Grading: DONE!

Luther M. SilerLeave a comment

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.

And now, to finish reading a book before bed.

Two pieces of undeniably good news

Luther M. SilerLeave a comment

I got my evaluation back from my assistant principal today. We don’t really need to go into the details of how our evaluation system works; suffice it to say that my final score was 3.88/4, which is the highest final score I’ve ever received, and my third or fourth year in a row at Highly Effective. I will probably never manage a perfect score for various reasons so only losing twelve hundredths of a point over the course of the four classroom observations and two official goals is pretty damn good.

I also spent parts of sixth and seventh hour crunching NWEA data. I’ve talked about the NWEA before; it’s one of the standardized tests I at least kinda like– it’s over fast, it’s given multiple times a year (but still eats a lot less time than the single administration of the ILEARN does) and it focuses on measuring individual student growth and doesn’t bother with a pass/fail cutscore. It also does this thing where everybody is measured on the same scale– it goes up to like 350 or something like that but a 230 or so is about what an 8th grader is expected to get on the Math test at the beginning of the year, where a first grader might be shooting for a 180 and a high school senior a 270. Two of those numbers are made up but you get the basic idea.

Long story short, my numbers were phenomenal. I got an average of a year’s growth out of these kids between the test that was administered the week before I got there and the one I gave them a couple of weeks ago– a year’s worth of growth in basically one semester. My two Honors classes in particular posted huge gains. This is probably getting too far into the weeds, but check this out:

This is my first hour class. The plus signs are Math and the squares are LA. Now, you’d expect everybody to be to the right on the “achievement” part of the graph, since they’re honors kids, but there’s nothing about honors classes that guarantees high growth, and compare how high the pluses are to how high the squares are. It’s even more stark in sixth hour:

Only four kids from that group didn’t manage high growth. That’s outstanding. And by comparing my kids to their own LA scores I know I’m not running into any statistical bullshittery; they flat-out improved more in Math than they did in LA, and by a pretty good margin once you pull all the numbers together. That’s as clear a teacher effect as I know how to demonstrate.

“But wait, Mr. Siler!” you might point out. “Didn’t your kids have a month with no teacher, and therefore possibly score more poorly on the second administration than they might otherwise, thus leading to high growth as they get back what they lost?”

A reasonable question, and while I’m not going to post the graphs, I also looked at how they did against the first test of the year, when a missing teacher wasn’t a problem, and the gains are still as stark. My other classes don’t look quite this good– again, the honors kids really came through for me– but they still look pretty goddamn good.

I may just have my mojo back, y’all.

Remind me of this post in three days, when I’m drained by the last week and never want to teach again. 🙂

In which I entertain myself … with evil!

Luther M. Siler

My Algebra kids are having a test tomorrow over factoring. I gave them a study guide today which basically was composed of a list of exactly what kinds of questions would be on the test. The very last entry on the list was “I will try to make you cry. (1 point)”

They all assumed that that meant the final question was going to be exceptionally difficult. Ha. I have just written the test:

Obviously there are no wrong answers to this, provided they write anything at all that resembles an equation. But God, am I looking forward to the reactions.

Because, face it, some of them are dumb

Luther M. Siler2 Comments

I am putting together a quick and it-should-be easy assignment on the Pythagorean Theorem right now, to make up for an assignment on the Pythagorean Theorem from late last week that did not turn out to be easy. It contains this question:

There is an absolutely 100% certainty that someone will come up to me and say something along the lines of “Why are there four numbers here?” And then I will say “Can you make a triangle with four sides?” And they will say “No.” And then I will say “Well, then, can those sides make a right triangle?” And they will not know the answer, and they will stare at me, with big, cow-like eyes.

I am tired and perhaps a bit crabby.

Now this

Luther M. Siler

I may have picked the wrong weekend to completely redo my office, as this week my wife is out of town on business and I’m a single dad until Saturday morning. Really all I’ve done so far is get up half an hour early to make sure I have time to make the boy’s lunch and feed the cats before I take him to school and I’m ready to curl up and die already. I slept like hell last night, probably not related to the lack of a second person in the bed with me, but I took her to the train station quite late– we left after I would ordinarily have been in bed, and it’s a good 20 minutes away– and it just threw my schedule entirely off, and I didn’t get to sleep until after midnight. Combine that with getting up early and … yuck.

And then it was Monday at work, and Mondays at work are never great, especially after three-day weekends. Today was really weird, though; first hour wanted to talk about anything and everything other than math– I rarely have to fend off questions about the afterlife from my students, but holy shit did they want to know every single thing about my opinion about what happens when we die today– and sixth hour was all about the what is this forrrrrrrrrr that I have a lot of trouble answering coherently for some reason.

Here’s the thing about algebra, right? You don’t use algebra, necessarily. Nobody majors in algebra in college. But if you don’t know algebra it locks you out of a whole lot of shit that may or may not have any direct connection to whether you can properly square a binomial or not. And if you want any future in a career involving math, forget it. I tried to make an analogy today to the alphabet. Imagine a kindergartner asking how they’re gonna “use” the alphabet in the future. Well … you don’t, really? Because the alphabet itself is just a baseline entry skill to a shitton of other stuff that is not, in and of itself, the alphabet. Do you want a career that involves reading or writing, kindergartner? Well, sure, or at least maybe, but what does that have to do with learning which letters are vowels right now? Am I gonna have a job in vowel-identifying later on?

You’re not gonna “use” a whole lot of algebra, honestly. You’ll need it because it’s building blocks to all future mathematics, which are useful to a whole lot of skills and careers, and even if you don’t go into those careers, I’m training your ass to think logically, which is useful to make you a more functional person.

But they don’t want that. They wanna know why they have to multiply binomials, and tomorrow they’re gonna be all about when am I gonna have to factor things, and my answer will be “Today, shut up,” and on we go.