Tag: learning

In which we are not making progress

On By Luther M. SilerIn TeachingLeave a comment

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

On By Luther M. SilerIn TeachingLeave a comment

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 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.

A horrible story you don’t want to read

On By Luther M. SilerIn Teaching2 Comments

I got an email yesterday that I had some paperwork to do for one of my students. The paperwork was some sort of screening or intake form for an … I’m gonna say organization that I wasn’t familiar with, and so I looked them up, because typically when I get paperwork to do for a kid it’s from one of a very small number of sources.

It was for a residential facility, out of state, that more or less takes kids whose parents can’t take care of them. So not quite an orphanage, but … not not an orphanage, because it certainly didn’t scan hospital or any sort of inpatient facility. It was “you suck at raising your kids, so give us a shot.”

Uh-oh.

I emailed the counselor back asking for more details, to which she responded that she really didn’t know any more than I did, and the kid hasn’t been to school yet this week. And the kid, charitably, is a mess. He’s not a behavioral problem, but he’s got a host of intellectual disabilities and really doesn’t belong in a mainstream classroom setting. He’s not going to screw around or cause trouble in class, but he’s not going to do any work, it’s not clear at all that he can read, he absolutely can’t do any grade-level math, and most of the time his reaction when asked to do anything at all is to stare at you silently until you go away. He will not turn anything in. He will not take notes or do anything remotely academic. He doesn’t even really screw around on his iPad, which he won’t carry with him and will just leave behind if someone gives it to him. If left alone, he will sit and stare at the wall until the bell rings, then wander off vaguely in the direction of his next class, which he will arrive at … eventually.

This is where I admit I wasn’t previously 100% familiar with his IEP. He’s always been in a co-taught classroom, and given his complete refusal/inability to engage with the academic process … man, I don’t have a single class with under 30 kids. He is well beyond the point where I can remediate him and I cannot provide him with the help he needs. I’m fully aware of what a problem that is, believe me, but at some point the kid needs to be his parent’s problem, and … well. He gets his various and sundry accommodations but there’s not much I can do with will not do any work whatsoever. I don’t think he’s passed a class since fourth or fifth grade.

But I needed some information from the IEP, so I read through the whole thing rather than just looking at the goals (yeah, right) and the accommodations. Filled in his test scores (1% percentile in language arts and math, something like three years running) and then started reading through the more detailed parts.

So, uh, they suspect that the reason that he has his intellectual disabilities is that when he was born his lungs were full of meconium, and his heart stopped for a while while they were trying to deal with that, and they’re sure he incurred brain damage of some sort in the meantime.

Do you know what meconium is? It’s baby’s first poop. Don’t click on that link. The kid has brain damage because he inhaled a couple of lungfuls of his own fetal shit while in the womb and was born unable to breathe. And now he’s in my math class, where I teach linear equations and Pythagoras and shit, and somehow he’s expected to be on grade level, and I’m judged by whether I can get him there.

Go ahead, try and count the number of ways that’s fucked up. I’m not going anywhere.

On the final

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I have crunched the numbers, or at least calculated my pass rates, and of the 139 kids who took the 8th grade Math final, 55.4% of them managed to pass it. I curved the test to 20 points instead of 25 before putting it into the actual grade book, and with that adjustment, 66.2% of them managed to pass. This from a test that upon looking at it the first time, I was fairly certain that 2/3 of my students if not 3/4 of them would fail it.

(Only one student failed the Algebra final, before or after the modest two-point curve. I’m not worried about that class right now.)

Furthermore, and I’m not going to post the graphs here because they’re vaguely incomprehensible without the information that I’d have to strip out of them, my kids did pretty respectably compared to the other 8th grade Math teachers in the district. The data I get through the dashboard is incomplete but still a little more fine-grained than just pass/fail rates, but at worst we’re tied for the best performance in the district, at least of the teachers I can see data from, and depending on how you measure, you could make an argument for first or second. I’ll take “tied.”

A couple of other things: first, my 8th graders are unused to the concept of “final exam” or “midterm” to begin with. 7th graders did not have to take either last year. They are also, and I think this might be a place where my current grade policies might be hurting me, not used to the idea of a test they can’t retake in my room. I told them over and over again that they were only getting one shot at this and a bunch of them asked me if they could retake it anyway. I think I’ve managed to create some kids who just sort of breeze through tests the first time, knowing they can redo them if they have to, and if they don’t get a good enough grade the first time, they actually try on the second attempt.

Second, I may need to rethink the way I teach my classes from the ground up, so long as the guy who is in charge of writing these tests remains in charge of writing these tests. I am a big fan of Everyone Who Tries Can Pass, which, honestly, probably shouldn’t be true no matter how much I want it to be. He is a big fan of Rigor, which I generally find to be nothing more than artificial difficulty with no particular instructional utility.

To put this in simpler terms, if the objective is “prove you can multiply,” I’ll likely ask you what 7×8 is. His questions are more likely to be 7.13 x -18.014, that is if he’s not writing something utterly demonic like -7/18 x 8.12.(*) Both are “multiplication,” of course. Mine lacks Rigor. His lacks common sense. I feel like maybe if the kids are seeing a particular mathematical concept in 8th grade, maybe we ask them some simpler questions about that concept to see if they get the idea before we jump to the Rigor shit. Not so for my compatriot; the ILEARN is gonna be Rigorous, so our assessment must be as well.

This is the point where I generally throw my hands up and point out that if you want me to fail half of my students, please have the balls to actually say that. I’d ultimately rather have them feel like they have a chance to pass, and (slightly more importantly) a chance to understand the math I’m supposed to be teaching them. If every test question is high level and Rigorous, I can point at ten kids in every class who are already done before I pass the tests out, and that’s not including the ones who just don’t give a shit one way or another. That’s a whole different conversation, and one I might have sometime during break depending on whether I get around to analyzing my ILEARN data the way I want to.

So what did I do? Detailed guided notes. Detailed guided notes. Here, take a look at them if you want:

8th Grade Final NotesDownload

Basically every question in those notes is a test question on the final that has been slightly rewritten, basically just changing the numbers. In other words, if you paid fucking attention during the four days that we spent going over that nine page document, you had the entire test in front of you. And yes, the test was open notes. 45% of my kids failed with this document in front of them; most of them because they didn’t even glance at it during the test. (You may recall the test I gave a couple of years ago where I literally wrote the answers on the board and 23% of them failed. There is nothing I can do to get some of these kids to pass.)

Anyway. If you’ve read this far, go ahead and look through those notes, and keep in mind that I didn’t exactly keep that document a secret. I shared it with my boss and I gave it to my 8th grade partner teacher. I don’t think she used it with her class; I could be wrong.

You tell me: is this cheating? Meeting the kids where they are? Something else? I don’t know. They did a lot better than I thought they were going to do initially, and there are still a bunch of questions on that test (not all of them, to be clear) that I think are manifestly unfair for 8th graders. Looking at the kids who failed anyway, honestly, I’m not sure how many of them were possible for me to get short of taking the test for them.

The question is whether I just give up on those kids next semester and leave them behind so that I can have the rest of them ready for a test like this without this degree of a crutch, or if I keep providing the crutch. I genuinely don’t know. I really don’t.

(*) To get a little bit further into the weeds, converting decimals to fractions and vice versa isn’t in 8th grade standards, and I don’t have time to teach it. So there is zero chance that I’m going to give my kids a question where that must happen in order to get the right answer. Because it introduces a source of error that is not “do the kids understand this 8th grade standard” and I’m not about that life.

On Arabic, pedagogy and my new life goal

On By Luther M. SilerIn Teaching4 Comments

Something happened at work today that rarely happens in a middle school: I, the teacher, was bored. This is dangerous. I’d finished my grades, my kids were all quietly working on something or another, and other than randomly wandering around and talking to people, I didn’t have anything in particular that needed doing. Somehow I got thinking about Arabic again, and that led to me downloading a book called All The Arabic You Never Learned The First Time Around. This book is by James Price, but you’ll never know that from looking at the .pdf I downloaded, which never mentions the author’s name.

Y’all.

I need a print copy of this book, and I think I’m probably going to have to make one by going to Kinko’s (does Kinko’s still exist?) and printing all 564 pages and then binding the damned thing myself. Amazon wants over seven hundred dollars for the sole used copy they have, which also looks home-printed, and if there’s another copy out there on a legit site I can’t find it.

I have never encountered a bitchier textbook in my life, and I love it.

There will be a lot of images in the rest of this post. They are all from the first two chapters of, again, a .pdf that is five hundred and sixty-four pages long.

In general, this man despises all human life. It’s glorious.

Who does he despise the most? American journalists. Oh my God does James Price hate journalists.

You know how most language textbooks pick a few basic words and use them for examples over and over? And how lots of times those are simple, easy words that everyone uses all the time? You will never guess the first three sample words this guy picks. Not if you try for a thousand years.

I’m not kidding. This is going to happen over and over again:

Any hint of confusion is met with immediate scorn, which is something all good teachers do:

This is the last paragraph of the first chapter:

Chapter Two starts getting into case endings and something called “Idaafa,” which I cannot explain just yet. I can tell you that James Price thinks idaafa is very simple and easy and does not have a whole lot of patience for people who do not understand it, to the point where this chapter starts using typesetting for emphasis along with the usual heavy doses of sarcasm:

I am going to start modeling all of my teaching after the last two sentences in this paragraph, including the use of all-caps, underlined bold text:

Shit, is that what it means? I understand now!

Toward the end of the chapter, we get this gem, where he makes fun of the reader for studying the text he wrote:

I’ve only read two chapters, remember, and I haven’t really thoroughly studied them, but I think I’m starting to detect a theme here, as this is how he ends chapter two:

This is the best textbook I have ever seen, and James Price is my new educational idol. Please, please, let someone find me a print copy of this, or I swear to God I’m making a leather-bound copy myself.

In which today was tomorrow

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I want to read tonight, so this isn’t going to be long, but I figured it was probably worth it to point out that today was a genuinely good day, for the most part, and the first day at least of the study guide seemed to go over pretty well. I have no doubt that as some routine sets in things will get a little rougher– four days in a row of taking notes, even in guided and somewhat abbreviated form, is gonna get on the kids’ nerves– but today at least went well, so I’ll take it.

Just discovered that the wind chill is supposed to be eight below tomorrow morning, too, so watch us get a two-hour delay on a day where I definitely do not have time for a two-hour delay and an actual cancellation would be a huge pain in my ass.

(There is no chance at all of a cancellation, but still.)

Anyway. Got a book to finish.