Tag: failure

In which I cave

On By Luther M. SilerIn GeekLeave a comment

Dammit.

You might remember a few months ago where I went back and forth endlessly for a little while about watches. My existing Apple Watch was starting to have battery issues and I was getting tired of constantly having to pay attention to my wrist. So I ordered a nice analog watch and committed to a less connected life. Or at least I tried to.

So, yeah, I went and bought a new Apple Watch today. I’m not, like, throwing the old watch away, or anything like that, and I think I’ll continue to wear it on days where I need to dress up a little bit, but I’m going back to the Apple Watch for daily wear.

Why? Turns out the Apple Watch was useful for way more than just notifications, and part of it is definitely my fault for picking the wrong watch if I was going to walk away from a smartwatch. For example, I went super minimalistic on the new one– no visible numbers, no date, no complications at all.

I don’t think I realized, at the time, just how many times I look at my watch in a typical day, and just how often I am capable of forgetting the date in any given day. I am, as it turns out, not very bright! And I also write, with no fear of exaggeration, somewhere in the neighborhood of 20-30 hall passes each and every day, all of which must have the current time and the date on them. And that means that 20-30 times a day I’m forgetting the date and needing to look at my wall clock.

And I probably should be embarrassed about this part, but with no numbers at all it takes a second or two to parse the exact correct time on an analog watch. I’m not sure if “a second or two” makes me slow or not, but when it happens over and over again over the course of every single day it makes me regret at least not buying a watch with numbers around the outside. I didn’t think it would make a difference at the time– I can tell time on a clock– but if I’m writing a pass I want to be done writing the pass immediately because I have more important shit to be doing. Even just a couple of seconds each time adds up.

The analog watch had no light on it, and it turns out that I frequently want to look at my watch in the dark.

(I am not buying a digital watch that isn’t a smartwatch, by the way. I realize that a number of those issues could have been solved with the same kind of digital watches that have been available since I was in fourth or fifth grade. I just don’t want one of them.)

I use a data-heavy watch face, too, and it turns out that I frequently want to know what the temperature outside is. That image to the right there is my current watch face, and I genuinely after four months was unable to check my urge to look at my wrist every time I wondered what the temperature was. The Spotify song-identification app comes in handy a hell of a lot, and that’s my calendar in the top left. I feel like I had one more piece of information on the old Apple watch– my activity circles, maybe– and I might go back to that after a while, maybe instead of the Messages icon, since I’m supposed to get notifications anyway. I don’t need that on there all the time.

Driving and using a map app with the watch on is significantly easier and safer than using the phone, and my car isn’t new enough for CarPlay or something similar.

But yeah. I feel like four months with an analog watch should have been enough to cure me of my bad habits, and it wasn’t, and on top of that I was constantly missing notifications that I wanted to get– like texts from my wife to come help her with something, for example. I kept my phone muted because I can’t stand getting a beep or a chime all the Goddamn time, and the vibrate on the actual phone itself wasn’t strong enough (and hasn’t been on any phone I’ve owned for probably a decade or more) to consistently make me notice it if it was anywhere other than on a hard surface or in the pocket of a pair of jeans. I’ve had comfy pants on for most of the last several days. I haven’t noticed a single damn notification through the pockets of those pants.

So yeah. Back to being tethered to technology, I suppose. If I get annoyed with my wrist buzzing at me all the goddamn time I’ll figure out what apps don’t need to ping the phone and go with that. But the analog watch experiment is done, unfortunately.

A quick question

On By Luther M. SilerIn Teaching3 Comments

Super busy tonight, but: if you say to another teacher that you expect 75% of your kids to fail the final that was imposed upon you by the district, and 51% of your kids pass it, is that “good news” or just less bad than you expected?

In accordance with prophecy, progress

On By Luther M. SilerIn Teaching1 Comment

I’m caught up with my grading for the week; everything that has been completed and turned in is entered. And, as I suspected, grades are substantially improved– the fraction is kids still failing and the number afterward is the number with literal grades of zero, and (while the 11/27 and 13/28 are still a big problem) I no longer have any classes with half or more of the students failing, and all the classes together have fewer students with zeroes than sixth hour by itself before I brought my inner bastard out. This is not good enough yet, but it’s Progress. I’ll take it.

You tell me: anyone want to read a barn-burner of a shitty review of a game that came out in 2018? I’m tempted to not bother but sometimes rage-reviews can be fun.

A realization

On By Luther M. SilerIn TelevisionLeave a comment

Friday was … quite a day. Like, I need to write about it, but I’m still thinking about it and I don’t think I’m ready yet. But something occurred to me this morning and I wanted to get it written down before it fell out of my head, so you stand a chance of getting more than one post today, particularly since I have a book review to write as well.

I have been writing about standardized testing for two decades. I wrote an entire-ass book full of essays that touch on it. And I have talked a lot in this particular school year about how my school is being set up to fail: we are a “turnaround school,” a phrase no one will define for us and does not seem to mean anything, and last year they fired our principal and AP and replaced them with people who had a grand total of zero seconds of experience in their new jobs.

This is not how you turn around a school. I feel like that fact is obvious; anyone who has ever managed anything in any capacity should probably recognize that if a place is seriously struggling what you do not do is turn it over to entirely neophyte management and expect good things to happen, particularly something as complicated as a middle school.

In addition, my school is nearly a third special-needs students. You would think that would result in blanketing the school with resources so that we can meet the needs of our students, but of course that has not happened. We are expected to hit the same pass rates as all of our other schools– including the one that took away all of our high-performing students, so that our smartest kids are the ones who are barely on grade level rather than five or six grade levels behind– and the fact that said task is virtually impossible is ignored. In fact, if we complain about it, we are accused of believing that our students cannot learn.

But something else hit me this morning– a detail about this little clusterfuck that despite twenty-plus years of thinking about it I don’t think I’ve ever recognized before.

Do you know what would happen if we somehow, miraculously, managed to create a school that was a third special-needs kids and high poverty and nonetheless managed to get all of our kids to pass the yearly high-stakes test?

We would be accused of cheating.

They literally wouldn’t believe it if all or even most of our kids passed. And if they investigated, and they didn’t find any cheating– and you can fucking well bet that they’d keep looking until they found an I undotted or a T uncrossed somewhere– do you know what would happen next?

They’d make the test harder. And they’d keep making it harder until they felt like they had “enough” kids failing.

Because student success is not what these tests are about.

I already knew we had been set up to fail. I just didn’t think deeply enough about it. Because none of this is about student success. We were set up from the beginning. Even if we succeed, they’re going to keep making it harder until we fail again. Because my school is full of poor kids and kids with disabilities and kids of color, and they want us at the bottom of the heap.

A story I don’t know that isn’t mine to tell

On By Luther M. SilerIn life, Parenting1 Comment

Many years ago I had this young man in my classes, we’ll call him Johnny, which isn’t his name. Johnny was in an all-boys’ class, the only one I’ve ever taught, and a group that, in general, drove me insane, because temperamentally I am not very well suited to teaching large groups of boys. I had him in 6th grade. He was a pretty good kid, as it went, but he was prone to getting dragged into shit if shit was nearby to get dragged into. I have described this type of student to parents before as a “kindling kid”– he’s not going to do anything on his own, but if there’s fire, he’ll burn.

Anyway, I was describing his behavior to his mother at parent teacher conferences once, and she was reacting quite a bit more strongly than I really felt like she ought to have, and at one point she looked at him and hissed something at him that I actually had to have her repeat to make sure I’d heard it correctly.

“Quarterbacks don’t act like this,” she’d said. And I was immediately of two minds; the first being of course they do, and the second being why are you laying that on your twelve-year-old right now? And let me get to the moral of the story before I tell the rest of it: parents, can we not set our kids up to peak in high school, please, and can we absolutely definitely not set them up so that if they aren’t the star QB they don’t feel like their lives are over before they’ve had a chance to start?

This is the part where I start making stuff up, by the way, because I really don’t have any evidence for any of what I’m about to say, but I’m going to say it anyway because it’s on my mind.

Anyway, this kid randomly popped into my head this weekend– I found a random little gift that he’d given me in the course of cleaning up, and it had his name on it, and this story came to mind. And I did a little bit of research. Johnny did play football in high school, but didn’t play quarterback, and frankly while he was on the team he doesn’t appear to have played much at all– I was able to look through the box scores of his senior year, because America’s obsession with high school football is genuinely creepy, and I couldn’t find any evidence that he’d contributed to the team in any meaningful way. I didn’t look at every game or anything like that, but it was pretty clear that, at the least, this kid wasn’t the star player.

And then I found a picture of him, from what would have been his sophomore year of college if he’d gone, posted by a local Painters and Allied Trades union. The tone of the caption is celebratory; they’re honoring their newest member. And I honestly can’t believe that they chose this picture to post, because the kid looks like his life is literally crumbling down around his eyes. Johnny grew up getting his head pumped full of stories about how he was going to be the star quarterback, and then he was going to go on to college and then probably the NFL and be a famous football player, and instead he’s 20 with no degree, no sports career, and joining the painter’s union.

This isn’t to say that I look down on these people; I don’t, and as a union member myself I consider the trades unions members to be brothers and sisters. I don’t look down on anybody who works for a living. But Johnny very clearly got raised to believe that there was one way his life was going to go, and it didn’t, and I know I’m reading a lot into it and I haven’t seen the kid in years but the look on his face in this picture is just fucking heartbreaking.

And maybe Labor Day isn’t the best day to post this, either. But fuck it, I’ve been thinking about him all weekend, and I hate it how quickly young kids are willing to cling to sports as what’s going to make them rich and famous when the truest thing I can say to any of them is no, it’s not. You’re not going to be in the NBA or the NFL or really anything else. You might play in high school, but I can count the number of college athletes I’ve taught over the years on one hand. This isn’t any more realistic as a life goal than “I’m going to win the lottery” is.

We’ve gotta stop doing this to our kids.

On giving up

On By Luther M. SilerIn TeachingLeave a comment

My kids took the NWEA this week, which ate up my Tuesday and Wednesday, and will knock another couple of kids out of class on Monday while they finish up. I would, in general, prefer not to have to worry about standardized tests, but as such things go the NWEA isn’t bad. It hits most of my checkboxes for what I want for these things: first, it’s a growth test, meaning that it’s keyed to individual students and it’s possible for a very low student to demonstrate a lot of growth and have that treated as a positive thing even though they don’t do objectively as good as a more advanced student who stayed the same. Second, there’s no notion of passing the test. Their score is keyed to grade levels, yes, but there’s no cutscore where a student is arbitrarily determined to have “passed” or “failed” regardless of their grade. And while we administer it three times a year, any given administration doesn’t take very long– I was able to get most of my kids tested in a single block, and two blocks got basically everyone who was present to take the test in the first place done. That’s not that bad. Realistically, we’ll lose more days this year to me being sick or absent for training than we will to the NWEA.

The median percentile score (also: percentile scores are more useful than arbitrary scores, although the NWEA generates both) of my three groups, nationwide, was 19, 16, and 13. Meaning, in case you haven’t studied measures of central tendency recently, that if 100 randomly-chosen kids took the test, 81 of those kids would outscore half of the students in my first block, 84 would outscore half of my kids in 2nd block, and 87 would outscore half of my kids in 3rd block.

Eight of my students are in the 1st or 2nd percentile, meaning that 99 or 98 of those randomly-chosen kids would outscore them.

Let us, for the moment, simply postulate that there are a number of possible reasons for these scores including but not limited to that a large percentage of them effectively took 1/4 of 6th grade and all of 7th grade off and then lay that aside. I’m not especially concerned with why for the purpose of this post.

We are supposed to discuss these results with our kids, which for the record is something I support. If we don’t talk about how they did, the test becomes meaningless to them, and there is absolutely nothing that is more of a waste of time than a standardized test that a student isn’t taking seriously. So it’s useful to let them know how they did, what it means for them, and what they might want to do to improve.

Where I am struggling right now, though, is this, and forgive me for another post whose point gets boiled down to a single sentence after five paragraphs of lead-in:

I do not know how to tell a fourteen-year-old kid “99 out of every 100 people who took this did better than you” in a way that does not sound functionally identical to “You should give up.”

I can couch it as as much of a pep talk as I want, and I already know that at least one of those eight kids is going to work her ass off for me this year because that’s who she is, and if I have her at a third- or fourth-grade understanding of math by the end of the year it will be a triumph. And unlike many years, I think all of these eight kids are at least potentially reachable still. There have definitely been years where I had a kid at 1% who I was privately convinced was going to stay at 1% out of sheer spite for the rest of the year, and these aren’t those kids.

Similarly, it is difficult to communicate those median percentile scores to a classroom of kids without a number of them concluding that they’re just dumb and should give up. When the highest-scoring kids in the room aren’t past the 60th percentile (which is the case) they all need extra help, and I can’t provide “extra” help to 27 kids at once. One of my classes can barely get through a basic lesson right now because of the number of behavior issues I have. And that’s before I have to give them information that demoralizes the hell out of them for what are, unfortunately, entirely reasonable reasons. In most circumstances, if 99 out of 100 people are better than you at something, you are probably going to stop doing that thing! So what the hell am I going to do in a situation where not only are 99 out of 100 people doing better than my kids in math, but many of them don’t even want to be good at it? Remediating this would be a Herculean effort from someone fully invested in improving. And right now I just don’t know how the hell to ask for that kind of effort (and expect to actually get it) from people who, to be charitable about it, don’t have academic success as a high personal priority right now.

Sigh.

Bleurgh

On By Luther M. SilerIn TeachingLeave a comment

Shoulda written a post during one of my preps today. As it is, I just individually created and emailed 64 progress reports; I’ll do the rest of my kids tomorrow. My eyes are bleary and my head hurts and at least a third of these kids if not half are never going to open the email. One of them actually replied to it– a progress report, mind you, containing all of his assignments, his grades on said assignments, and the dates said assignments were assigned– and asked for a list of what he was missing and when those assignments were from.

My reply to the email did not contain the word “motherfucker,” and for that I deserve an award.

I’m going to bed now.

In which I cannot worry about what I cannot control

On By Luther M. SilerIn Teaching1 Comment

Progress reports for 3rd quarter come out today. These are the current grades for my 3rd hour class. They are not unrepresentative of the rest of my classes.