I have an American lit class that meets after a half hour period we’ve designated for collaborative learning and talking and working with peers and teachers. Many of my students came to class quite early today. Some of the students were discussing a quiz in history, sharing strategies they’d used to study and lamenting faulty memory when reading their history textbooks. I shared with them that my 8th grade math teacher had taught us the SQ3R method for reading textbooks, and since they hadn’t heard of it, I explained it to them. I mentioned I found it helpful for reading history textbooks in particular, but that I thought it also worked well for science. Maybe not so much for English, and I never used it in math. One student mentioned it was kind of strange that a math teacher taught it to us as it might not have been directly helpful in studying math. I said she was the kind of teacher who shared general success tips, such as study hints and note-taking methods, with us, even if it wasn’t necessarily going to help us in her class. She also taught us how to take cluster or web notes. I have never found that technique useful myself, but I’ve taught it to students who have found it quite helpful. My teacher—I still remember her name, Mrs. Sands—cared about our success and not just in her class. I knew she cared about us.
What I like best about teaching is not necessarily teaching the subject, but helping kids learn, whatever it is. I love sharing ideas and hearing from students. The conversation I described was a five-minute conversation before class, but it was a lot of fun for me, and I felt like we shared a bond over the study tips. Will they give SQ3R a try? I don’t know. But it only took a few minutes to show, and it didn’t take a lot of effort either, that I cared about my students’ success, and not just in my class.
I was in a colleague’s classroom either late last week or early this week (I forget which), and he had a small stack of writing taken up from his seniors. I noticed the names of former students, so I peeked (my colleague didn’t mind). I pulled the second paper out of the stack and started reading. It was good. I felt so proud of the student who wrote it. He had spent two years in my English classes, and he didn’t have a lot of confidence when he came in, but he worked very hard. He came in to work with me. He revised. He volunteered to have his writing workshopped. He is reaping the rewards of the effort he put into improving his writing. Of course, writing is an integral part of the English classroom, and we should be teaching students to write for a variety of audiences and purposes. It’s such an important skill to take forward, and I loved helping this student learn how to improve his writing. But make no mistake: he did the work that resulted in that improvement. He’s carrying that success forward in his English classes this year, and I don’t doubt he’ll carry it forward to future writing he does.
It doesn’t take a lot of work, I don’t think, for us to show our students that we are interested in their lives and struggles beyond our classroom walls. They will remember how we cared for them many years after they no longer remember content. Relationships are important. I remember most of my favorite teachers because of a combination of how interesting their classes were and now much we connected as people beyond the subject. I can clearly remember having teachers who made me feel invisible in the classroom, and I knew they didn’t really care about any of their students, or at least I didn’t feel it. In fact, I have had teachers who really seemed to dislike their students. I am not sure why they were teaching. Students are what I like best about teaching. More importantly, students are why I teach. And perhaps most importantly of all, I really like my students.
I’ve been back in the classroom for about a week. I’ve learned my students’ names, which thrills me because it’s always hard at the beginning of the year when I want to have discussions and don’t know their names. I know most teachers can relate. I am trying as much as possible to call them by name in class discussion as well.
I’m thrilled to be off to a good start to AP Literature this year. We have so far discussed the AP rubric and tried our hand at evaluating some writing, practiced with thesis statements, and chosen Socratic seminar discussions for our Socratic seminar on Rebecca. We will have the seminar and do a timed writing this week. I have a great, hardworking group of students, and I’m impressed with them.
My American Lit students have read and discussed Emma Lazarus’s “The New Colossus” in a Socratic seminar as well. I have one class that is somewhat quiet, and I am working on ways to draw them out. I have some ideas, but if you know of some tried and true methods for working with students who might lack confidence and are somewhat quiet, feel free to fire away. I had a class a few years ago that was very quiet. Sometimes it’s just the mix of students, but I also am keeping in mind that it’s the beginning of the year, and some classes need time to feel comfortable. I know several of them are English language learners, which is also a factor. I have noticed they are a bit reluctant to work with partners or in groups, so I have a hunch they don’t really know each other outside of my class, or at least not well. I’m using my wait time, that’s for sure.
Another potential factor is the fact that we are in the midst of a heat wave, and my building doesn’t have central air. The fan helps, actually, but it’s just really hot, and the students are having trouble concentrating. We should be out of the woods by Thursday, and I’m hoping that’s an end of the hot weather until next summer. I detest the heat. I really hated summers in Georgia. I was always miserable. I get headaches and other aches and pains when it’s too hot. I would so much rather be cold. Typically, I live in a pretty good place for the kind of weather I like. This summer hasn’t been too bad until just the end of it. I must be really weird or something, but I have never liked summer very much. Oh, I liked it okay when it was temperate, and I could play outside with friends when I was a child, but as an adult, I have always disliked it. Perhaps it is because of the heat. I enjoy time to decompress, but it’s never been a favorite season with me. I have never been a big beach person (at least, not really), nor am I outdoorsy in general.
I knew once school started, I would be busy, but it’s been a hectic week. I have not had as much time to plan as I’d have liked, which makes me grateful I have the first three weeks planned for all my classes. I hope I’ll be more caught up. I was really smart to do my lessons in Evernote last year because it’s really easy for me to look up last year’s lessons, tweak them, and bring them into this year. I am trying to be more mindful of attaching all handouts and documents to my lessons in Evernote as well so that I have everything I need in my Evernote notebook. I was really good early last year about writing reflections after lessons. Reading those reflections has been helpful for tweaking. I have just taken a few minutes to write short reflections about today’s lessons in my notes. So far, so good, but I’d like to make it a more consistent habit this year.
I forgot to post yesterday for Slice of Life Tuesday. I was tired when I returned home from school and wound up taking a nap. While Monday was our first day of school, it was mostly taken up with orientation activities, so Tuesday was the first day we met with our students. We had shortened classes.
This year I am teaching American Studies in Literature and AP English Literature and Composition. American Lit is familiar territory. I have been teaching it for most of my career—and this will be my eighteenth year. It doesn’t seem that long in a lot of ways. AP Lit, on the other hand, is new for me, so I have been doing a lot of work to prepare for that course.
I began the year in my AP class with a chalk talk: “What are your goals for AP Lit this year?” on one poster, and “What challenges do you foresee in this class?” on the other. Students wrote responses silently for ten minutes, stepped back to read what others wrote, and added comments or agreed with peers’ comments by starring, checking or adding some other mark. They liked it, and they discovered they really have similar hopes and fears. I am going to like this class very much. They put me on the spot right away and asked me what my goals are for the class. And as it turns out, we have pretty much the same goals: 1) I want students who are taking the AP exam to go into the test feeling like they are well prepared, 2) I want students to feel well prepared for their college English classes, and 3) I want to have fun while we learn. Today in AP, we examined the rubric. I was proud of them for pointing out its vagueness (I think it could be clearer in the top end as well), and we tried our hand at reading a student’s AP timed writing and determining 1) what prompt the student was attempting to answer, 2) writing the prompt in our own words, 3) evaluating the essay (two students nailed the exact grade the student received, and the rest lowballed the student, which gives me hope that if anything, they will be harsher graders (which is potentially better than grading too high), and 4) talking about thesis statements. They are great, engaged class.
My American Lit students began the year with some discussion of essential questions:
- What is the American Dream?
- Is the American Dream accessible to all? Why/why not?
- What makes a person American?
- How is America different from/similar to other countries?
- Why do people come to America to live?
I asked students to take sticky notes and pick at least two questions to reflect on and write answers to. Then they put one of the sticky notes on chart paper and made connections between notes: two ideas were similar, two ideas were opposites, two ideas were connected in some other way. Then I asked them to take another sticky note and put it on the appropriate chart and connect a negative with a positive or make a connection between a note and something they heard in the news. It won’t really surprise most folks (and didn’t surprise me) to learn they didn’t follow the news much, though one student commented he’d heard candidates talking about “anchor babies.” We talked about what that was. I told the students we would put the charts away and take them out at the end of the year and look at them again. We would reflect on what we had learned. Are our answers the same? Are they nuanced in some way? What do we know now that we didn’t know in the beginning?
I think these classes will be interesting in particular because I have many international students. I have students from China, Vietnam, Russia, Sweden, Thailand, Nigeria, and South Korea, as well as students from Massachusetts and the rest of New England. It looks like a really diverse group, and I think they will bring some very interesting perspectives to our discussions about American literature. Of course, they are likely to need support as non-native speakers of English. I always think my international students are brave for traveling so far away to study in a second (or perhaps third or fourth) language. I wouldn’t have been able to do that when I was in high school.
We are plunging into the deep end of the pool without water wings tomorrow as we have a Socratic seminar on Emma Lazarus’s poem “The New Colossus.” I like to frame the year with this poem because I like students to ask questions about why this poem is on the Statue of Liberty and whether we believe the idea expressed in the poem (or, indeed, if we ever have believed it). I was proud that one of my former students who is in my class again approached me to check because he remembers our 70-minute Socratic seminars from last year, and he was concerned we weren’t ready as a class to do that yet. He’s right, so I was able to reassure him by letting him know they will have time to prepare for their seminar in class (half the class, in fact), and the seminar would likely be more like 30 minutes. The reason I was glad he approached me is that he 1) advocated for himself, but really 2) advocated for his peers and showed concern for them.
I have written in the past about how I reworked my curriculum so it’s thematic, and it worked well last year. I did the same opening activity last year, and you should have seen my students’ faces when I pulled out their chart paper from the beginning of the year, and they could actually see how their understanding and thinking about the questions had evolved, even if they still basically agreed with the sentiments expressed—they had evidence to back up those sentiments by the end of the year. I am hoping this year’s class walks away feeling the same way: proud of how much they had learned.
My advisory students are now seniors, and I have been with some of them all four years of high school. They are a great group—very conscientious and hardworking. I am looking forward to seeing them through their last year as they work through the college application process and prepare senior projects. I really look forward to seeing them walk across the stage at graduation at the end of the year. I am so excited to see what they will do.
I had a great start to the year. Last year was my best teaching year yet, and I’m hoping to top that one, even. I am really in a happy place right now.
Last week, I mentioned how inspiring it was to discover that I had some colleagues at my school with whom I could collaborate as part of a Critical Friends Group®. I think collaborating with teachers outside our individual disciplines or subjects can be really helpful. Secondary teachers can be awfully focused on their subjects and forget what we share in common with all teachers; as a result, they lose out on some pretty helpful collaboration and perhaps, even more important, some supportive friends.
Still, it does help to connect with colleagues in your subject matter. I am glad that my friend Glenda Funk, who lives in Idaho, and I have started collaborating on AP Literature. Both of us are new to the subject this year. We connected via Google Hangout and talked a bit about our respective course outlines and our experiences in AP training this summer. We pooled our resources in a shared Google Drive folder. One of the things Glenda is really good at (and I’m not sure if she realizes this about herself or not) is lighting a fire under others. The Hangout was her idea, and we already have some other ideas cooking (all hers). She is also really good about reminding me to do my Slice when I haven’t. She’s not just a great collaborator but also a great friend. Knowing that she is out there and we can connect easily means I have someone I can run to with the quick question about something I might want to try. We also bounced some other ideas off each other. I told Glenda how I had planned to start off with a chalk talk in my classes and what I thought might be some good questions to ask, and she said that gave her an idea for a lesson tweak she might try on the first day as well. Even better, Glenda mentioned our collaboration on Facebook, and as a result, we’ve invited a couple more friends to join in.
I’ve been working my way through King Lear and A Thousand Acres. I plan to start the year with an introduction to AP—some analysis tools, some practices with both writing and multiple choice, learning how to read, use, and apply the rubric—and my unit on Home and Family with Lear and A Thousand Acres at the center will follow. I am really excited about teaching these pair texts. It has been a while since I read either of them, and they are so rich and powerful. I have been working a bit on a unit, but I realized I needed to finish reading both books completely before I could make progress (and I need my Folger books, which are at school, and I haven’t had a chance to go get them recently).
I think talking with Glenda has energized me, and I don’t think I’d be spending as much time on a unit that is probably about a month away if not for the fire she lights under me. It’s funny how subtle she is about it, too. I often don’t realize she’s prompted me to do something until I’m in the middle of doing it. We all need to have friends like that in our lives. Thanks Glenda!
I was taking notes today in a professional development session, and I wrote down these three comments: 1) Help me understand where you are coming from; 2) Help me understand what your role is; and 3) Help me understand what is happening. They were not anything anyone else said, but they occurred to me as I was listening to my colleagues. We could understand so much better if we asked people to tell us one or all of these things.
I am attending a Critical Friends Group® training (National School Reform Faculty) at my school. The other people in my group are my colleagues. They are all either department chairs, department directors, or class/school deans—essentially middle management, if you want to think of it like that. We are learning protocols for Critical Friends Groups. As fussy as the word “protocols” sounds, it’s really helpful to have “structured processes and guidelines” in place to “promote meaningful, efficient communication, problem solving, and learning” (Critical Friends Group® Coaches Handbook, Michele Mattoon and Luci Englert McKean, eds.). Many of them, I am finding, can be used with colleagues or with students. I am getting lots of ideas for the classroom as well as department meetings.
I wrote down the three comments at some point when I was listening because it occurred to me that we often don’t know where others are coming from and why they are doing what they are doing until we ask, and we can be much more understanding and empathetic if we do. I thought they might be good questions to ask students, too. If a student is checking out and not being a part of a class, there is a reason for it. It might be they’re worried about something, or it could be that something happened which is preventing them from being present. I once took a phone away from a student, and a colleague later told me that her mother was in the hospital. I felt terrible. She wasn’t following the school rule, but she was doing it for a reason.
I also found out today that I have some wonderfully supportive colleagues, and because we hadn’t really worked together this way before, I didn’t realize I had that network. What an amazing and affirming discovery. I think we as teachers sometimes are so trapped in silos. It helps to hear others validate and support you. These kinds of groups can give us real tools we can use to support each other, which is so helpful. I’m really hoping we can continue to meet as a group through the year. I know we all do a lot. I am really involved in a lot of ways at my school, but as one of my colleagues said, a Critical Friends Group would help so much with a work/life balance.
Help me understand where you are coming from. Help me understand what your role is. Help me understand what is happening.
These three sentences are we should ask students and each other to gain more empathy with the students we teach and with our colleagues. We should also be telling people our own answers to these questions. We are all beginning or preparing to begin our new school year. It’s a good time to take care of everyone and ourselves.
As full as my summer has been (and I can’t do it again next summer), I have had some great professional learning opportunities this summer.
Years ago and early in my career, one of my schools was considering sending me to AP Language training, but I moved on to a different school before that happened. I don’t think my previous principal would ever have considered it for a variety of reasons. One of the reasons I finally did it was that our chief AP Literature teacher was overloaded, and I thought it would help him out.
I had a great week at Fitchburg State University in nearby Fitchburg at the training. The other teachers in my group were a great group of educators. Most of them were public school teachers, so I learned a lot about public schools in Massachusetts. Interesting stuff. Frankly, none of what I heard made me want to go back to public schools, though my own children have received a good education from our local public school system. The system just seems designed to frustrate teachers nowadays. It makes me sad. I am a little on the fence about whether or not to continue pursuing my Massachusetts teaching certificate. In some ways, it seems like such a hassle. I am tempted to go for National Board Certification, even though I know the amount of work involved, principally because I wouldn’t have to worry about the different certification rules for different places. (Is that accurate, those of you who are NBCT?) I have wanted to do it anyway.
As to the AP training, my instructor is a brilliant AP teacher. We got a lot of great tools and no-nonsense advice. I liked her a lot. She really helped me clear up why TPCASTT was not working as well for me as I wanted it to (I was, naturally, doing it a little bit wrong—not totally wrong, but wrong enough that the kids were not doing more than scratching the surface). I was dreading the poetry part, I am not going to lie. I know that teaching AP involves teaching a lot of poetry, and frankly, I was feeling like I wasn’t very good at that, but the tools that my instructor gave me have made me feel a lot more confident. I am really excited about the course and getting going now. I was, I admit, feeling a bit intimidated and not at all sure about AP in general. I still think it should be a bit more open than it is at my school, but I learned a great deal about how it functions at other schools. I also learned a lot about the AP rubric and how to grade. I was fairly consistently two points below what the instructor said the College Board graded several of the essays. I guess if you are going to have a grading issue, then grading a little lower is better than being too high because the students will possibly do better on the exam. By the end, though, I was figuring it out pretty well, and the last round of papers we evaluated, I hit the mark each time. The last few days, I’ve been working on reading the books I want to teach and the course audit syllabus. I am feeling pretty confident about the way the course is shaping up.
In other news, I received my new work computer today, and I backed up my old work computer to an external hard drive and restored EVERYTHING without any help. Woo! I was pretty happy with myself. I am going to work a little bit more on my AP materials before I put the computer to bed tonight. The new install went great. It took a little while (but probably less than two hours). I was nervous when the status bar said the time remaining was over 100 hours at one point, but it turns out that the status bar was lying.
What are you up to this fine Tuesday?