This was on my board on Friday, which was the last catch-up day until the final. I passed out progress reports at the beginning of class and went to my desk.
Spent the day running around town– as a family, no less– and getting stuff done and possibly spending some money unnecessarily. Then I came home and built a Lego set. I’m going to play video games for an hour now and then do some reading, so this is pretty much the perfect Saturday. We drove past a protest downtown, too, and the boy’s reaction to it makes me think I should probably take him to one sometime soon.
(I am … ambivalent, at best, about the utility of public protests, especially in 2025. That doesn’t mean that I look down at people for participating in them; I definitely don’t, but I don’t know that I find it a useful way to spend my time. There may be a post in there somewhere; I should probably interrogate the idea more.)
Anyway. What are you doing with yourself this weekend? I would like to officially plan as much of the next three weeks as humanly possible tomorrow, so spending the whole day at my desk is definitely possible.
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.
Okay. I got grades caught up today, and only a quarter of them are failing! Still too many although I’ve certainly seen worse. I’m going to try and do a catch-up day tomorrow; we’ll see how that goes.
All that said, I’ve been grading for three hours, and I would like some time for recreation tonight, so this is all y’all get for tonight. Something cool should be happening tomorrow though so you may eagerly anticipate that if you like.
We do Students of the Month in my building, awarded … well, every month, as you might expect. Each teacher gets to name one every month, and there are no rules for who you choose to nominate, or at least none that have ever been presented to me. The kids get their picture taken for a trophy case in the hallway, a small assortment of goodies, and free admission to any sports or school activities for the following month. We got the email today to fill out our spot in the spreadsheet for March, and … damn, am I having a hard time picking a kid this month.
My usual rules, or at least guidelines:
Someone I like (obviously);
with good grades, or poor grades that have shown recent and notable improvement;
not a behavior issue, or, again, a former behavior issue who has shown significant improvement;
Good attendance;
I try to pay attention to gender and racial diversity, but there aren’t, like, quotas;
and — and this can be the hard one — has not been nominated before by another teacher.
It’s entertaining to wonder about what might happen– the answer is almost certainly “nothing,” but whatever– if I just nominated the same kid every month; I doubt anyone would say anything, but I like to pick less obvious kids, even if it occasionally leads to kids who are doing great in my room hassling me about how I haven’t chosen them yet. Generally that type of kid is willing to accept “I would, but you’ve already been nominated four times this year,” and if not I can always just tell them I don’t nominate anyone who asks.
But yeah. I don’t have any obvious choices this month, and a couple that might have been good choices earlier in the year have been on my nerves lately, and there’s one kid who I’d like to reward, because he has improved, but he’s still failing all of his classes– he’s just gone from scores in the zeroes and tens to high forties and low fifties, and I’m worried that if I nominate him he’ll immediately get himself suspended.
Which is a thing that happens, more often than is statistically reasonable. Not just with my kids, but with the whole list– I’m pretty sure I could get a decent office pool going each month betting on which two or three kids from the SotM list are going to be suspended within two days of getting the award. Which, by the way, cancels your free tickets, although you get to keep your pencils or whatever and we don’t scratch your face out of the picture.
Hell, that would be kind of hilarious. A big, theatrical X over the face of every kid who got suspended right after being named Student of the Month. Even better if we didn’t explain it, since the trophy case is literally right by the main door to the building. I’d love to see the parent looking at all those pictures and then realizing that 15% or so of them have their faces marked out. Maybe we’ll put a camera in there.
At any rate, I’ve got a tentative choice, and I’ve got until next Friday to decide, but it’s taken a lot of thinking for an honor that is not exactly going to change a kid’s life. Maybe I’ll take a look at the kids who won in August and add them back into the pool. True story: my original August choice got arrested the day before SotMs got announced and I had to switch her out on short notice. This genuinely is a thing, I swear.
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.
This looks terrible, I know, but the genuine truth is that it happens at the beginning of nearly every quarter, nearly every year. We are about to start the third week of the third quarter. At the end of a quarter kids get used to the idea that no one assignment is going to have a huge impact on their grades. Then they forget how averages work and suddenly they’ve missed one assignment and bam all by itself they’re down to a D or an F, because there have only been two or three assignments that went into the grade book in week two of the quarter.
And one of the things people don’t realize about teaching is just how much acting is involved. Because I know exactly what’s going on here, and I know it’s going to get fixed, but did I begin every single non-Algebra class with a five-minute “Fix this or I will end you” lecture? One where I demonstrated that if I want to terrify my students my most effective tool is not to yell at them but, rather, to lower my voice? Did I use the word “pathetic” a whole lot more often on Friday than I usually do in a typical day, much less a typical week?(*) Yep. Sure did, to all those things, and not a single peep was uttered by 96% of my students (actually, let’s do the math, since I bounced three kids to the office during the lectures … ninety-eight percent) during any of it, because in stark contrast to most of my previous schools, very few of these kids have ever seen me genuinely pissed.
Which, uh, I wasn’t.
But I’m good at this, so believe me, they didn’t know.
I’d say a third of those kids got their grades up to passing during their math classes on Friday, and another third will be up to snuff by the end of the weekend. The rest will require some more individual work. But most of my classes this year haven’t had more than one or two kids failing, and I’ve seen more than one, miraculously, where at the end of the quarter every single student was passing. So they’ll fix it. And then fourth quarter I’ll have to scare the shit out of them all over again.
(*) I have never described an individual student as “pathetic,” just for the record. I have used that word to describe specific work outputs, however, and I’m entirely comfortable with using it to describe the current grades of an entire class.
Well, mostly. My Algebra kids had their final today and today was the last day for 8th grade Math kids to turn in late work and expect me to grade it. Tomorrow is the last day for the Algebra kids to turn in late work, so I’ll have to grade whatever that is, but that will get done during the day and not at home at my desk. So I’m done, but I’m not done-done, so to speak, but I will be by this time tomorrow.
The final went pretty well, all told. They didn’t all pass, although the large majority of them did and the kids who bombed it weren’t huge surprises. I’ll take it, especially after their performance on NWEA.
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.
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