Tag: education

I hate it I hate it I hate it I hate it I hate it

On By Luther M. SilerIn idiocy, Teaching4 Comments

So we’ve got a new curriculum for math this year, and like most curricula in 2025 there’s what was supposed to be a robust online component to it. My kids took a math test last week, and I discovered while they were taking the test that a question about exponents that asked them to show their work had not provided any way to put a number into a superscript.

Which, y’know, feels like it might be a massive fucking oversight.

We’re moving into the real number system this week and they’re starting off with terminating and repeating decimals, so a lot of moving back and forth between decimals and fractions. I spent an hour beating my head against their system and for the life of me I cannot figure out how to designate a repeating fraction. Is there a help system? Of course not. Check this out:

It seems like typing in an answer, highlighting the repeating decimals and then clicking that tiny button which I had to hunt for for twenty minutes (and remember, my kids are working on iPads, which make highlighting anything a huge pain) puts the repeating decimal line– which is called a “vinculum,” by the way– above the numbers you’ve highlighted.

Take a second and stare at the options in that text box and reflect upon the fact that this is supposed to be for 8th graders. I do not have the slightest idea what probably 90% of the icons on that thing are referring to, nor do I really have any idea what is supposed to be designated by an arrow pointing at three diagonal dots.

Unfortunately, it doesn’t work:

The top box is how it processed my entry. Why is there extra vinculum to the right of the seven? No idea, but it happened every time I tried. You’ll notice nothing extra is lined in the actual entry above. Why is the 27 in the bottom “correct” answer centered under the vinculum? Also no idea. I was not able to get a single answer correct involving a repeating decimal and absolutely nowhere was there any sort of help option that might have shown me what to do.

I sent an irate email to my team about how bullshit this was and I’m done for the night. I’m going to have these kids writing on the backs of shovels with coal by the end of the year. I’m so done with educational technology at this point that I can’t see straight.

I’ll stop talking about school soon, I promise

On By Luther M. SilerIn Teaching1 Comment

I was rudely tricked into doing classroom coverage today, when I made the mistake of walking past a classroom that did not have a teacher because she had gone home with a sudden illness. Apparently the office had not sent anyone to the room yet. I guess I’m not the type to just walk off when a kid comes out into the hallway and tells me there’s no adult in the room.

I’m sure it would have been fine.

At any rate, tomorrow will somehow be the first day of the school year with a completely normal schedule, and my lesson plans currently include a quiz about me and then a bunch of attempting to learn names. My retention rates run from 90-100% in the mornings to less than 50% with my sixth hour, so apparently I need to do some work on that. I tell the kids that I get the first two weeks of the school year for free and after that they get a piece of candy every time I can’t remember their names. I usually learn the girls’ names faster but the girls are also more likely to be the two kids in every class where it’s May and I’m still calling two of them by the same name. I think I’m also going to put my seating charts together tomorrow; that’ll help.

Also, for the first time this year I’ve decided to keep a running count on the board of 1) what day in the school year it is, 2) how much of the school year is gone, and 3) how much of the school year is left. Only I’m doing it using fractions, and I feel like if I make a biggish deal at the beginning of each class period I might do some good in teaching them how to reduce fractions, especially since there are exactly 180 days in the school year and 180 has a lot of factors. So, just as an example, since this is day 3 (and I’ve decided, arbitrarily, to consider the current day “done” for the purposes of the fractions):

3rd Day of the school year
1/60 of the year completed
59/60 of the year remaining

And tomorrow will be:

4th Day of the school year
1/45 of the year completed
44/45 of the year remaining

… and so on. I dunno, it’ll entertain me, and fully 2/3 of what I do every day is done with the explicit goal of entertaining myself.

I’d give y’all the quiz just for the hell of it, but there’s too many pictures of people I don’t have permission to post pictures of online, so it’s not going to work. It ought to be a fun day, though, which I will make up for by throwing a diagnostic test at them on Wednesday that’s going to be … discouraging. For all of us.

As per your previous request

On By Luther M. SilerIn TeachingLeave a comment

I was asked after posting about my boneless sofa to remember to post a video next time. Today is next time! I now have a boneless sofa and a boneless chair in my classroom for my kids to sit in while they read.

They don’t read, mind you, but whatever. I’m an optimist, dammit.

Also, I’m not entirely sure why iMovie decided to change the aspect ratio of the video, but I’m not concerned enough about it to go back and fix it.

Meanwhile, I have survived my first full day of work for this school year without any particular drama or stress, although I do think the 2 1/2 hour faculty meeting we had this afternoon was, in a lot of ways, the wrong faculty meeting. In particular we had a dreadful half-hour or so where we got way too deep into the weeds about a hall pass policy that the seasoned teachers took one look at, realized it would never work, and immediately resolved to ignore; the less experienced teachers asked two hundred and forty thousand “well, what about this?” questions, causing no small amount of suicidal ideation among those of us who have been around the block a couple of times.

(We have new APs, and two of them are new-new, not just new to us; this has all the hallmarks of an idea put forth by someone with their heart in the right place but no sense of how an initially-reasonable-sounding plan might scale to a building with hundreds of kids and dozens of teachers. It’s kind of cute, in its way, and I can imagine our principal pushing back mildly against it a bit and then shrugging and saying “Give it a try and we’ll see,” knowing full well that a bunch of us were … well, gonna take one look at and resolve to ignore it. I’m not mad about the plan, necessarily, just that it led to a half hour of increasingly obvious hypothetical questions. Y’all have been in meetings, you know how it goes.)

Anyway. My wife and son both had to go out of town today to take my brother- and sister-in-law somewhere, so they won’t be back for a few hours; I’m gonna go play Wuchang: Fallen Feathers until they get back. I really will post classroom pictures tomorrow, I promise.

In which we are not making progress

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Don’t tell anybody, because I’ll deny it, but if school started tomorrow, other than needing maybe half an hour to clean up a few things and put some stuff away, my room is ready to go. It’s not finished, mind you, but it’s the kind of unfinished where if someone who wasn’t me walked in, they wouldn’t be able to tell. No one is going to look in an empty corner and go “Weren’t you planning on putting your hex lights there?”

I have two more days this week before teachers are officially back on Monday. All good. Time for something to go terribly wrong, in fact.

The problem is, the whole rest of the building is not me, and I just realized today how much trouble the rest of the building is in. There were a lot more teachers back today, and … yeah. There are a bunch of things that absolutely must be finished in a week in order to open school, and … I have my doubts. And from what I’m hearing, although this is entirely hearsay, the other middle schools are worse off than we are.

There are no functioning student bathrooms in the building, for example. The bathrooms were all completely gutted over the summer, and the sinks are in but there are no toilets or urinals, nor are there any partitions, because you need the toilets in place before you put in toilet stalls. You literally cannot open a school if none of the hundreds of students who go there have anywhere to pee. Na Ga Ha Pen. And that’s before we get to things like none of the new reconfigured classrooms have cabinets or countertops yet. Like, you can have a classroom without those things? But it’s a big pain in the ass.

Our band and orchestra rooms are not remotely functional yet; I’m not sure about the details because I haven’t seen them. But what I did see is that when they moved all of the stuff out of those rooms– and you can imagine just how much stuff is packed into your average middle school band and orchestra room– they Tetrised everything into one of our social studies classrooms. And I chose that word on purpose, because there is no room in her classroom. All of her desks are triple-stacked on top of each other against the wall farthest from the door. There was a narrow path to her desk, but you can’t do a whole damn lot to get ready in a classroom that is completely full of shit.

There are a bunch of teachers changing classrooms this year, too, and for a lot of them one of the two rooms isn’t ready yet, so none of them can go anywhere, and …

I wouldn’t be completely surprised if the middle schools have the start of school backed up by a couple of days, is what I’m saying. We can’t even do e-learning days, because none of the kids have their devices yet. We can find temporary workarounds for the classrooms– worst case, we have a lot of kids in the gym and in the library for the first few days of school, and it’s whatever; we’re annoyed but it’s manageable. But if there are any more delays to the bathrooms, we’ve got a major Goddamn problem on our hands.

On school supplies and other annoying arguments

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I feel like there’s something in the air out there this year, where the standard beginning of school arguments are just a little bit louder and angrier than they have been in previous years. So lemme match some energy here.

This is showing itself in two major ways: the “I’m not buying any school supplies, or if I buy school supplies, every single thing is for my kid” crowd, and the people who slept through and/or failed large portions of their school experiences insisting that schools should teach skills that, generally, schools already teach. There’s a video floating around of some fifty-something dipshit loudly and obnoxiously insisting that schools need a class called “life,” and the first thing he suggests that the “life” class should teach is balancing a checkbook, a skill that no human being has needed in at least twenty years.

Lemme throw out a couple of real obvious comments:

  1. Teachers shouldn’t be responsible for spending a single dime for supplies in their classrooms. The fact that most of us do it anyway and that I do it more often than most is only evidence that I don’t have the courage of my convictions and that the entire enterprise is set up to take advantage of people with consciences.
  2. You’re responsible for your own Goddamned kid so buy the fucking supplies.
  3. If your teacher lets your kid keep their crayons, fine. If your teacher puts all the crayons into a communal pot and lets kids take them as necessary, fine. Either way, buy the fucking crayons and shut the fuck up unless you want me showing up at your job and criticizing your cocksucking technique.
  4. Also, no one is trying to take your kid’s backpack, idiot. No one is advocating for communal lunchboxes. But there’s no reason why little Tragedeigh’s crayons and Kleenex can’t be shared among the class.
  5. There are other places for people to learn things that are not schools, and if you think there is some specific skill that your child lacks that genuinely isn’t taught in the schools any longer, you will not lose custody of your child if you teach them that skill yourself.
  6. That said, I took Home Ec and several shop classes in middle school. I remember having a genuinely good time in my shop classes, including one on architectural drafting. Mr. Korkhouse was awesome. If you want them back, that’s great; maybe advocate for a model in education where things that aren’t directly measurable by standardized tests still get to matter? Believe me, you won’t find any teachers who disagree with you here.
  7. In addition, the vast number of things that these people claim are not being taught in school actually are being taught in school, or if they aren’t being explicitly taught, they’re being taught by inference. IE, if you actually want to balance a checkbook for some fucking reason– I don’t know, maybe you’re at a Ren Faire or something– you need to be able to a) read, b) add, and c) subtract. We teach all of those things. Same shit with “nobody taught me how to do my taxes!” except add multiplying and dividing.

Anyway, that’s all an irate and profane lead-in to my yearly bleg; my readers have been excessively generous over the last few years, and while I don’t think you should be on the hook for buying shit for my classroom any more than I am, some of you are willing to buy shit anyway. My classroom Amazon wishlist is here, and school starts in about two weeks. If anyone cares to chip in some folders or some dry-erase markers, I will be immensely grateful.

On inspiration

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One thing I can be reliably counted on for is that I will massively overthink my awards at the end of the year. Each teacher in my building gives at least two; one for best student (this one is easy, because it’s objective; I look at my Algebra class, average their grades out over the entire year, and the highest kid gets it) and one for “most inspiring” student.

Y’all, “most inspiring student” is hard. There was one year where it was a gimme; the kid had walked into the building with literally no English at all midway through the first semester and proceeded to work his merry ass off for the rest of his time in the building, pulling a perfect GPA in Math and a respectable average in the rest of his classes along the way. This year I’m in the kinda weird position where I could justify a number of kids for being inspirational in theory but not necessarily inspiring to me specifically. My kid with the neurodegenerative disease who is in a wheelchair and has held down an A average, just for example. But honestly? He doesn’t work with me specifically all that much; he has a 1:1 aide and there’s also a special ed coteacher in the room with him, and he’s way more likely to talk to the two of them than he is to me. I have a couple of decent examples of the same general type of kid as last year’s winner, only none of them are as good of a student as he was and all of them had more English when I met them, plus I don’t want this to become The Smart ESL Kid award. There are a lot of kids who are amazing in a lot of ways but the word inspiring just doesn’t float through my head when I think of them. What I want is to be able to give like twelve “you are awesome” awards. Maybe a button that says I Am One Of Mr. Siler’s Favorites, Suck It Losers.

Right now I’m leaning toward a kid who is in my advisory but doesn’t actually have me for Math, which feels like a bit of a cheat; this kid is also in my weird little gay nerds club and I love them dearly so they will probably end up being the choice. But I dunno. The awards were due at the end of the day on Friday and I completely whiffed on them, but I figure I still have until the end of the day tomorrow to think about it.

Watch, both of my nominees will end up getting suspended tomorrow, for the first time ever in both cases. That’s how these things usually work.

On the renovation

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I could teach for another fifty years and I would not get over how comical the reaction of your average middle school kid is to change. Today was a hellaciously busy day– I got into work a good 30 minutes early, on purpose, to discover that yes, in accordance with prophecy, the renovations on my old classroom were complete and yet my stuff hadn’t been moved from the temporary classroom to my actual room. So I had to first haul everything downstairs– and the temp room is literally as far away from my original classroom as it can be and still be in the building. Then once I got downstairs I had to unpack and organize everything, and I mean everything– including finding the couple of things that didn’t come back from storage like they were supposed to and putting all my desks where they belonged. Despite leaving a note with a diagram on my teacher desk they put it back where it was originally and not where I wanted it, so I also had to flag down one of the custodians and ask them to move it before class started, then I spent the whole day throwing review worksheets at my kids and unpacking and organizing as quickly as I possibly could.

The whole room has essentially been flipped; if you look at my classroom tour from the beginning of the school year you’ll notice that my desk was in between my two whiteboards and thus prevented me from using about half of the whiteboard space in the room. So I moved everything to the back of the room where I don’t obstruct anything I could use for instruction, plus I can move the student desks closer to the board. The kids in the back of the room were really far from the whiteboards and I don’t have to worry about that any longer.

Watching the video– and I wasn’t going to do another classroom tour video, but I think I will now, so expect that later in the week– you can get a good idea of what the renovations were. A fresh coat of paint, new carpet (whee!) and most usefully, new and dimmable lights. I had to take down all of my LED lighting for the repainting, and not all of it is going back up until I’m 100% certain I’ll be back in this room again next year, but I have all the whiteboards now too, plus the ancient TV went away and I got a new projector, so the room really has improved substantially over the course of the school year. This is the second time, though, come to think of it, that they got halfway through finishing a job and then left me for the rest of it, because when they finally put the new whiteboards in (in, in accordance with prophecy, late December) they didn’t bother putting anything back where it was or cleaning up all the shards of hardened glue that went everywhere. I had to scramble the first day back from Winter Break, too.

Anyway, to circle back to the first sentence, despite having seen what the other renovated rooms looked like already, every single kid who walked into my room today had to have something to say about it, and a whole lot of them decided they didn’t like where my desk is now. “Shut up, it ain’t up to you” was my response to most of them, because I teach middle school and that’s how we roll.

(The blurred-out calendar, by the way, has everyone’s birthdays on it, and was damn near illegible in the original picture, and only had first names anyway, but … still. I’m going to continue with this in the future, though. Everybody gets a Jolly Rancher on their birthday or the nearest available school day, and the summer birthday kids get theirs on their half-birthday, which is fun because it’s always a surprise.)

Three down, one to go

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I applied to teach summer school, did I mention that? I don’t know for sure that I want to do it, but I can’t decide that I do want it unless I apply now, and I have no real sense of how many jobs there are or what my chances are to get one, because for this type of thing they basically drop the teachers into a spreadsheet that sorts us by seniority and licensure and stuff like that and then spits out the teachers that get offered jobs. Plus I really only want to teach Algebra 1; I’m licensed for high school (there’s no middle school summer school this year) but I don’t want my first time teaching, say, Geometry to be in a three-week intensive summer course. Seems like a bad idea!

But yeah. I’d work four hours a day for three weeks and make a few grand (I’m paid at my hourly rate, which … I’m not 100% sure what my hourly rate is but it’d be decent money) and then I’d have all of July and the first week of August for my break, which doesn’t seem like it would be too terribly exhausting. We’ll see what happens.

At any rate, I’m done with three quarters of the 2024-25 school year, and I’m reaching the point where I’m having to admit that this has been a pretty good year so far. I’m pretty sure I’m failing fewer students this quarter than I ever have, or at least since returning to teaching after the furniture sales years, and that’s a good feeling. Then again, I had to fill this out for each of my classes, which is reliably the most annoying part of giving grades:

I know you can’t read that, but that’s a class of thirty or so students and I have had to rank each of them from zero to two on Persistence, Respectfulness, Initiative, Dependability, and Efficiency, and if you’re thinking that some of those sound like they might kinda be the same thing and you’re not entirely sure what some others mean, well, the kids never look at the numbers either so even putting enough energy into them to spread them out like I did is kind of a colossal waste of my time. This is more a measure of what kind of mood I’m in when I’m doing the grades than anything else, to be honest, and I wish the district would stop doing it. Annoying for teachers and irrelevant to students and parents is not a good combination, guys! Half of them don’t care about their actual grades, why would getting this shit matter? Plus every teacher ranks all of their kids– so I had to do this a hundred and eighty times– and so each kid gets thirty of these stupid little grades, which are just slapped into the margins next to the grade for each class in a way that is barely readable anyway.

Blech.

Today was the first day of spring– shut up, yes it was– and the way I know is that the entire building suddenly shifted to 100% playing grabass with each other all day. It’s supposed to be in the seventies tomorrow, and it’s Pi Day, which I don’t like, because there’s a building tradition that the math teachers bring pie, but I have a tradition where I pretend to forget to bring pie, while wearing the Pi shirt that doesn’t quite fit very well and I wear one day a year. And guess what? I’m gonna forget to bring pie again tomorrow! My wife and I almost stopped for pie on our way home from dinner but then we decided we were tired and I didn’t want to spend my hard-earned money on pie for however many Goddamn teachers we have in our building.

Also, I’m wearing shorts to work, because 74 or so outdoors for the first time all year will translate into approximately 190 degrees in my classroom, and that’s if they remember the heat’s not supposed to be on. I may burn to a crisp tomorrow, is what I’m saying, and that makes it even less likely that I’m going to be enjoying any pie.