My Basic Assumptions

I have started teaching for the next 14 weeks of the semester. A few years ago I heard a speaker who challenged us (a statewide group of teachers) to examine our basic assumptions about what we teach. I took that seriously and thought about my basic assumptions about writing and the teaching of writing. I came up with these:

1. Everyone has a need to communicate.
2. Everyone can write, maybe not as well as they would like, but they can do it.
3. Writing is a set of skills that can be taught.
4. Practice makes improvement (nobody's perfect).
5. Effort is required to improve.

These are the core beliefs I have about writing that I try to work from when I am teaching my students. I have even gone so far as to post them on the class website. In my introduction to the students today I went over these core beliefs with them. I received no major argumants or disagreements from anyone. And I have a feeling that the students I have right now would not be shy about disagreeing with me.

Anyway, I thought I would ask your views on this. What are your core beliefs, your basic assumptions about what you teach? Try to limit your time to a few minutes and go with your gut. I think it would be cool is something showed up on your list that you didn't realize was there.

Book Review: Fires in the Bathroom

I recently read the book Fires in the Bathroom: Advice for Teachers from High School Students which was edited by Kathleen Cushman and written with the help of the students in What Kids Can Do, Inc. I have to admit I put this book down after almost 100 pages and took a break from it. I was having a rough time with the students I was teaching and my attitude sucked. As such, every comment I read from the students was greeted in my mind by anger and resentment. Unnecessarily so.



The students who participated in writing this book were paid for their time and, for the most part, took the work seriously. Some had legitimate complaints, such as teachers who were teaching out of field and did not know the subject, or strings of inadequate substitutes. Several said that after attempting to learn in that environment they considered it waste of time and stopped going to that particular class.

Other discussions in the book centered on the need for consistency in attitude and discipline procedures from the teachers. The need for respect to be a two way street. The problems I had here was that the students seem to expect the teachers to treat them with the utmost of respect at all times no matter what the students do. While that goal is lofty, sometimes, it just isn’t in the picture. At least for me. There are times when students have just plain lost my respect. And, of course, vice versa.

When I went back to the book with fresh eyes, and a more pleasant rapport with a new semester’s group of students, I found I was not annoyed by their comments, but rather saw those comments as rawly honest. These students want to have good teachers. And that does mean teachers who never give homework or test easily. It means teachers who can and will teach them the subject matter they need to know in an environment where they can learn it. Even if it means the occasion, respectful, kick in the butt.

Overall, I would recommend this book, especially for beginning teachers. It is a good insight into the adolescents you will be teaching. For those who have been in the classroom a while, read it when you aren’t stressed out by the students you’re teaching. It gave me a few new ways to think about my students and what they are going through at this stage of their lives.

Sick & Tired of Being Sick & Tired

The last month and a half or so has been very rough for me. In that space of time I have had, in order: strep throat, the flu, bronchitis with an ear infection, and a mild case of food poisoning. And now my seasonal allergies have hit with a vengeance. If anyone in a northern climate reads this, there are already trees in bloom here in Alabama. And where there is pollen, there is my allergy to green things.

All of this has been hard on my teraching in a couple of ways. First, I have been out a quite a bit in a short period of time. God’s way of telling me my plan to miss no days this semester wasn’t gonna happen. So, I was not here for somme days of direct instruction. And I found out the hard way that at least one day (when I went out of my way to leave work), the sub showed my English class a movie instead. I also have the busy work I left for the students to do to plow through and evaluate somehow. And it has affected my rapport with my classes. The continuity that I wanted to establish has not been established. It is more than a little upsetting.

Then there is the fact that, even when I am here, I am not ALL here. I am not at anywhere near 100%. I feel lucky to be at 50% on some days. And it affcts how I teach, how I interact with my students, my patience, my temper, and all manner of other aspects of classroom life. I have been short tempered at times and slipped into sarcasm before I could control it. I have been better at controlling it this semeseter, and want to get back on track with that.

My brain has been so foggy that I have gotten behind in my grading. Even with the wasted week of testing I have not completely caught up on everything. And that also affects my performance in the classroom. I need to rev it up and get up to speed on this. All the medicines in my system aren’t really helping much either. I feel like I am going through the days like a semi-zombie.

On the bright side, I am healthy enough to work and I can do my job. I just need to get up off my butt a little and get it done better. That is always a worthwhile goal: doing the job better.

Poking My Head Out

Okay, so I never finished writing about my trip to New York. And I have successfully used that as an excuse to not write in here for a while. But, heck, I figure it has been long enough I can poke my head up in here again. I have been keeping up with the quote blog and with the poetry blog, but I just haven't gotten back to talking about teaching yet.

In part that is because I have been busy doing the teaching thing. I have a new crop of ninth graders for English. I just started this week with my two tenth grade writing classes. And so far it is going well. I have been working on the class website. I have been trying to think of ways to make the grammar I am required to reteach not so deadly boring.

Seriously, how is it that in the ninth grade, the ninth grade, that I have to teach about plural and singular nouns? They have heard it every year since first or second grade. By now they pretty much either get it or they don't. Just for the documentation that we did it, I had them all do a workbook page on it after we had a PowerPoint I found on the web and one of my students asked why we didn't do this stuff all the time. "I'd be making an A in here if we did this all the time." I replied that I was sure he would, and that most of the class would as well, but that it wasn't really making him any smarter.

So, why am I doing it at all? I guess I am still just covering my butt. Forty-five percent of the Alabama High School Graduation Exam is grammar. My own theory on that is because grammar is the easiest aspect of high school English to grade via a multiple guess test. That being the case I have a list from the Alabama State Department of Education of the 19 Language objectives I need to at least review. Some of them make a lot of sense to me. I can see that the students should be able to figure out subject/verb agreement. But I can cover that in their writing. Parts of speech and forms of nouns and verbs are not so easily embedded. At least not by me.

I do manage to keep them busy, though. They are doing SSR daily. They are looking up Greek and Latin root words for their vocabulary. They are writing a weekly Critical Reading Log on their reading. I am, all in all, swamped with work and not minding it a bit. And that last is, actually (and a surprise to me), not hyperbole. I am enjoying my time with these students. I am, so far, keeping a pretty good rapport going with them. And I want that rapport to grow and deepen.

What I really want is for them to become better communicators so that they can more ably pursue any interest they want to in life. I wish I could just be a bell to beller sometimes: come in 5 minutes before the first bell, leave five minutes after tha last bell. But I can't. There is too much I want to accomplish with them. To much I want to enable them to accomplish on their own.

I'm Back

It has been way too long since I posted here. I could think of numerous excuses, but I won’t. I got a little lazy and then a little perfectionistic. I have found that if I put off writing something until I am certain it is going to be outstanding, I often do not have to write anything at all. I mean, why bother if it isn’t going to be great?

Oddly enough this is an excuse I have heard not just from myself, but from countless students over the last twenty years. I have rarely let them get away with this excuse. After all, writing is supposed be an exploration of the mind and an alternate definition for essay is to try. So I will essay to write something in here today, and I will not worry over it’s certain lack of perfection.

School started for me on 2 August. For the students at my school it started on 9 August. Five days of preplanning and, at least on paper, almost all of it taken up with meetings and workshops. While I do see a great deal of value in attending a good workshop, and we had several, I also see a positive value in free time being given for teachers to work on getting their classrooms ready and being able to sit down and do some preplanning for their teaching. Doesn’t seem like working that into the official schedule should be too tough, but it often is.

At my wife’s school (she is also a teacher), their preplanning week was similarly organized. The new, new principal did let all the teachers know that the school would be open until 9:00 every night and open certain hours on the weekend. Basically he expected that the teachers would volunteer their own time with their families to come and do the necessary work that his own schedule for preplanning did not permit them. Is it me, or does that seem wrong?

I have often confronted that attitude, though. The attitude that teachers should be willing--no, eager--to give up their own free time in order to spend more time at their job. And God forbid we ever complain about it. Then we are met with the “accusation” that we are only teaching for the money. Yeah, that’s right, I got into teaching in order to make my fortune. Somehow I feel I was misinformed.

Whenever I hear this, that teachers only work for the money, I always want to ask the person saying that why they go to work. After all, in our increasingly materialistic society, how much one is paid is a sign as to how important our society views that particular job. I find it distressing that such necessary jobs as police, firefighters, and teachers are not paid commensurate to the importance of our jobs. Somehow we are all expected to be grateful to have the opportunity to do this work and not complain about how more money would be nice.

I love teaching. I love being a teacher. I do not love that there always seems to be quite a bit of month left at the end of my money.

On the other hand, I knew going into this profession I would be on the low end of the professional pay scale. I have two degrees, several awards, and twenty years of experience. I make less that what corporate lawyers make their first year out of school. And yet I am expected to work as hard and give of my extra time as much as they do, if not more.

So why do I continue to do it? It is not entirely for the students. It is not entirely for the money. It is not entirely for the feeling of social usefulness I get doing this job. It is not entirely because I get to exercise my creativity on an almost daily basis. It is a combination of all these factors. The proportions differ from day to day, sometimes from class to class, but these are all component reasons to why I still do this.

And as long as I feel I can make a positive difference, make enough to live somewhat comfortably, feel useful, and creative--in whatever proportions come my way--I will continue to do this job. Even if I don’t always enter the door each morning with a bounce and a smile. I’m here and I am going to do my best. That’s about as good as it is going to get for me. And I just have to hope that that is good enough.