This is Why I Teach

Today was the last day of school for my senior economics students. During 5th period, many students gave me hugs goodbye as they left my classroom for the last time. Then I left my classroom to use the restroom as most teachers do between classes. When I returned, I sat down at my desk to take roll for 6th period. There on my desk was a note that said,

"....Thank you for emailing my parents. Thank you for never giving up on me. Thank you for actually caring. I haven't met a teacher who cared as much as you do in a long time. I just wanted to let you know how much I appreciate it. Not only have you given me good advice for life, but you have also taught me a lesson the hard way."

This student was not a challenge behaviorally. In fact he was a nice, fairly quiet student. He was very late in turning in many assignments and was failing and in danger of not graduating just a few weeks ago. Now he is passing my class and will graduate on Thursday night.

His note brought tears to my eyes. This is why I can continue to return to the classroom year after year despite attacks on my profession, larger and larger class sizes and cuts to my pay check. This is why I teach.

Current Events are a Must

One of the requirements for my economic class (and when I taught government) is current events on either a weekly or biweekly basis. I think it is important for students to know what is happening in the world and to provide their own commentary on events. I ask them to provide a brief summary of an article they find and then to provide comments or thoughts on the topic.

This act of commenting on events makes them more worldly, but also allows them to express their opinions about topics. I always make sure to leave a space where they can ask questions and try to clarify when possible. Since these students are seniors and many will be 18 by the November elections, it is important to expose them to the issues and get them to think about them. I tell them that it is okay to hold viewpoints, but they need to be able to back it up with why they think that, not just "my parents think that."

Students often make strong connections to what we have studied in class, taking an abstract concept and making it concrete through real world examples. This is when I know they have truly learned something. When they start throwing out terms like supply, demand, opportunity cost, scarcity, etc. in a current event write up, I get a little smile on my face knowing that I have reached them! Critical thinking is such an important skill today and I think having students do current events builds that skill!

Coffee Cup Biographies

Last night was the showcase for the Teaching American History grant in which I participated this year. One of the middle school teachers (Katherine Rand) showed off a fun project that I am going to try to incorporate into my classroom next year when we study the New Deal. Basically students create sleeves for coffee cups that tell all about the person or event. This teacher had them do biographies of the presidents. I am attaching photos that I took so that you can see the finished product.

She was able to get Starbucks to donate the coffee cups in exchange for a display and big thank you sign after the project's completion. This looks like it would really engage the students and I think would be useful for any grade level. Thanks Katherine for sharing it will all of us!

A Real Life Lesson in Economics

I recently surveyed my 12th grade economics students and asked them what was the most important thing that they learned from my class. Close to 90% referenced budgeting and the cost of living on their own. In order to teach them this, I have them complete an Independent Living Project.

The first task is to look up a career on salary.com and find out the starting salary. They then find a paycheck calculator and figure out how much they get per month after taxes. They then have to find a place to live, a mode of transportation, plan a weeks worth of groceries and plan for monthly expenses such as toiletries, pets, clothing, gas, utilities, entertainment, insurance and miscellaneous. Savings is part of their required budget as well, in the form of vacation, regular savings and retirement. I ask them to think about what type of furniture they would like and how they would decorate their place. They take all of this research and create a monthly budget based on their salaries. The reflection piece is always the most valuable. 

I have had countless students thank me for assigning this project. While time consuming (I devote an entire week to the computer lab), it is a wake up call for most in how much it costs, what their parents have done for them and how important further education or training is to getting a good career.

Teaching American History Grant

Last night was the showcase event for the year of learning as part of a Teaching American History (TAH) grant. This grant was sponsored by the federal government, but the funding runs out at the end of next year - yet another victim of government budget cuts. In reality, some of the money the federal government spends does go to very worthwhile projects. The TAH grants were such a thing.

Over the past year, 130 teachers in Riverside and San Bernardino counties attended at least 80 hours and some close to 150 hours of professional development (depending on their status as participating teachers or content leads).  There were several optional sessions and the requirement was to attend 75% of the sessions. This included scholar sessions, reading books and discussing historiography, field studies (Nixon & Reagan Libraries, Museum of Tolerance and the Autry Museum) learning literacy strategies and developing lessons using the latest technology.  I personally logged 92 hours because I could not attend all of the sessions, but what I did attend made me so excited about not only my subject of US History, but also about incorporating more technology into my lessons and student projects.

Many of these sessions were from 4-8 PM, after a full day of teaching. Every day as I drove the hour plus from my school to the site for the sessions I was tired. Every evening as I drove 30 minutes to my house, I found myself wide awake and eager to tell my family about what I had learned that evening.

Yesterday lessons were showcased using Prezi, Haiku, Movie Maker, iMovie and much more. We had a few principals and district personnel present, but not nearly enough. Here I am showing my excitement for technology!

In my district, there is a huge focus on student engagement. Many of the strategies that I learned this year create tremendous student engagement. After I learned about Prezi, I had my economics students create one. I could not show them how to do it as I was learning alongside them. I created one of my own and then had my US history students create one. Every single student was on task and excited about the technology. Now I have students using Prezi for other classes and impressing their teachers, who now want to learn Prezi!

As the public demands better teaching, they must realize that professional development such as the TAH program is what makes people better teachers. So instead of cutting funding to education and eliminating programs that support teacher learning, we must find a way to continue programs such as this. We will have better teachers and thus better students!

Internet Censorship

How do we protect young children from accessing harmful and/or inappropriate pictures and information on the Internet without infringing upon the rights to legitimate information? It is a challenge that those in the education community are currenly dealing with.

Yes, young children (especially those in elementary school) need to be sheltered so that they do not accidentally access a site with inappropriate or sexual conduct. However, should every single site or program that contains key words that might be sexual or inappropriate be blocked? NO! Biology & human anatomy students are one good reason why it is not so easy just to block certain words.

Below is a screen capture from Google images of a search for " Martin Luther King Jr " - this is how it appears on my school computer due to the Internet blocking software they use. I checked at home and NONE of these pictures are inappropriate!

Entire programs, like the poster making Glogster, are blocked by districts because a student could search using the word "boobs" and a poster would appear. Fortunately there is an educational companion, but that costs $99 a year for 200 student accounts. Teachers and districts don't have money to sign up every student with a Glogster Edu account. And what about other great learning tools that do not have a companion site for students?

Is this really the responsibility of the districts to prevent entire sites - many that have educational technology that interests students - because a student might conduct an inappropriate search. Or is it the responsibility of the parents to teach their children how to use the Internet and what they should not be searching for, especially in school?

We all sign acceptable use agreements as students and staff members. Should that not be enough? I am completely okay with the blocking of legitimately inappropriate websites that deal with sexual conduct. But I question the infringement of students and staff members rights that happens with some of this blocking software that exists.

All blogs are blocked. So is You Tube. There is an override button for an hour if you are a teacher, but not for the students. There is so much legitimate content in blogs and on You Tube that we cannot access because a kid might choose to search for something inappropriate. What if I decided to create a blog just for my class. I could request the district to allow it, but should I have to? Facebook is not the enemy. It has legitimate educational uses, but because it is a social networking site, it is blocked.

Instead of a wholesale blocking as is currently done, we need to be taking the time to educate students on what is appropriate and inappropriate for an online environment. We cannot beat these 21st century technologies, so let us surrender to the fact that they exist and teach them the proper use. Students want to use this technology. If we can't beat them, then as educators we must join them!

Teacher Burnout

My husband, mom and I were at Coffee Bean & Tea Leaf this morning, when a young man interrupted our conversation about education and told us he was a teacher as well. He teaches middle school in a lower socioeconomic neighborhood. This is his fifth year of teaching and he is burned out, not because he does not like teaching, but because of all the politics and students who don't try. We talked for about 10 minutes about technology and teaching. I could tell he was a kindred spirit...someone who cares about doing the best for students, but gets tired of the BS that we have to put up with.

There are so many teachers like him, who like what they do but get burned out. I have been there almost every year since I started teaching. I have almost quit many times, but never because I did not like my students or teaching history. We all get to that point because of all the extra things we have to deal with.....students who refuse to try, parents who don't value education, useless meetings, etc. We only have 57 minutes per day with each student. There is only so much we can do to help them learn. And yet we are expected to perform miracles. That is what burns us out and makes us wonder if it all is worth it. Then add in the politics and we suddenly become the bad guys. The best teachers in the world get tired of hearing how everything is our fault. We all get burned out. That is why we need vacation...so that we can come back refreshed and recharged and ready to deal with all the challenges for another year.

Money, Money, Money

I was reading some comments people had posted in response to an article about 20,000 teachers in California receiving pink slips. One person commented...."Look, California already spends more per student than any other state. What do we get for that? Pretty much at the bottom of student achievement. Texas not only scores better in 4th grade math, but they score *significantly* better."

First of all, California is 47th in the nation in terms of funding and what we spend per student! The state of New York spends over $18,000 per student each year. California spends just $8,452 per student according to a 2010 report comparing states in terms of funding. And that number is declining each year! California is the 7th most expensive place to live and our funding is more in line with states like Mississippi and Arizona, which have far lower costs of living.

And second of all, we have some of the toughest standards in the nation. Of course Texas scores better, they have a much easier test that they give! It is comparing apples with oranges. Our state standards are not the same. Our tests are not the same. So stop trying to compare us! With the addition of common core set to begin in 2014, we will be able to better gage the achievement of all students in the nation. Then we can have a real discussion about testing and student achievement.

This same individual goes on to say, "The purpose of the schools is to educate children, not to spend money."  Yes, schools are non-profit organizations, but if we don't spend money, how can we educate children? This is the problem right now, the public is badly misinformed by politicians and media attempting to target unions, pensions and collective bargaining. Educators need to do a better job standing up for ourselves.

The funding cuts are real. They are not a ploy to increase your taxes to waste money. They affect real people! To all of those who insist we spend less on education and refuse to consider a tax increase, consider this: Should the young people of this state (ages 5-18) be punished for the poor financial managment of a group of legislators who we as adults elected? Or should we perhaps punish the legislators who refuse to fully fund education by VOTING them out of office?

The Trouble with Testing

On Friday one of my best students asked..."do colleges see your state test scores?" I informed her that we now put them on the transcripts, so yes they do. She thought that was ridiculous, saying the test was meaningless to her.

If one of my BEST students has such low value of the state tests that are given each spring to students in grades 2-11, then what did the worst students think?

Sadly, politicians in this country have decided that tests are the only way to measure whether or not a student is learning. The problem is that these tests do not measure where a student started, only where they are on a particular date. If a student skipped breakfast, did not sleep well the night before or has a cold, this can affect their ability to do well on a test. I have had students who develop horrible test anxiety and even though they know a topic and can talk about it one on one with me, or even in a class discussion, they freeze up when given a multiple choice test. There is so much pressure placed on them, they simply cannot cope.

There is zero accountability to the students. If my student decides to fail the test and not even try, there is nothing I can do about it. She still passes my class, she still goes on to the next grade level and she still graduates high school. And yet the public (because the government has told them to) thinks it is important that we hold teachers accountable by evaluating them based on test scores. What is wrong with this picture?

Here is another problem. Teacher A could spend a year in a high performing area like Beverly Hills, where most of her students have parents who value education. As a result the test scores are high. It looks like she is a wonderful teacher. However, if Teacher A went to a low performing area, where most of her students are English language learners, her test scores would drop tremendously. Did she become a bad teacher? NO! Using test scores to evaluate teachers is like evaluating a doctor based on how many patients get the flu or a dentist on how many patients get cavities. Because there is neither an incentive nor a consequence for how a student does on a test, there is no way the teacher can control the outcome. We must first change the way we test before we tie it to teacher evaluations.

Also, the test acts as if all students are the same and expects them all to preform at the same level. A student with a learning disability or one who is still learning the language, is at a significant disadvantage to the average student.

It is time that teachers are consulted on how to best evaluate whether or not our students are learning. Not all students learn in the same manner, so perhaps not all students can show what they know in the same way. But sadly, the test companies make so much money and have huge lobbies, that politicians are blinded. Lets rethink this and make our priority once again LEARNING not TESTING!