Balance between teaching a set curriculum with allowing students to form independent connections with knowledge
Delivering a curriculum in a way which allows students to make connections to knowledge in a meaningful way, above all, requires incredible time and thought on the part of the educator. The more diverse life experiences and deep content knowledge the educator possesses, the better chance he or she has to be able to deliver the curriculum in a way that students can compartmentalize and be certain as to how and why it is useful to each individual student. A teacher being "one chapter ahead" can work for in a classroom where students simply love the idea of attaining knowledge, but unless the teacher can contextualize the information, it is difficult for any student to understand its importance.
Experiential Knowledge
I believe experiential knowledge is absolutely critical to students' learning. In my own experience, I know I would never have completely understood the tenets of Islam from the textbook chapter from which I read them if I had not lived with a Muslim host family in the Middle East. I would have never truly understood the importance of trade and communication via the Mediterranean if it I had not witnessed its physical vestiges with my own eyes in Greece, Italy, Turkey and Egypt. That said, I do not believe it is the job of the teacher to provide the student with these experiences. A class environment is a great place to break apart an issue or idea and discuss its components and implications. However in my opinion, it is the responsibility of the student to take these ideas and apply them in ways above and beyond what was presented in the classroom. In my classroom, I attempt to incorporate situations in which my students use their knowledge in real life scenarios. But at the same time, my greatest goal is to inspire them to go and seek these experiences themselves.
Implications of Education Reform
Today's educational reforms impact experiential learning so much! I think this is something that is greatly misunderstood by the public. Whereas people hear the idea of "no child left behind" and "all students held to the same standard" and associate it with positive learning outcomes, they are largely unaware of the learning sacrifices students are making to achieve these so-called "rigorous standards." In my middle school, students could choose to take Band, French, Spanish, German, Graphic Arts, Home Economics, etc in addition to a requirement of Science, Math, Language Arts and History not to mention the extracurriculars after school. This created an environment where something exciting was always taking place, whether it was a project, exposition, concert, sporting event, etc. At the middle school where I teach, 4 of 5 modules are filled with "core academic classes" with one module saved for one elective class. After school clubs are limited, with most resources going towards "Extended Learning Opportunity," or an extended hour and a half where students reinforce test taking strategies and math and reading skills. Consequently, this push for standardized testing in education reform has caused a great reduction in experiential learning opportunities.
Sunday, February 26, 2012
Monday, January 23, 2012
Socialization at School
from a post for one of my grad school classes:
Most times when I consider the phrase "socialization at school," I consider it a negative association. When I think of "socialization," I think of students talking through instruction, putting their hands all over one another in the hallway and screaming at each other at the top of their lungs in the lunch room. Herein lies the difference between socialization as a social skill and a tool to promote education versus socialization as a detriment to one's learning environment. Socialization could be considered one of the keys to learning and personal development, as it allow us to create relationships with others in which we not only learn about our ability to make connections and sustain friendships, but also in which we learn about another person's world view and life experience. For this reason, socialization is incredibly important to the human experience. No matter what we know empirically, we will never be able to navigate society as independent creatures.
In today's schools, promoting the important skills of socialization is a difficult question. In the day and age of high stakes testing, a quiet and controlled environment is best for students to study, read, and learn independently: the skills necessary for success on state tests. It almost seems like there is no time to discuss the important life skills that are necessary for "real" success outside of the classroom. This is an especially pressing matter when the majority of the student population believes the best way to solve a problem is physical fighting.
I highly disagree with this type of learning style, as it does not promote positive socialization. I do believe it important to teach social skills both in and outside of the context of school at all levels. While it is important to make sure children are exposed to group settings at an early age to jump start their social development, this need does not decrease as the child grows older.
The idea of project based learning in the classroom would bring about a more realistic social environment in which students would be able to gain the cognitive skills required of them by state standards while also learning how to relate to others in a positive and productive capacity. Even without project based learning, simple strategies for positive socialization can be practiced in the classroom setting. For example, when a student greets me with "sup?" or calls me "girl" or "mo," I stop them in their tracks to simply tell them that that word is not appropriate in this scenario and ask them to correct themselves before they move on. Additionally, before setting students to work in groups, we review situations that may arise and talk about how to deal with them. For example, if a student is not engaged in the group work, we could ask them “ Is there something you don't understand?” or “Could you please help us with x?” before tattling on them or yelling at them for being lazy.
Unfortunately, the assessment of socialization is difficult. Many times, we realize only when students fail to socialize appropriately- when they end up in court or jail. Additionally it is difficult to assess socialization given the varying cultural definitions of what it means. Specific standards could never be created because “working well with others” in one context could mean something completely different in another. Additionally, the school may have different standards than what is practiced at home and this instability would cause great confusion in the child. For example, when I tell my students that physical and verbal threats are not the appropriate way to solve a disagreement, they many times respond that “my mom says that I always have the right to fight back and should always defend myself.” Thus, it is difficult to push one way of socialization and conflict management when students are presented with another when they go home and also because it would consequently be impossible for a teach to tell a parent that their student is failing in “socialization” when they believe appropriate socialization to be something completely different.
Most times when I consider the phrase "socialization at school," I consider it a negative association. When I think of "socialization," I think of students talking through instruction, putting their hands all over one another in the hallway and screaming at each other at the top of their lungs in the lunch room. Herein lies the difference between socialization as a social skill and a tool to promote education versus socialization as a detriment to one's learning environment. Socialization could be considered one of the keys to learning and personal development, as it allow us to create relationships with others in which we not only learn about our ability to make connections and sustain friendships, but also in which we learn about another person's world view and life experience. For this reason, socialization is incredibly important to the human experience. No matter what we know empirically, we will never be able to navigate society as independent creatures.
In today's schools, promoting the important skills of socialization is a difficult question. In the day and age of high stakes testing, a quiet and controlled environment is best for students to study, read, and learn independently: the skills necessary for success on state tests. It almost seems like there is no time to discuss the important life skills that are necessary for "real" success outside of the classroom. This is an especially pressing matter when the majority of the student population believes the best way to solve a problem is physical fighting.
I highly disagree with this type of learning style, as it does not promote positive socialization. I do believe it important to teach social skills both in and outside of the context of school at all levels. While it is important to make sure children are exposed to group settings at an early age to jump start their social development, this need does not decrease as the child grows older.
The idea of project based learning in the classroom would bring about a more realistic social environment in which students would be able to gain the cognitive skills required of them by state standards while also learning how to relate to others in a positive and productive capacity. Even without project based learning, simple strategies for positive socialization can be practiced in the classroom setting. For example, when a student greets me with "sup?" or calls me "girl" or "mo," I stop them in their tracks to simply tell them that that word is not appropriate in this scenario and ask them to correct themselves before they move on. Additionally, before setting students to work in groups, we review situations that may arise and talk about how to deal with them. For example, if a student is not engaged in the group work, we could ask them “ Is there something you don't understand?” or “Could you please help us with x?” before tattling on them or yelling at them for being lazy.
Unfortunately, the assessment of socialization is difficult. Many times, we realize only when students fail to socialize appropriately- when they end up in court or jail. Additionally it is difficult to assess socialization given the varying cultural definitions of what it means. Specific standards could never be created because “working well with others” in one context could mean something completely different in another. Additionally, the school may have different standards than what is practiced at home and this instability would cause great confusion in the child. For example, when I tell my students that physical and verbal threats are not the appropriate way to solve a disagreement, they many times respond that “my mom says that I always have the right to fight back and should always defend myself.” Thus, it is difficult to push one way of socialization and conflict management when students are presented with another when they go home and also because it would consequently be impossible for a teach to tell a parent that their student is failing in “socialization” when they believe appropriate socialization to be something completely different.
Thursday, July 14, 2011
Reflection
A friend who is doing a piece on Wisconsin graduates in Teach for America asked me to respond to a few questions:
1. In your opinion, what is the greatest challenge our nation faces in terms of addressing the achievement gap?
I believe that the greatest challenge that our nation faces in terms of addressing the achievement gap is the lack of urgency that is placed on this issue. Of course there are several problems within each school district that need to be addressed: budget cuts, corruption, lack of parent involvement, etc. However, the fact that the average American is not aware that 14 year olds in the United States of America read at a 3rd grade level or cannot tell you which punctuation mark goes at the end of a sentence is alarming and even quite scary. And in many schools this is not just the exception, but instead the rule. How is it that this national crisis is going unnoticed?
Most times our country is known across the globe for our freedoms and progressive values, but the reality of the situation is that these freedoms and values only apply to a small portion of the American population. While we no longer have state-sponsored institutions like slavery and Jim Crowe laws, the effects of these institutions are being held in place by the lack of a quality education in our nation’s poorest neighborhoods. And unless this inequality is righted sooner than later and unless our nation’s children are given more educational opportunities than less, I can only see the United States plunging into further societal turmoil.
2. What motivated you to join TFA?
I was motivated to join Teach for America for several reasons. Primarily, it was a way in which I could gain a teaching certificate without having pursued education in my undergraduate career. Additionally, I wanted to give service to my country in some way. Due to the random chance of being born to middle class parents, I was fortunate to receive a quality education and live comfortably. I believed I owed it to others to at least attempt to give them the same opportunities that I have had. Lastly, I wanted to begin my life in the “real world” in an organization which would provide a strong supportive base and also provide me opportunities to grow professionally. I am satisfied in that Teach for American has provided this vital support throughout the year and also has allowed me to pursue my Masters of Arts in Teaching at American University.
3. What was the most challenging part of your first year in TFA?
The most challenging part of my first year in TFA was… my first year in TFA. I cannot single out one part of the year because the whole year in its entirety was the most challenging, frustrating and depressing undertaking that I have ever experienced. Despite the intense summer training, nothing can prepare you to have 70-minute classes with 30-40 students each. Despite juggling work, school and student organizations in college, nothing can prepare you for a working full time job, navigating a new city and finding time to take two graduate level courses all at the same time. Despite having traveled solo for weeks on three different continents thousands of miles from home, nothing can prepare you for the feelings of loneliness and despair you feel working with children who derive pleasure from making your life more difficult.
That said, I am a stronger and more effective teacher for having experienced these hardships. And in the scheme of things, the hardships that I experienced in the past year pale in comparison to those which my students have experienced and will experience in their lifetimes. I will return next year, and probably the next after that, because though I have a choice, my students do not. I will return because my students, and all students across the U.S., need teachers who will hold them to high standards and who will push them to achieve their greatest potential. I believe I can be this teacher.
1. In your opinion, what is the greatest challenge our nation faces in terms of addressing the achievement gap?
I believe that the greatest challenge that our nation faces in terms of addressing the achievement gap is the lack of urgency that is placed on this issue. Of course there are several problems within each school district that need to be addressed: budget cuts, corruption, lack of parent involvement, etc. However, the fact that the average American is not aware that 14 year olds in the United States of America read at a 3rd grade level or cannot tell you which punctuation mark goes at the end of a sentence is alarming and even quite scary. And in many schools this is not just the exception, but instead the rule. How is it that this national crisis is going unnoticed?
Most times our country is known across the globe for our freedoms and progressive values, but the reality of the situation is that these freedoms and values only apply to a small portion of the American population. While we no longer have state-sponsored institutions like slavery and Jim Crowe laws, the effects of these institutions are being held in place by the lack of a quality education in our nation’s poorest neighborhoods. And unless this inequality is righted sooner than later and unless our nation’s children are given more educational opportunities than less, I can only see the United States plunging into further societal turmoil.
2. What motivated you to join TFA?
I was motivated to join Teach for America for several reasons. Primarily, it was a way in which I could gain a teaching certificate without having pursued education in my undergraduate career. Additionally, I wanted to give service to my country in some way. Due to the random chance of being born to middle class parents, I was fortunate to receive a quality education and live comfortably. I believed I owed it to others to at least attempt to give them the same opportunities that I have had. Lastly, I wanted to begin my life in the “real world” in an organization which would provide a strong supportive base and also provide me opportunities to grow professionally. I am satisfied in that Teach for American has provided this vital support throughout the year and also has allowed me to pursue my Masters of Arts in Teaching at American University.
3. What was the most challenging part of your first year in TFA?
The most challenging part of my first year in TFA was… my first year in TFA. I cannot single out one part of the year because the whole year in its entirety was the most challenging, frustrating and depressing undertaking that I have ever experienced. Despite the intense summer training, nothing can prepare you to have 70-minute classes with 30-40 students each. Despite juggling work, school and student organizations in college, nothing can prepare you for a working full time job, navigating a new city and finding time to take two graduate level courses all at the same time. Despite having traveled solo for weeks on three different continents thousands of miles from home, nothing can prepare you for the feelings of loneliness and despair you feel working with children who derive pleasure from making your life more difficult.
That said, I am a stronger and more effective teacher for having experienced these hardships. And in the scheme of things, the hardships that I experienced in the past year pale in comparison to those which my students have experienced and will experience in their lifetimes. I will return next year, and probably the next after that, because though I have a choice, my students do not. I will return because my students, and all students across the U.S., need teachers who will hold them to high standards and who will push them to achieve their greatest potential. I believe I can be this teacher.
Saturday, July 2, 2011
Spring Break Check-In
written in April, never posted
I made it! Spring break has arrived and I am still walking among the rest with all limbs and (most) mental capacities intact. All along people have been saying that things will get better as time goes on, and that is true.
Since January, I have had time to catch up with friends from college and meet new people in D.C. In learning about these peoples’ lives and schedules, it seems our situations are all the same. That is, the real world has effectively eaten us up and consumed all of our energies. We work from the moment we wake up to the moment we go to bed and the tedious tasks in which we engage on a daily basis do not allow us to intellectually challenge ourselves as we once did. An exciting moment in a day is a beer with dinner or a 30-minute prime time show before bed. Wednesday is no longer Wednesday; rather, it is hump day. Thursday is no longer Thursday; rather, it is Friday eve. Starting with Sunday’s stomach-churning anxiety and carrying on until Thursday’s cabin fever, we have Friday on the mind all week long.
In college, I was someone who, no matter what, went to bed at night feeling good about relationships, school, work, life. I always believed that I would maintain the positivity that I always seemed to have, no matter what. But somehow, I have turned into someone who does not value each day like I used to. I have turned into someone who I don’t really like. I complain about things that really do not merit complaint. A roommate of mine has coined the phrase “mlish,” an acronym for “My life is so hard.”
This phrase is used frequently in our home. For example, when we arrive at home at 9 PM after being at work and then attending graduate classes at night, whining that we still not having eaten dinner and still having to plan lessons for the next day, another roommate will remind us “MLISH!” That is, “I am so sorry that you have a steady, mediocre- paying job, are working under one of the nation’s most selective alternative teacher certification programs and are currently pursuing your master’s degree basically for free!”
I made it! Spring break has arrived and I am still walking among the rest with all limbs and (most) mental capacities intact. All along people have been saying that things will get better as time goes on, and that is true.
Since January, I have had time to catch up with friends from college and meet new people in D.C. In learning about these peoples’ lives and schedules, it seems our situations are all the same. That is, the real world has effectively eaten us up and consumed all of our energies. We work from the moment we wake up to the moment we go to bed and the tedious tasks in which we engage on a daily basis do not allow us to intellectually challenge ourselves as we once did. An exciting moment in a day is a beer with dinner or a 30-minute prime time show before bed. Wednesday is no longer Wednesday; rather, it is hump day. Thursday is no longer Thursday; rather, it is Friday eve. Starting with Sunday’s stomach-churning anxiety and carrying on until Thursday’s cabin fever, we have Friday on the mind all week long.
In college, I was someone who, no matter what, went to bed at night feeling good about relationships, school, work, life. I always believed that I would maintain the positivity that I always seemed to have, no matter what. But somehow, I have turned into someone who does not value each day like I used to. I have turned into someone who I don’t really like. I complain about things that really do not merit complaint. A roommate of mine has coined the phrase “mlish,” an acronym for “My life is so hard.”
This phrase is used frequently in our home. For example, when we arrive at home at 9 PM after being at work and then attending graduate classes at night, whining that we still not having eaten dinner and still having to plan lessons for the next day, another roommate will remind us “MLISH!” That is, “I am so sorry that you have a steady, mediocre- paying job, are working under one of the nation’s most selective alternative teacher certification programs and are currently pursuing your master’s degree basically for free!”
Saturday, April 9, 2011
Pedagogical Philosophy
A paper which I recently wrote for my Educational Psychology class:
I recently took the time to read over a journal that I kept about my first independent international experience: a month-long stay in small Mexican village. In attempting to synthesize everything that I experienced with the people and society of the Yucatan as a bright-eyed and curious 16-year-old, I concluded that one’s education is the most formative and important experience in his or her lifetime. I saw that societal decay tended to take place not because people are inherently “bad,” but because they did not have access to information that would allow them to overcome their life situations and successfully maneuver in the ever-globalizing world.
Interestingly enough, I have held that belief ever since. In all the travels that I have made across Latin America, Western Europe and the Middle East, such philosophy has held true. The common denominator among all the people who I met across the world is education. No matter background, race, or creed, the people I have met who have engaged in and completed a secular and globally-minded education have been the most successful in terms of securing themselves a comfortable and personally fulfilling lifestyle and contributing positively and productively to their own and the global society.
Entering the classroom from the “other side” as a teacher puts me in a position to put my students on this same path towards success, productivity and global citizenship. Looking at such a profession from afar, it is said to be a noble task, but after 7 months in the classroom it seems to me more daunting than anything else. That is, the modern institution that we call “school” so poorly caters to individual needs of each student that can be frustrating and extremely challenging to cultivate the aforementioned qualities in our students. While I highly value public and mandatory education and while I believe it is important for people to take part in an educational experience which exposes them to varying viewpoints and engages them in unique learning experiences, I have seen firsthand that most students’ talents are not cultivated in 68 minute-classes of 30-40 students. That is, too many students’ learning is limited by the current organization of American schools.
This makes an educator’s job all the more demanding, but at the same time, all the more significant in the lives of the children he teaches. Despite everything, the teacher and the school in which he teaches has the ability to make or break a child’s education. This is a view which I have only recently acquired because of the principles covered in Educational Psychology course. In the first few months of teaching, I was frustrated by the lack of maturity of the students and the inability of students to take responsibility for their own work. I was angry that being a teacher meant putting on a three ring circus every day in the classroom to cater to the needs of every single child sitting in the room. Why could the students not understand what I was teaching right off the bat and why could they not realize how important it was? I now realize that however overwhelming it may be, it is actually an educator’s responsibility to take all of it into account when planning and executing lessons.
While the students have the great responsibility of putting time and effort into their studies outside of class, the teacher must take charge of what happens inside of the classroom. One principle that affected my own realization of this concept is the idea that students will test behaviors to find what will and will not be accepted in the classroom. Thus, it is important that teachers provide consistency in their reactions in order to condition student behavior to that which is acceptable. Another concept which has affected my own teaching practices is the conclusions that have been drawn on the human brain and memory. This relates to my previous frustration to run a “three-ring circus” in which all students would be interested in the lesson. It is not a teacher’s job to keep students engaged so that they can simply have fun in class. Instead it is a teacher’s job to keep students interested in the subject matter because when student interest is aroused and the learning is meaningful, the student is much more likely to remember the information introduced in that lesson.
Being new to the teaching profession, I am still forming my opinions and beliefs on education. Nonetheless, I hold true that a child’s education is one of the most important aspects in determining his or her future role in society, and additionally the student’s teachers plays an integral role in the effectiveness of this education.
I recently took the time to read over a journal that I kept about my first independent international experience: a month-long stay in small Mexican village. In attempting to synthesize everything that I experienced with the people and society of the Yucatan as a bright-eyed and curious 16-year-old, I concluded that one’s education is the most formative and important experience in his or her lifetime. I saw that societal decay tended to take place not because people are inherently “bad,” but because they did not have access to information that would allow them to overcome their life situations and successfully maneuver in the ever-globalizing world.
Interestingly enough, I have held that belief ever since. In all the travels that I have made across Latin America, Western Europe and the Middle East, such philosophy has held true. The common denominator among all the people who I met across the world is education. No matter background, race, or creed, the people I have met who have engaged in and completed a secular and globally-minded education have been the most successful in terms of securing themselves a comfortable and personally fulfilling lifestyle and contributing positively and productively to their own and the global society.
Entering the classroom from the “other side” as a teacher puts me in a position to put my students on this same path towards success, productivity and global citizenship. Looking at such a profession from afar, it is said to be a noble task, but after 7 months in the classroom it seems to me more daunting than anything else. That is, the modern institution that we call “school” so poorly caters to individual needs of each student that can be frustrating and extremely challenging to cultivate the aforementioned qualities in our students. While I highly value public and mandatory education and while I believe it is important for people to take part in an educational experience which exposes them to varying viewpoints and engages them in unique learning experiences, I have seen firsthand that most students’ talents are not cultivated in 68 minute-classes of 30-40 students. That is, too many students’ learning is limited by the current organization of American schools.
This makes an educator’s job all the more demanding, but at the same time, all the more significant in the lives of the children he teaches. Despite everything, the teacher and the school in which he teaches has the ability to make or break a child’s education. This is a view which I have only recently acquired because of the principles covered in Educational Psychology course. In the first few months of teaching, I was frustrated by the lack of maturity of the students and the inability of students to take responsibility for their own work. I was angry that being a teacher meant putting on a three ring circus every day in the classroom to cater to the needs of every single child sitting in the room. Why could the students not understand what I was teaching right off the bat and why could they not realize how important it was? I now realize that however overwhelming it may be, it is actually an educator’s responsibility to take all of it into account when planning and executing lessons.
While the students have the great responsibility of putting time and effort into their studies outside of class, the teacher must take charge of what happens inside of the classroom. One principle that affected my own realization of this concept is the idea that students will test behaviors to find what will and will not be accepted in the classroom. Thus, it is important that teachers provide consistency in their reactions in order to condition student behavior to that which is acceptable. Another concept which has affected my own teaching practices is the conclusions that have been drawn on the human brain and memory. This relates to my previous frustration to run a “three-ring circus” in which all students would be interested in the lesson. It is not a teacher’s job to keep students engaged so that they can simply have fun in class. Instead it is a teacher’s job to keep students interested in the subject matter because when student interest is aroused and the learning is meaningful, the student is much more likely to remember the information introduced in that lesson.
Being new to the teaching profession, I am still forming my opinions and beliefs on education. Nonetheless, I hold true that a child’s education is one of the most important aspects in determining his or her future role in society, and additionally the student’s teachers plays an integral role in the effectiveness of this education.
Monday, January 24, 2011
oh depressing day
just graded an extra credit essay on a famous hispanic person written by an 8th grader.
one page essay was turned in with NO punctuation marks whatsoever. no periods, no commas, a capital letter here and there.
wow.
one page essay was turned in with NO punctuation marks whatsoever. no periods, no commas, a capital letter here and there.
wow.
Saturday, January 22, 2011
belated publication, same feelings
Below is a post that I wrote on November 24, but never published. Found it in my draft folder. Enjoy.
November 24, 2010
Salaam ya shabab. I am sitting at the airport waiting for my flight home to Wisconsin for Thanksgiving break. All that I have gotz to say is that Alhamdulillah I made it to Thanksgiving. I am definitely staying positive, but I have barely been making progress. The idea of “small wins” gets me through day to day, but I have lost most control of the classroom (which incorrectly implies that I ever had control). Sometdays I tell myself that it’s the 8th graders that kill me. Other days I say it’s the 7th graders. And then there are others where I say it’s the 6th graders.
I don’t hate my life and every day I go in to school thinking that today will be different. But, it’s really not. Same kids not turning in homework. Same students frolicking throughout the classroom during instruction. Same girls mocking me and talking back to me. Several times I stand at the front of the classroom listening to and watching the chaos ensue in front of me. Many times I stand there in silence while students continue totally disregard my presence.
Frankly I am sick of using “systems.” I am sick of buying my kids things. I am sick of giving points to team Costa Rica for opening their notes when asked or team España for sitting in their seats during instruction. Even when kids “earn” points them with class points, they don’t deserve it. For example, I give points when the kids can silently brainstorm for 5 seconds. I give points when 80% of the students repeat a word when I say “repeat.” I always have kids come up to me at the end of the hour and ask “Ms Señorita Mararez, how come I ain’t get no extra credit when I act right all hour?” My response of course: because you are EXPECTED to “act right” all hour. I will give extra credit when you go above and beyond in class and when you show me that you are an exceptional student. However, sitting in your seat for 68 minutes and raising your hand to answer questions does NOT merit extra credit.
I had a rough moment yesterday when a parent who is always stopping by the school came in and caught me in the hall. He asked what I was doing for Thanksgiving break and I told him that I was heading home to Wisconsin. He asked “so how are the schools where you are from?” and then he added “in comparison to here…” I was not anticipating that last part and was not sure how to answer, as technically I am a representative of the school for which I work. I thought for a second, trying not to make my answer sound forced and answered “They’re really good.” While in my mind I was thinking “they are so much better than Benjamin Stoddert Middle School. In fact my experience in school was so great that I am concerned for your daughter’s well being and success as a student at this school.”
Of course I was not about to say that to this concerned parent, but that was the truth of the matter. What actually popped into my mind was a phraes that Mr Stien, the English teacher at West High School used a lot. He said “From here [Waukesha West High School], you can go anywhere.” Every time he used that I thought it sounded, for lack of better words, so dumb. Of course we could go anywhere… college, career, stay in Wisconsin, move to another city, go abroad, study science, major in literature. But only now do I think that I am beginning to understand what he meant. “Being able to go anywhere” is actually a very unique and uncommon quality. Waukesha West High School, even with all its administrative issues and student snootiness, offered a plethora of AP Courses, after school activities, leadership opportunities, scholarships, extracurricular conferences for students, and above all a relatively safe educational environment. Can I say that about the school where I work? I don’t think I can. Can I assure the parents of my students that from Benjamin Stoddert Middle School, they will be prepared to be successful in High School and beyond? Simply, no.
I am not sure where it happened, but at some point in my early life, my parents got through to me that anything less than the best is not acceptable. And that this concept applied to a variety of realms. Turning in a crumpled homework assignment was not okay. Printing an essay without revising it first was not okay.
I remember one specific time in elementary school (2nd or 3rd grade) when we students were made to write a note home to our parents about something. I was excited to present it to my parents, but when I gave it to my mother, her response was not as expected. She looked at it and read out loud “Mom and PAD? Maria does this say Dear Mom and PAD?” Of course it did not. It CLEARLY said mom and dad in my 2nd grade writing, but according to my mom I had not looped the D down low enough and instead it formed a P. I remember being so frustrated because why couldn’t she just take the note for what it was and put my ONE penmanship mistake aside? But as everything is always 20/20 in hindsight, I now see that this one incident was part of a greater scheme to instill the idea that I should and need to take pride in everything that I do, big and little. She made me erase my P and re-write it as a D.
This is one of the elements that I see my students missing. Somewhere along the line, the students have not learned this essential skill. Will they make it in the world without it? Yes. Will they do well without it? No. Will they get the best educational opportunities, jobs and ultimately live a fulfilling life as a result? While I can’t speak for anyone who isn’t me, I am going to assert a firm NO here as well. The absolute CRAP that I receive on a daily basis is laughable but sad at the same time. I feel obliged to give full credit on assignments that are not complete or on which the directions have not read or followed the directions because at least they did it at all. But then I think I am lowering my expectations for the students. Is it fair to them that I am accepting crippty crap from them now and thus, setting them up for failure in the work world and the world of higher education? Try to half-ass taking inventory at the café where you get a job in high school. Try to write a college essay which includes fragmented sentences and grave spelling and grammar errors. Try telling your boss that you lost your current project and for that reason are just not going to turn it in. FIRED. DENIED. AND FIRED. It’s such a struggle. Do I ONLY accept the best and make even the medium- smart kids feel like failures? Or do I accept the shite that I get now to at least make kids feel like they can achieve?
So that’s where I am right now.
I recently had a friend ask me if I was depressed because a negative comment that I made. I told him no, but that’s just the reality of the situation. I feel that I have now left the bubble of bliss and constant life harmony and entered the world where I am much more aware of the serious problems that plague our country and world. It’s awful. So many broken systems which perpetuate classism, racism, failure and desperation in our “great nation.” But of course that’s something that is obvious and which is exposed in the media all the time. The worst part about all of it is that I have really internalized the fact that I can only do so much and that “so much” will not solve anything.
A lot of people say “Well as long as your making a difference in the life of one kid, that’s enough.” Well, actually, when you have 180 children under your wing, helping one student is not enough. What about the other 179 who are potentially failing not only Spanish but Middle School in general? Is that acceptable for a marketer to tell his boss that “Well my new plan will reel in 1/180 of the market so I think we can consider this a success” Or how about a non-profit announcing that it has raised .005 % of its goal? PEOPLE, NO. IT AIN’T RIGHT.
November 24, 2010
Salaam ya shabab. I am sitting at the airport waiting for my flight home to Wisconsin for Thanksgiving break. All that I have gotz to say is that Alhamdulillah I made it to Thanksgiving. I am definitely staying positive, but I have barely been making progress. The idea of “small wins” gets me through day to day, but I have lost most control of the classroom (which incorrectly implies that I ever had control). Sometdays I tell myself that it’s the 8th graders that kill me. Other days I say it’s the 7th graders. And then there are others where I say it’s the 6th graders.
I don’t hate my life and every day I go in to school thinking that today will be different. But, it’s really not. Same kids not turning in homework. Same students frolicking throughout the classroom during instruction. Same girls mocking me and talking back to me. Several times I stand at the front of the classroom listening to and watching the chaos ensue in front of me. Many times I stand there in silence while students continue totally disregard my presence.
Frankly I am sick of using “systems.” I am sick of buying my kids things. I am sick of giving points to team Costa Rica for opening their notes when asked or team España for sitting in their seats during instruction. Even when kids “earn” points them with class points, they don’t deserve it. For example, I give points when the kids can silently brainstorm for 5 seconds. I give points when 80% of the students repeat a word when I say “repeat.” I always have kids come up to me at the end of the hour and ask “Ms Señorita Mararez, how come I ain’t get no extra credit when I act right all hour?” My response of course: because you are EXPECTED to “act right” all hour. I will give extra credit when you go above and beyond in class and when you show me that you are an exceptional student. However, sitting in your seat for 68 minutes and raising your hand to answer questions does NOT merit extra credit.
I had a rough moment yesterday when a parent who is always stopping by the school came in and caught me in the hall. He asked what I was doing for Thanksgiving break and I told him that I was heading home to Wisconsin. He asked “so how are the schools where you are from?” and then he added “in comparison to here…” I was not anticipating that last part and was not sure how to answer, as technically I am a representative of the school for which I work. I thought for a second, trying not to make my answer sound forced and answered “They’re really good.” While in my mind I was thinking “they are so much better than Benjamin Stoddert Middle School. In fact my experience in school was so great that I am concerned for your daughter’s well being and success as a student at this school.”
Of course I was not about to say that to this concerned parent, but that was the truth of the matter. What actually popped into my mind was a phraes that Mr Stien, the English teacher at West High School used a lot. He said “From here [Waukesha West High School], you can go anywhere.” Every time he used that I thought it sounded, for lack of better words, so dumb. Of course we could go anywhere… college, career, stay in Wisconsin, move to another city, go abroad, study science, major in literature. But only now do I think that I am beginning to understand what he meant. “Being able to go anywhere” is actually a very unique and uncommon quality. Waukesha West High School, even with all its administrative issues and student snootiness, offered a plethora of AP Courses, after school activities, leadership opportunities, scholarships, extracurricular conferences for students, and above all a relatively safe educational environment. Can I say that about the school where I work? I don’t think I can. Can I assure the parents of my students that from Benjamin Stoddert Middle School, they will be prepared to be successful in High School and beyond? Simply, no.
I am not sure where it happened, but at some point in my early life, my parents got through to me that anything less than the best is not acceptable. And that this concept applied to a variety of realms. Turning in a crumpled homework assignment was not okay. Printing an essay without revising it first was not okay.
I remember one specific time in elementary school (2nd or 3rd grade) when we students were made to write a note home to our parents about something. I was excited to present it to my parents, but when I gave it to my mother, her response was not as expected. She looked at it and read out loud “Mom and PAD? Maria does this say Dear Mom and PAD?” Of course it did not. It CLEARLY said mom and dad in my 2nd grade writing, but according to my mom I had not looped the D down low enough and instead it formed a P. I remember being so frustrated because why couldn’t she just take the note for what it was and put my ONE penmanship mistake aside? But as everything is always 20/20 in hindsight, I now see that this one incident was part of a greater scheme to instill the idea that I should and need to take pride in everything that I do, big and little. She made me erase my P and re-write it as a D.
This is one of the elements that I see my students missing. Somewhere along the line, the students have not learned this essential skill. Will they make it in the world without it? Yes. Will they do well without it? No. Will they get the best educational opportunities, jobs and ultimately live a fulfilling life as a result? While I can’t speak for anyone who isn’t me, I am going to assert a firm NO here as well. The absolute CRAP that I receive on a daily basis is laughable but sad at the same time. I feel obliged to give full credit on assignments that are not complete or on which the directions have not read or followed the directions because at least they did it at all. But then I think I am lowering my expectations for the students. Is it fair to them that I am accepting crippty crap from them now and thus, setting them up for failure in the work world and the world of higher education? Try to half-ass taking inventory at the café where you get a job in high school. Try to write a college essay which includes fragmented sentences and grave spelling and grammar errors. Try telling your boss that you lost your current project and for that reason are just not going to turn it in. FIRED. DENIED. AND FIRED. It’s such a struggle. Do I ONLY accept the best and make even the medium- smart kids feel like failures? Or do I accept the shite that I get now to at least make kids feel like they can achieve?
So that’s where I am right now.
I recently had a friend ask me if I was depressed because a negative comment that I made. I told him no, but that’s just the reality of the situation. I feel that I have now left the bubble of bliss and constant life harmony and entered the world where I am much more aware of the serious problems that plague our country and world. It’s awful. So many broken systems which perpetuate classism, racism, failure and desperation in our “great nation.” But of course that’s something that is obvious and which is exposed in the media all the time. The worst part about all of it is that I have really internalized the fact that I can only do so much and that “so much” will not solve anything.
A lot of people say “Well as long as your making a difference in the life of one kid, that’s enough.” Well, actually, when you have 180 children under your wing, helping one student is not enough. What about the other 179 who are potentially failing not only Spanish but Middle School in general? Is that acceptable for a marketer to tell his boss that “Well my new plan will reel in 1/180 of the market so I think we can consider this a success” Or how about a non-profit announcing that it has raised .005 % of its goal? PEOPLE, NO. IT AIN’T RIGHT.
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