On Friday, four local schools that collectively teach a good amount of students at the poverty level gathered together in one spot to listen to an expert on poverty.  We heard stories and this person’s observations and much was discussed about the difference between upper, middle and lower class and the hidden values.  Now, as mentioned many times before, I teach in a rural school with several students that live at the poverty level.  Although I found the information interesting, I really wanted to hear how we as teachers deal with this issue.  I believe having a clear understanding of the values that people in different classes possess, yet, how do we deal with students and parents who live in poverty?  How can we teach better to students of various classes, what are some key phrases, what can we incorporate or NOT incorporate into our classes and instruction to reach these students better?  Also, there are the parents and the personal relationships that many people at the poverty level have are also important.  How is a parent phone call with those parents different than a parent from a middle class? Those are the tools that I was hoping to walk away with on Friday, and I really didn’t.  What I have learned I have learned by teaching students who have a vast range of classes.  However, most of the class levels are middle to lower class.  I have had to learn an entirely different way of living from what I grew up knowing.  What did I know?  I thought everyone lived like I did.  I found out differently.  I really wish the  four neighboring schools could have spent the money that was payed to this speaker ( which I am sure was a large sum ) on equipment and updates that we so desperately need for our schools, instead of “preaching to the choir”.  What was  told us and what they showed us, we live five days a week.

While driving home today ( 40 minutes) I realized I had a few things on my mind and just decided to write them both on one post.  Here goes:

I teach in a rural school.  Tomarrow my juniors have their research papers due.  The other day I stayed after school with one student who needed some extra help.  After we talked about her specific questions, we just started a small conversation. This student happened to mention the trouble she was having typing her paper.  Now, mind you, we have been working on this paper for about a month in class.  Now that the due date is so close, I tell my students that computer problems, running out of ink, the dog ate it ect. are NOT valid excuses.  Anyway my student happened to tell me that he/she is able to type at home but cannot print because dad refuses to purchase the ink cartridge necessary for their printer!  I felt so badly for this student.  How could a parent deny allowing their child to succeed in school?  It just doesn’t seem right to me.  Growing up in the suburbs, mostly white collar, I had never experienced anything like this.  My friends and I grew up without a want.  Working in this district has taught me so much and has showed me how other people live.  Some of my students don’t have computers so their assignments for English class are a continual struggle that they must figure out.  I finally offered this student the option of e-mailing me the paper in order to save her from typing it out and saving to a disk and then having to come to school to print.  These thoughts have remained with me and I continue to wonder how a parent would out and out refuse something of educational value to their child.   This leads me to my second issue……

My son is in fifth grade and is very bright.  Currently, he is working on three different projects/presentations.  The current one that has me all worked up is the president presentation.  Each student selected a president to research.  Now, the presentation part.  Each student must dress like the president,and  do an oral speech about that president.  Then, each student must bring in a red, white and blue treat for the entire class!!!  Now, I ask you, what fifth grader can make a red, white and blue treat for their class???!!  These projects become the projects of the parent, NOT the student!!  Is this my grade or my son’s grade???  Of course my son had to make the dough and put them on the cookie sheet and then decorate them to be patriotic.  So, I guess that was him doing it? Or is it?  Secondly, my son had a president who wore a beard.  Having no luck purchasing a beard, yes, you guessed it, Mom made the beard, with some help from my son.  Why can’t the project be completely student driven?  Now, here I am doing what ever it takes to help my son be successful in school.  This, of course, is the complete opposite to the student’s situation I described above.  Will my son get a better grade because I helped him? Is that fair? What if some of his classmates have parents who work late and don’t or wont make time to help their children?? Should those students get a bad grade because the child’s parent didn’t get involved?  Is this the student’s project or the parents?!

Today my honors English 12 students performed their Hamlet scenes.  I have to say that I was very proud of them.  Students in groups of three to four select a scene from the play after we have read it, watched it and discussed it.  The students must memorize their lines, have costumes, each character must have a prop and the scene must include appropriate music.  Along with the acting, students have to create a booklet reflecting upon various questions based on the character they played.  Throughout the rehearsal period, some groups faced difficulties due to students being out.  None of that difficulty showed today!  They must then respond to how they think the rehearsal process went as well as their performance.  Today’s group was very good!  The students did such a good job getting into character.  Each one of them was fully suited for the character they played.  For our audience we invited the 9th grade class down to watch.  I usually invite the 9th graders in hopes that they will someday be inspired and want to take this class.  Some of my students were talking about remembering watching the scenes when they were in 9th grade.  One of my colleagues, who has seen all of the scenes during the last few years stated that this group was the best so far!  Bravo!  Next week the second group of scenes will be performed.  To them, break a leg!  I look forward to watching them.

A few years ago upon the completion of reading Hamlet, I had my students take part in the “Hot Seat”.  Each student selected a character from the play at random.  They then had to become that character.  Each student in the class would write up 5 questions to ask each character from the play.  On the day of the “hot seat” the student’s desks would be lined up in front of a single chair.  The character of the day would sit in front of the panel in the single chair.  Each student would go down the line and ask the character questions.  The student must then respond as  the character would respond.  Students get bonus points for dressing the part or bringing in props that are appropriate for the character they are playing.  In the past, this has been an exciting exercise.  This year, however, it didn’t quite go so well.  Now, I find myself wondering what I did differently or how next time I can make this an exciting experience for the students.  I wonder if anyone has ever tried anything like this that could help me out with this assignmnet for next year?  Part of me wants to say that many of the students this year did not take this assginment seriously. I hate to say that or even think it since it is an honors 12th grade English class.

This year, as I stated before, has been a huge challenge.  This year brought a new principal, a new grading program, and 84 minute classes!  However, I am happy to report that teaching on the block is something I now am used to.  I remember other teachers telling me that I would never want to go back to the 40 minute class period.  Now, I actually believe them.  Sometimes, yes, I said it, sometimes, I actually run out of time!!! I can’t believe I said that!  Planning is certainly more difficult and I find that the paper load is overwhelming!  I feel that students need to be held accountable for work that they complete during the 84 minutes and I really try not to assign “busy work”! Students can smell that a mile away.  Also, with help from Mrs. Huff, I am doing notebook checks in the form of small quizzes!  Some students are so proud of the organization of all of their work thus far in class. Organizational tools are so important.

I am really stretching myself to incorporate more technology into my classroom.  I have a projector, I just created my own web page for my classes and I am trying to find ways to utilize more programs that our school subscribes to that can enrich my classes such as power media plus.  Some of  my colleague’s have smart boards, I can start to envision myself using one of these now! I am trying NOT to have technology phobia.

This year I also started advising for the Yearbook.  In the fall, I thought I was going to go out of my mind.  Fortunately, I have a wonderful editor who has dedicated several hours of blood, sweat and tears.  Her underclass partner will be ready to go and be all prepared for next year.  Did I just say next year? I also have a very calm co-advisor.  There have been several times I needed his calm demeanor.

I really hope I am not jinxing myself. I hope that the year continues to move along smoothly.  I have to thank all of those people who have helped to smooth out all the bumps along the way

Things continue to change this year and the next item on the “chopping block” is homework.  Our new principal wants to form a committee to look at getting some uniformity in everyone’s policy.  I am sure like your school, the teachers make up a very diverse population and all have different policies regarding homework.  I think this issue is also reflective of the type of students that attend each school and the amount of supplies and books each school has as well as “past practice”.  I have been at my school for eight years and the overall feel for homework is very relaxed and in some classes, it doesn’t even exist.  I wonder if that is in every school?  If a teacher’s lesson is based primarily on the students doing homework, that teacher could face a room full of silent students the next day, due to the fact that homework is not a priority.  So, do we buck the system and demand it any way or try to be creative and figure our how to avoid many homework situations?   I am anxious to attend this committee meeting to see what comes of it.  I know that I am one of the more strict teachers with due dates where others are more relaxed.  Even though I have set a policy in my class, it is often over turned.  Sometimes I wonder why I continue to make myself look like an idiot.  Why make rules only to have them reversed if a problem arises with a student?  What I see as being difficult is having a policy in place that pleases everyone just because everyone teaches differently and has their own style.  The principal’s concern is that since each room has a different policy, it becomes difficult for the students to remember who has what policy.  Aren’t high school students able to take responsibility and become familiar with the different classes that they take? Where has student responsibility gone?!

We have had a very interesting issue come up in the school that I teach in. Suddenly, there is an emphasis on the grade level of the books we teach in English class. I was wondering how English teachers select the novles they will teach in class. Do you worry about the reading level, do you consider the content and how well the students react to it? Or, do you consider the reading level of the majority of your students and select a novel based on that? What really matters in selecting a good novel to teach? Since I teach 11th grade English I am also curious as to what novels you do in your classes? A list would be great!

Probably next week, I will start my first novel with my students.  Now, I realize that I cannot read the entire 84 minutes.  My concern is what else do I do?  What do experienced teachers of the block do while reading a novel?  I worry with the memory component, since I only see my students every other day.  I am also worried that the other activities become busy work instead of really focusing on the novel and the story line.  Once again readers I could use some imput.

Along with feeling completely displaced in my own room, the new desks are HUGE!  I am on the second arrangement.  I originally had the desks arranged in a theatre type setting.  Four desks on a diagonal, two rows on each side of the room.  Then two rows across the back with four desks each.  It just wasn’t conducive for quizzes and of course the urge to chat continuously to the people on either side was just too desirable.   Today when students walked in I had a new configuration; two desks right next to each other that make four rows across the front.  I expected a larger reaction from the students when they came to class, but it wasn’t really that bad.  I quickly told them their new seat assignments and on we went.  I guess time will tell how this set up will work.  Rows seems so “old school” but it really works.

On A days I have the luxury of having my English 11 Honors class.  Today, each group presented their short story to the class.  I was immediately impressed with how much each group was able to grasp and discuss with each of their own stories.  What was really amazing was when the entire class started to discuss and ask questions right along with the group presenting.  I was so proud of them and my heart was just glowing.  This year has been a really rough start, but for an entire block, these students were engaged and really discussing literature.