfair that my 5-week absence from the class could be "counted" as part of their classroom performance this advisory. I countered that they had signed contracts, which clearly stated that "EXPECTATIONS ARE THE SAME EVEN WHILE MR. K IS GONE!"; that we had discussed procedures thoroughly; that I would be available by email or phone 24/7. They still insisted I was being unfair. It was hard for me not to get angry at this collective attitude. It seemed to me like students were looking for the easy way out, the old "you-weren't-here" excuse. But I took some time to think about the situation. Weren't they in some sense justified? As their teacher of record, wasn't I the one responsible for pushing their learning, even if it's ultimately they who need to take charge? Didn't I poke and prod students each and every day, to push harder, to stay alert, to write and read more? In an ideal setting, students would need no external motivation. The thirst for knowledge would intrinsically activate them. Yet given how disenchanted many of my students are about school and academics, it's completely reasonable to see why teachers need to act equally as motivators. I spoke with my principal and he offered his perspective: "at the end of the day, no matter how you cut it, you were out of the classroom for 5 weeks. And, nothing--nothing--can replace you as the general ed teacher in your classroom." A big part of the reasons students do things, he seemed to be implying, is "you." And if "you" is gone, some of that motivation is gone. Thinking back, I'm realizing that, indeed, so much of what I do on a daily basis is motivating. Of the many metaphors that we can use to describe teaching, I'd have to say that the "teacher-as-coach" one is one of the most accurate. The responsibility of a coach is to push his charges beyond their comfort zones. This applies for the few highly self-motivated athletes as it does for those who aren't independently energized. One can always give more, if pushed in the right direction by someone else.
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