stories from the classroom

Kindergartener (with very concerned, slightly agitated tone): "Mrs. Cook, why is your tummy getting so much bigger?"
Me: "because there's a baby inside and it's getting bigger."
 [background - all kindergartners in the room comment on how their mommies all just had a baby or are currently having a baby.] 
 Still concerned kindergartener: "well, when is it coming out?"
Me: January
kindergartener: "how?"
me: okay boys and girls, show me how you find your seats.

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So I'm sitting at a table in the hall on the night of parent teacher conferences and this sweet 2nd grader comes up to the table with her parents. She waves shyly at me and then leans down under the table and waves (presumably to my baby in my stomach)?  :)

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So I'm wearing a belt with an outfit somewhat like this

 looking, of course, much more pregnant than the skinny lady in this picture.  and this kid raises his hand & asks, "uh, mrs. cook. why are you wearing a belt all the way up there?"  and before I can answer, another kid responds "it's to hold her baby in."
i just left it at that.

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2nd grade music class.  we do the same 3 activities at the beginning of every class:

practice a rhythm pattern on the board

the kids echo patterns i sing with solfege (you know, do-re-mi... i just make up different little tunes and they sing them back with the solfege.) 

then we sing a scale.

they love echoing back the patterns as they get trickier and trickier and they love singing the scale.  (I play this accompaniment on the piano... not sure why it's so enjoyable but they always want to sing it just one more time.)

anyway, yesterday in 2nd grade we learned our last solfege note in the major scale - ti. 

(order going up: do-re-mi-fa-sol-la-ti-do).

so up until now we have been singing a "5 note scale" where they sing do-re-mi-fa-sol and then go backwards.

well yesterday we practiced lots of patterns with "ti" and then I sang for them [drum-roll please] the major scale.  And they were so excited. and we sang it 5 times. and then just one more because they begged. and after the sixth time, a girl raised her hand.  when I called on her she said, "I don't know if anyone has already told you this but you have the most beautiful singing voice in the whole world."  and after i said "thank you," all the kids chimed in agreeably.

sometimes these kiddos are just too sweet.

Subbing

Yesterday, I subbed. 
I have been subbing at least once a week in all sorts of subjects and grade levels.
I haven't seen much thinking required of students.
You know, stretching the brain. doing things that aren't easy.
I've seen some thinking.  but not much.

Yesterday I noticed lots of behavior-emphasis.  Come to school.  Learn behavior.

I wish kids could learn to love learning in school.
Some do.
Some get great teachers.  Who will do anything to help them love learning.
Some don't.
Some see school as one big beat-down.  Or they learn that if they just sit quietly, don't cause problems, and get their busywork done, teachers will leave them alone and they can make it through.  Others learn that if they act crazy, cause lots of problems, and never turn in their work, they will get lots of attention.
We call this "negative reinforcement."  Reinforcing negative behavior.

I usually pay no attention to "naughty" kids.  Unless the behavior is hurting someone else, I usually pay them no attention.  Eventually, most stop the behavior that has for so long drawn attention.  I try to pay the most attention to students who are working hard.  Because that is the behavior I want to reinforce.  I learned this from both mentor teachers in student teaching.  They were both really great teachers.  I don't think I've seen as good of teaching since then.  And that was in the "big bad inner city." :)

I am not perfect at classroom management by any means.  But I'd like to become better.  Subbing gives me opportunities to see a variety of classrooms.

On the other hand, I miss having 'my own' classroom.  With 'my' kids.  With students that I grew to know and love.  But, with private lessons,  I don't have lesson plans. 
I don't have to refer students to the discipline office.
I don't have to call home to discuss the profanity they yelled at me.
I don't have to work 50-60 hours per week to get the "must haves" done.
I don't have to...  a lot of things.
And I still get to teach.
I like both.  I like a classroom, and I like private lessons.  I'd like to plan where I'll be in 5 years, or next year.  Which type of job I'll have.  Should I look for classroom jobs or not? I think about these things and then I am reminded...  We are not guaranteed tomorrow.  We should not be anxious about tomorrow, but let tomorrow take care of itself. The Lord cares for the birds and flowers, so He will certainly care for me.  For the desires and gifts He's given me.  Because He is good and He loves me, although I am undeserving.
And so, I'll take it one day at a time.  And today, it's subbing in high school choir :)

Lessons I learned as a first year teacher

Well, my first and last year at Simeon Career Academy High School is over.  I took the job, thinking I'd be here for as long as I'd be teaching in the classroom, but God has different plans.  Of course, He knew the end from the beginning... but I didn't.  And I'm glad.  I could not have put the energy and effort into my students this year if I knew all year long I'd be leaving at the end.

Anyway, I definitely couldn't describe my experience in one word, but I can say that overall, I loved it.  There were days I wanted to quit (literally), there were days when I thought "okay, I'll stick out this year, but I am definitely applying elsewhere for next year," and there were days when I wouldn't have wanted to be anywhere else.  But, overall, like I said, I loved it.  I loved my students (on most days).  God taught me lessons that one blog post can't even BEGIN to cover. 

Over the past couple days, I've been thinking about things I learned from this year, as a teacher specifically.  I suppose I'll continue thinking about things I learned as a person, a Christian, a wife, etc... But today, I'm thinking about teaching.

[I'm writing this sentence after writing the list below - it's a sporadic collection of thought.  Nothing refined or categorized.  Sorry for the lengthy randomness, but I think this is one of those posts that's more for my reflection.  Sometimes I need to just get all the crazy thoughts simultaneously running through my brain out in words in order to think clearly.] 


1.  Throw most things from college out the window once you enter a classroom.

2.  The Chicago Teachers Union, as an organization, thinks they're at war.  Their monthly publications often speak about "news from the home front," "30,000 members strong," "protesting the attack on the children," etc...

3.  Classroom management - learned a lot of don't lessons from this one, although I don't know if I have a lot of "do's" yet. 

4.  Make teacher friends at your school.  I did a TERRIBLE job at this.  I felt isolated, like I didn't know anyone except the band teacher who shared my office, the assistant principal, and the principal, none of whom I could go out with after work for a bite to eat.

5.  Ask a lot of questions.

6.  Teenagers are teenagers.  There are a lot of factors that influence a high school student.  However, the "teen" part - hormones, facebook obsession, attachment to cell phone, thinking high school drama is as problematic as the war on terrorism, mood swings, etc... - all that is the same across the board.  Regardless of where you come from or who yo' momma is, teenagers are teenagers.

7. Be as perfectly consistent as is humanly possible.

8. Admit mistakes to students.  If you tell them when it's your fault, you have more "cred" when you tell them it's their fault."

9. Greet students by name as they come in the class.  Your smiling face greeting them at the door each day of the week as they walk into your classroom (slow moving and gloomy) might be the only thing that is consistent in their day.

10. Although "teenagers are teenagers," where you come from makes a difference.  What happens at your house, who supports you, how many jobs you work, how much money you have, it all makes a difference in your education.  Some kids have to overcome a lot more obstacles than others to get that 23 on the ACT. 

11. The #1 most accurate predictor of a child's ACT score is his or her family's income.

12. "African American" is not a term to describe all black people living in America.  As a friend put it so bluntly, "not all black people are from Africa."

13.  Black teenagers and white teenagers, generally, view cops very differently.

14.  Don't box kids in - try new things.  You might be surprised by what they might enjoy.  I took 20 students to the opera this year and they talked about it for the rest of the school year, begging to go back.  When I announced I would not be returning, a few of the kids that got to see the opera asked if the new teacher would take them.

15. Love love love your students.  It is almost impossible to teach a child you don't care about.  As my principal says, "I'm not asking you to buddy up or live here on the weekends or run after school programs...just like them enough to teach them while they're in your room."

16. As a teacher, you can come to work late every day (as in, later than 1st period actually starts) and not loose your job, thanks to the union.  [And no, I did not learn this from experience.]

17.  On "professional development days" (aka teacher institute days), your itinerary will tell you that teachers are to report at 7:30 (the start of the normal work day) and the first meeting is at 8:30.  This is code for "we will look the other way if you come in closer to 8:30."

18. Most students will not come to school on the following days: the last day before any sort of break, the friday before a 3-day weekend (i.e. friday before Columbus day), the first day after any sort of break, the days before and after mid-week standardized testing, days when it snows or rains heavily (i.e. 3+ inches of snow), the last week of school after final grades go in.  Also, some seniors habitually do not attend school Mondays and Friday.  When you ask them where they were they will respond with "ugh, it was a monday!" or something similar.

19.  Be sarcastic as little as possible to the class as a whole when teaching, especially not at first.  They get a LOT of sarcasm from adults already. 

20. When 2 students escalate a fight, don't try to ask them to stop - just get security to get them out of your room.  They're putting on a show.

21. Come up with a filing system at the beginning of your first year, and keep up with it! 

22.  Keep your room neat.

23.  Do not make a habit of free days.  For 2 months straight, my students asked for "free days" without one given.  (They told me all their other teachers give free days and "it's a friday... ugh.")  I believe without "free days," they learn better work habits.  Plus, then if you do give 10 minutes of free time after finishing an assignment, it's a BIG deal.

24.  Come up with an orderly way to begin class as soon as the bell rings.  Stick to it every single day.  If I were returning to Simeon,  I would start class COMPLETELY differently.

25.  If you stick with something, the very thing they hate might be something they come to love.  In my case, singing.  I couldn't get them to open their mouths, much less sing, in September.  At the end of the year, I asked "what do you wish we would have done in class?" on a class evaluation and 90% of the kids said something about singing more, or performing a concert. 

26. Have inside jokes with the class and with individuals.  It communicates they are important to you.

27.  Establish a positive working relationship with students.  "Positive" is different in different classrooms, but make it positive in whatever way it works for you.

28.  Do not make a habit of taking days off. 

29.  You know you're doing an okay job of teaching if the students are glad when you are back because they'd rather have you than a sub.

30.  Do not take a week off.  (woops!)

31.  Many teenagers like doing favors for teachers as much as 2nd graders do.  "Hey can you do me a favor" goes a long way, especially with that "special" kid that drives you crazy :)

32. Do not cuss at students.  They will notice.

33.  Ask questions about their lives outside of your classroom.

34.  It is easy to let those 2 problematic kids take over your mental energy and to forget about the other 198 students who are working, learning, improving, and fun!  Consciously focus on the 198.  It'll make your job more enjoyable.

35.  Tough situations will come up.  VERY tough situations.

36.  Pray for your students.  I can name 3 instances off the top of my head where a child's behavior and learning in my classroom took a 180 degree turn (for the better) after I prayed for them by name!

37. God is faithful.  If he puts you in a teaching job (or any job for that matter), He will equip and strengthen you to complete the job.

It's the end of the year as we know it

Here is our end-of-the-year schedule at Simeon.

Wednesday June 1                   Final exams for seniors*

Friday June 3                            Grades due for seniors

Mon June 6- Wed June 8         Seniors are supposed to report to 1^st – 3^rd periods, then go to graduation practice from 10:30 - 2

Wednesday June 8                   Final exams for all other students

Friday June 10                          Grades due for all other students

Friday June 10                          Prom - seniors

Monday June 13                       School for all students

Tuesday June 14                       School for all students & graduation (seniors) at night

Wednesday June 15                 School for freshmen – juniors (originally a teacher institute day, changed to student attendance day to make up for a snow day)

Thursday June 16                     Teacher institute day

Friday June 17                          Pick up report cards 8:30-10:30

*I have seniors mixed into all my classes, so all my students completed a final in my class on June 1.

Please notice that students are supposed to attend school for 6 days after their final grades go in.  What a waste.  This is a good example of why the people who decide things like when to have days of student attendance should not be people with no previous experience in a school building.  Because if anybody who works in the infamous “downtown” was making up the schedule, they would add those 6 days on earlier in the year.  The would know that putting them after finals gives students a reason not to come to school, gives no opportunity to “celebrate” at the end of the school year, wastes 6 days of potential academic instruction, and increases the number of “behavior” problems (fights, pranks, etc…). 

Over the past 10 days or so, attendance has gradually dwindled.  Today, I had the following numbers:

1^st period – 1 out of 29

3^rd period – 0 out of 56 (seniors)

4^th period – 10 out of 49

6^th period – 8 out of 43

8^th period – TBD J

What have I been doing for 7 hours a day these past couple weeks you wonder? 

Grading final exams (until grades were due)

Creating piano and voice lesson advertisements for private studio

Looking for apartments

Reading lots of blogs

G-chatting with my brother

Looking for jobs in Lincoln

Getting latte's and doing target-runs on lunch period

Writing rec letters for students' summer jobs

Cleaning classroom and packing up my stuff

Chatting with students about summer, prom, etc...

Organizing resources I created this year for teaching

Working on our home budget

Pizza party with 8th period!

Let me just say that I did EVERYTHING I COULD THINK OF that was school related before I started doing personal stuff, but I just ran out of stuff to do for work... 
Maybe if the people downtown knew what they were paying teachers to do these last 2 weeks, they would rework the schedule.

In closing, I heard the following announcement over the intercom yesterday in the middle of 6th period (name changed): "Ms. Williams, please return to your classroom.  There are students waiting for you and you are supposed to be in your 6th period classroom."  [You should know that Ms. Williams was suspended earlier this year for sleeping in class.]

Signing off from the almost-end-of-my-first-year-in-CPS,
Ren

Global Achievement Gap?

I recently read a book titled  The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need--And What We Can Do About It.  


As the subtitle suggests, the book basically discusses the gap between even the best educated American students and students from countries around the world whose educational systems are better suited for the way our world functions.  He starts out proposing that more and more jobs can easily be done from any location, and with the combination of rapid technological growth around the world AND students who are better trained in countries like Singapore, China, Denmark, and Germany (and who are willing to work for less $), America is losing out.  


Before I go further, I'm curious to know what others think about the topic?? [true? false? overdramatic? already happening? etc...]

Your thoughts...?


-Ren

8 days

As a teacher, my calendar year goes from September to June, so this year is almost over!  (June 17 to be specific)  

I love teaching because it's a gift from God that I can use and because I love working with young people.
I also love breaks.  Particularly, summer breaks. When I was a high school student, I really liked summer break.  Now that I'm on the other end, I realize that teachers like breaks WAY more :)

Thinking back on this school year honestly makes my head spin.
Did I really ever "manage" my classroom?  Did they learn anything?  Where did that one kid who just stopped coming go?  And what about that other one that went to jail?  I should have done an end-of-the-year-concert.  I really wanted to do more field trip with the kids.  Am I failing them by moving to Nebraska?  Who will they have next year?  Will I wish I was there or be glad I'm not?  Why are so many still so lazy?

It goes on and on.

Oh, and Friday, I am going to tell them I'm not coming back next year :( We'll see how that goes,

When I have clearer thoughts, I'll write more, but for now, that's all I got

When it get's hot...

Recapping some recent events at school (this week - once the temperature hit 80) so that next year when my kids go crazy at this time of year, i am not a surprised new teacher.  [while the tone of this blog is sarcastic and dry, please don't take it to be complaining - i'm not.  it's supposed to give you a giggle.]

Most students that walk in the room and complain that it is hot.  [wait? what!? you mean this room I've been in since 7am is 95 degrees and rising and smells like freshmen boy B.O.??? thank you for informing me, i hadn't noticed...]

Dress code.  Do I have to say anything except that the principal was standing at the girl's entrance with a pile of gym shorts and tee shirts to hand to girls who woke up confused and thought they were going clubbing instead of going to school...? 

Malfunctioned fire alarm during the middle of homeroom.

2 of my students have been escorted out of the building in cuffs, which the whole class can witness since i have a first floor room with giant windows... the only downside of windows i guess. no complaint there though.  [somehow, the arrests bring about laughter... still trying to figure that out]

Today, there was a food fight AND water balloon fight in the lunch room.  My question, how did the kids get water balloons into the building?  If they were already full, the video scanners they put their bags through in the morning (while they go through metal detectors)... think airport security... should have detected them.  More likely, they filled them up during the day.  Because a student can leave class for 15 minutes and what are you gonna do about it?

So, they shut off the water.  Naturally. And then, the students are mad because the water fountains aren't working.  Well, should have thought twice about that water balloon fight [which, by the way, was planned school-wide yesterday with a text] before you realized that water was apparently a privilege at school.

Speaking of water, something leaked or exploded... not sure about the details, but the entire south wing of classrooms on 3 floors was flooded.  and all the teachers took their kids outside to have class... 80, sunny, no trees, no park... city schools.

Picture this scenario.  Every student who walks in the classroom groans that it's hot.  When the bell rings, the kids proceed to yell at me that it's too hot to do work and we can't do anything and and and... I listen, and calmly try to explain that i understand, and i hope they fix the air asap and i too am hot and uncomfortable, but we are in school until June 17 [insert mass groan] and we can't sit on our butts until then.  [i give this "speech" with no sarcasm.  it's good to know when to be sarcastic and when not to be.]  So, we turn off the lights, and stay seated and learn the next section of the song we're working on.  Mid singing, this girl stomps to the front of the room to proclaim [very loudly] that her mom texted her and is picking her and her cousin up for early dismissal.  My response: okay, she should have the attendance office contact my room [thinking to myself, just like everyone else... duh!  and, wait, you're not supposed to have your phone in school and your mother, who knows this rule, is texting you to leave in the middle of your class??? WHHAAT?]  She rolls her eyes, turns around to head back to her seat with the loudest groan/sigh/scream I've heard.  I just raise my eyebrows [so as to imply the "yikes! don't mess with her" look and everyone laughs.  not sure if that was the appropriate teacher response.]  then, there is a knock on the door.  [i have to lock the door during this period b/c of all the sillyness in the hallways and the kids that randomly used to open the door and scream profanity inside the room and run away, or the kids that come into the class and say, "oh i just need to give shamequa her phone" or.... or... or.... you get the picture. the door is locked. so i go open the door, and it's the girl's mom.  no way!! haha she has bypassed the front desk and attendance office and is knocking on my classroom door to disrupt her class to pick up her entitled child who proceeds to storm out of my room. hahaha but when you see the parents, a lot makes sense about the kids.  [can i get an amen?]

8th period has it the worst, because there have been nasty, sweaty, classes of 50+ in my room all day, so it's the hottest and the smelliest by the time last period rolls around.

But, it wouldn't be fair to tell you all that unless I told you... once we get past the complaining and the disruptions and everyone is able to semi-focus, they learned a new part of a song, worked at it for at least 25-30 minutes straight (which is a long time for one task these days, especially considering they are doing NOTHING in most classes) and I would say 60-75% of kids were engaged/ trying their best [the best a 16 year old can give when they are tired and hot and it's the end of the year].  Usually, it's probably more like 90-95%, but this week, i'll take 75% of kids working as hard as they can.

Movie Fridays

I have instituted "Movie Fridays" in my classroom.  Whenever I tell people that I show a movie once a week, I feel like I have to justify that seemingly poor teaching decision.  Movie Friday started mainly because of poor attendance on Fridays at our school (an inner-city phenomenon of which the effects are greatly underestimated).  Anyway, at first, we did tests/quizzes every Friday, but because so many students were absent, it was a hassle for make-ups.  (I guess tests were not a good motivation to attend class.)  When so many students are absent, it's hard to teach something new, so then I would do review.  Well, the students who come to school on Fridays are the kids who do not need review... naturally.  Thus, movie Fridays.  Movies about music, classic must-sees, etc...  Some are educational in the traditional learn-something-new way and some are "educational" in the part-of-your-cultural-expansion way.

Currently, I'm showing The Sound of Music, which most of my students have never seen.  It falls in the classic-part-of-cultural-expansion category.  For each Friday, there is an assignment that accompanies the movie (yep, I'm one of those teachers).

Disclaimer: I LOVE this movie.  I watch it 4 times per Friday, once with each class (which is a little overkill).  When I was little, we watched it all the time, and sang the songs all the time.  I have most memorized.  (Music geek confession)

Anyway, watching it with my students opens up a whole new side to the movie.  I have never before realized how funny it is.  Here are some scenes and their reactions to those scenes.

When Maria leaves the convent to head to the Captain's house for the first time, she sings the song I have confidence.  Towards the end of this song, she is dancing down the street swinging her guitar and travel bag, singing all the while.  One student explained, "Ms. Cook, if you saw a lady doing all that down 79th, you would call and have her committed.  She too excited."

Then, at the end of the song, Maria arrives at the captain's mansion.  Several students responded, "Dannng."

When the Captain first appears on the scene, he bursts through these double doors between the parlour and balroom, where Maria is snooping around.  As he burst through the doors, my students burst out laughing.  I never thought of that scene as funny.

My all time favorite.  When the Captain calls down the children to meet Maria for the first time, he uses a loud whistle with signals.  Suddenly, all the children burst forth from various rooms upstairs, line up by height and march military-style down the stairs into their appropriate line order.  In a couple classes, at least one person yelled, "aw hellllll no."   hilarious!

The Captain then instructs the children to march forward and announce their names when they hear their respective whistle signals (so that Maria can learn the whistle signals for each child).  As the Captain is whistling and the children are introducing themselves, at least one student in each class called out, "ugh, he be doin' too much!"

Have you seen The Sound of Music lately?  Stop by room 151 if you'd like a good viewing ;)

$15.00 Opera

Earlier in the year, I found out that the Lyric Opera of Chicago puts on one of the operas of the season as a matinee for students and offers the tickets at the low rate of $8.00-$15.00.  I thought it would be a neat experience for my students, but then I quickly thought again... in a perfect world, i'd take my students and they'd develop some newfound appreciation for opera.  haha if someone had taken me to an opera in high school, i probably would have hated it forever.  [Actually, my mom and I went to see Porgy and Bess last year at the lyric.  It was beautiful.  I could appreciate it because I studied opera in college.  But, when it came down to staying for the last 15 minutes or catching the train so as not to have to wait 2 hours in Ogilvie... we left early!] 

Anyway, I had resolved not to take students because I didn't want to turn them off to classical music.  In a passing conversation with some of my "after-school-choir" kids, I mentioned the opera. 

student: "we want to go!"
me: "are you sure?"
"yeah!"
"it's 4 hours long..."
"we want to go."
"it's in french."
"we want to go."
"it's 15.00"
"we want to go."
"i'd love to take you but i want you to know what you're getting yourselves into..."

we're going tomorrow.  20 students + me + my mom (the other chaperone)

"Ms. Cook! yo momma comin to the opera wit us?"
"yep."

(they are very excited - lots of momma questions) 


I ordered more tickets than I had originally received money for, so I offered to all my students in all my classes - the first 7 people to pay me $15.00 could go - initially the trip was for after school choir students only.

As of yesterday afternoon, I only had 1 ticket left.  First thing this morning, a student I'll call Kiara brought me a note and the signed permission slips.  The note read something like this: "Ms. Cook, Kiara really wants to go on this trip to the opera.  Her appreciation for music is growing and she is very excited about the possibility of seeing the opera for the first time.  I do not have the $15.00 today, but could you please hold a ticket for her?  She will have the money and more for dinner tomorrow.  I promise.  Thank you for your help and support."  Of course she's coming!  By the way, I've heard nightmares about this girl from other teachers.  But in my class, she's respectful, gets all her stuff done, helps other kids who don't understand something, and extremely quiet.  She doesn't really like to sing (I've asked her one on one... she says she's too shy) although she has a nice voice and her mom is forcing her to learn to sing at church.  Anyway, I wouldn't have pegged her for dying to go to the opera.

I announced this trip a couple months ago to prepare students for the cost ($15.00 ticket + $12.00 dinner + bus money).  Since then, I have heard a couple students mention scraping up the money... "I didn't have the money either but I found a way man... cant buy those sodas at lunch." 

I'm not sure what to expect - will they like it? what are they expecting? will they be surprised by the singing?  will they fall asleep?  will they understand the plot?

It's going to be a great experience.  For some of them, a once-in-a-lifetime-thing.  Sure, it's just one opera.  But it's more than that - it's a cultural experience.  It's something new.  (And it's a professional world class opera production for $15.00 ticket on the main floor.)  By the way, I just checked - there are 5 seats left on the main floor for Sunday's production of Carmen and they are going for $247.00 each.

Au Revoir,
Mrs. Cook

Proverbs 15:1

I recently heard a sermon on various Proverbs discussing getting rid of negative conflict in your home.  As various Proverbs were read, I realized some Proverbs would be especially helpful to know as a teacher.  The pastor would quote a proverb (for example, 15:1 "a gentle answer turns away wrath but a harsh word stirs up anger) and I would think "woah! that's why that works... because the Bible says it works that way."  I know that doesn't sound revolutionary, but it was very timely for me.

Why timely, you ask?  (even if you didn't ask I will gladly explain)  Well, we've about hit that point where everyone is ready for spring break.  You see, we have an ubsurd number of days off in the fall up until winter break, where there is 2 weeks off.  Then in January, because of finals, there are some extra days off.  However, since the end of January, we've been going for a long stretch.  I am all for quality education and I'm also all for quality breaks.  Plus, my student attendance is WAY down on Mondays and Fridays.  (That's one of those things that surprised me about teaching at a city high school.)  Anyway, back to the point.  Everyone is ready for spring break.  Ours is at the end of April. .. not march, APRIL!  [Now, to all my friends who have to work 12 months a year instead of 9 and think I should stop complaining... we teachers are spoiled.  i'll gladly accept that if you think that.  And likewise, I will accept empathy from my teacher friends who know why it's nice to have the breaks.]

Also timely because there is this girl in my 4th period class.  Now, if you ask my mom or any teacher I had early on in high school, they will quickly tell you I had mastered the eye-rolling-know-it-all-attitude by 13.  but this girl has me beat.  by a long shot.  I managed to establish a semi-positive relationship with her early in the year, but music isn't her favorite subject and there have been some instances in which that relationship seems to have gone sour.  (Now I know how the teachers that many students hate feel.  There is a different level of in-your-face-confrontation at our school than the high school I graduated from and let's just say it's majorly elevated if the confronter dislikes the confrontee.)  Unfortunately for this girl, as her mission seemingly was to take down my 4th period class, that class happens to be one of my best... they respond well, seem to enjoy singing (as much as a group of teenagers who are forced to be in choir can love singing), and the environment is almost always positive. 

This story is getting too long.  The point is, despite her outbursts, I was determined to employ Proverbs 15:1 with her at all times.  Although I nearly lost it when I caught her cheating on the same test for the 4th time and she lied to my face about it (despite the fact that I never called home, always offered her an opportunity to come in and simply learn the information, and continued to let her retake the test in case she truly did know the material as she claimed).... except for that instance, i have responded to her with a "gentle answer."

I have seen her "wrath" disappear before my eyes.  Yesterday and today, she spent her long division periods helping me by posting a new bulletin board with student work (2 hours worth of time).  I also let them work on a project for me during class on the condition they made up the lesson in their free time and she did.  It's not perfect... she still read durig class today (although we were just watching a movie) and I don't expect everything in our future to be coated with rainbows and sunshine, but... the word of God is true and I am thankful he's showing me how to depend on him and claim his promises, specifically as it relates to teaching.

ACT Prep

I have found out that I will be teaching the English and Reading portion of ACT prep, 2 days a week after school for the next 10 weeks.  I don't know how many teachers get excited about ACT prep, but I am (hey, I new...)!  The gap in ACT scores fascinates me.  To be honest, it's something they should start in September.  That's obvious, right?  If the gap is so big, our students should be preparing for a longer period of time...

Anyway, 10 weeks is what it is.  I found out I'll have the group of kids with the lowest scores because "Ms. Cook has the patience for them."  haha I think that was a compliment and challenge all tied up in one.

Here's the thing about the ACT - for a very short period of time in life, your score is very important.  I have kids who get a 3.8 GPA and are Mr. and Mrs. school involvement.  Their 15 on the ACT (which they have been told is better than others) sets them way back in the college competition.  With a 25+ they might have been in the running for some extremely elite universities.  (No one at our school scored a 25 last year.)  But the ACT average at a school likes ours takes universities like those entirely out of the question.  The point is often raised in our meetings that the test is racially biased, as well as a poor assessment overall, and a poor assessment for students in a low socioeconomic bracket.  Our principle's response: "but, it's the test they're using, and I don't want a separate test for poor kids."

I like his brutal honesty. 

I'll be working on a planning team with 2 English teachers - and me, the music teacher. Yikes! Intimidating.

By the way, I get paid.  Booyeah!

Cheers to ACT,
Ren

Charles Payne

Ben and I heard Charles Payne speak this week.  He is currently a professor at the University of Chicago and has been studying education reform for many years.  I'm currently reading one of his books, So Much Reform, So Little Change.

He some interesting points to make about the current discourse on public school reforms.  (I'll just give you what he said and try to leave out my opinions.) 

• He didn't spend much time talking about teacher's unions.  (Thank goodness!)  He pointed out that teachers unions take up too much time in these sorts of discussions.  His bottom line: they're not going away, unions are necessary in some way, and the fact that they have too much power is not the MAIN reason our schools are failing minority students. 
• Reformers tend to come up with great ideas based on removing one component (principal, curriculum, program, etc...) and replacing it with something better.  The problem with this is that it does not consider the social and political entity into which the reform is being placed.  Failing urban schools often have a demoralized culture - one defined by mistrust and failure.
• Even if we can get good teachers in an urban school, the lack of support and resources make it nearly impossible to keep them there.  For example, Chicago Public Schools (CPS) has a 50% teacher turnover rate every 4 years.  Reformers should place more energy into figuring out ways to develop and support teachers.
• In New York, the mayor literally took human and financial resources from wealthy schools and put them in poor schools.  Payne did not think this was humanly or politically possible until Bloomberg successfully reallocated these resources in New York.  (And guess what?  The wealthy schools didn't suffer at all.)
• He said Waiting for Superman has one of the worsts lines in the history of American film regarding the idea that giving money and resources to poor schools doesn't work, therefore charter schools are the only solution.  He said something along the lines of "you can't tell me resources don't work when Evanston spends 22,000 per year per child and Chicago spends 6,000-8,000.  There is a difference."  
• He pointed out that some charter schools do amazing wonders for children, but the majority aren't doing anything radical.  
• The best alternative we've seen for public schools, especially for black male children, are Catholic schools... they do the fundamentals well.
• He discussed the different Chicago mayoral candidates' goals for CPS.  One comment he made was about Rahm Emmanuel's idea of engaging parents by "calling on all parents to commit to help their child succeed by entering into a signed agreement with the teacher that outlines clear expectations for how they will help their child outside of the classroom." He said asking parents to enter into a signed agreement seems superior and demeaning.  He said he'd like to ask Rahm, what would make you personally disconnect from your child's education?  If Rahm were able to honestly answer that question, he might have a better idea of what CPS needs to do to reach parents of minority children in poor, failing schools.  This was just one of his comments about he mayoral candidates.
• He said teacher training programs should have students spending more time in the classroom, beginning with their first education class and that they should stay in contact with their graduates, supporting them for several years into their teaching career.

 Those are just a few of the points he made.  Perhaps, more to come after I finish his book.

Ms. Cook, you not crazy

The other day, a couple kids were doing make up work in my room during their lunch period.  I overheard one student explaining that a teacher told him she was going to call his dad and then his dad would "come up here and teach you a lesson and put a book through your head" or something along those lines.  Here's how the conversation went:

me: wait, a teacher said that to you?
guy student: yea. man, she crazy.
me: well, some students think i'm crazy too
girl student: ms cook, you not crazy.  man, all these people be yellin at us and you just sit there an wait for people to shut up. i aint never heard you yell at nobody.  and they stop because they wanna hear what you have to say... ya know, this class aint so bad. i love comin up in here. i get so excited before 4th period but ooo i be sleepy after because i gotta go to algebra.
guy student: you don't never yell atcho classes?
girl student: no, she don't never yell. she just be sitting there waiting with no looks on her faces.  and them kids wanna learn it so they shut up eventually.
me: yep.

it was refreshing to hear that a girl loves coming to my class (i love freshmen!), refreshing to be reminded that teachers don't have to yell and scream to be heard.  in fact, i would argue that it's actually counterproductive.  if you don't want the students to yell or scream in response to irritating things, why would you model that?  it was refreshing to hear students laughing and conversing instead of insulting each other and sighing of boredom.

riding the roller coaster of teaching,
ren

I don't usually quote oprah...

...but when asked about her choice to open her Leadership Academy in South Africa instead of the United States (particularly Chicago), she replied:

"Say what you will about the American educational system — it does work. ... If you are a child in the United States, you can get an education. ... I became so frustrated with visiting inner-city schools that I just stopped going. The sense that you need to learn just isn't there. ... If you ask the kids what they want or need, they will say an iPod, sneakers, or some money. In South Africa, they don't ask for money or toys. They ask for uniforms so they can go to school."

Did she make too broad a generalization?  Of course.  However, point taken.

I love my students.  There is something severely wrong with the culture when at least 5 kids in different classes ask for a "free day" every day. (um, what the heck is a free day anyway?  yes, i'm the teacher who makes them answer analytical questions about movies.)  I change activities about every 10 minutes... every day of every week.  Many students still complain.

On the other hand, I have students that, while they seem to feel apathetic towards school itself, genuinely enjoy learning.  They ask lots of questions, correct their mistakes even if the extra credit put them over 100%.  They like to learn, but get tired of all the time-wasting from those who don't enjoy learning.  I wonder what it would be like if school was optional?  Not that we should make society that way.  But, what if it was.  People, by nature, seem to naturally want what they don't have.  (Jesus told us to be content... probably because we need to work on this, not because we naturally are content.)  If school was optional, would people be more or less educated?  Would the teenagers get tired of sitting at home all day and realizing they can't get jobs?  Maybe not... just a random thought.  My mind is a little random today.

Praying for students to want to learn,
Ren :) 

Day like today...

"What is wrong with the schools in urban America?  Why do their problems appear so intractable?  How is it that, after years of effort and expenditures of billions of dollars, we have so little to show for our efforts?" - Paul Hill

On a day like today, when I cannot articulately verbalize my feelings about teaching - particularly in an urban school - when all I want to do is collapse on the couch, and start over tomorrow, I am glad I stumbled across that quote.

Then, the Holy Spirit speaks this simple verse into my heart:  "In this world, you will have troubles.  But take heart, I have overcome the world."  Jesus (John 16:33)

Resting in that promise,
- Ren

Beginning Singers...

Teaching beginning singers is hard.  They teach you a lot of ridiculous things in music education programs (like every nursery rhyme you could ever imagine, and oh yeah, i learned to play the tuba. great.), but I did not truly learn the ins and outs of teaching beginning singers.  What do you mean by beginning? you ask... oh, well think can't match the note, don't want to match the note, but want to sing like Trey Songz.  Beginning like, too tired to try on Mondays (because it's Monday), Wednesday (because it's... wednesday.) and Fridays because well who does work on Fridays?!  Beginning like, won't sing "high" if they think it's "high" and talk-sing instead of sing-sing the low notes.  However, the first time we sang a warm-up that sounded semi-decent (everyone almost singing the same note while i played pretty background music on the piano), they were so excited.  That's when it's fun.
 
Anyway, another challenging thing about teaching beginning singers, many of whom don't really want to learn how to sing (but, like I mentioned, want to be the next Beyonce) is deciding what music to sing.  Initially, most students in my classes generally hate everything. "Ugh Ms Cook this song is so dry.  Ugh why we gotta learn this" (I hear that a lot.. even if I bring in a song they suggest.)  I mean, let's be honest. Who has ever seen a group of beginning singers (think Junior high or high school choir concert) and thought, wow I  love that song.  Yeah, exactly.  One bonus about teaching at my school is the kids love gospel choir music.  And most want to sing it like they hear at church.  (Ms Cook, that's my song! I hear that a lot too...)  What they don't realize when they want to sing "that one kirk franklin song" is that there are10 professional singers recording multiple times over each other so that they end up with a choir singing 6 different voice parts.  Not to mention the added benefits of a recording studio.  I mean, we can barely have everyone singing the same note for more than 3 beats, so I think Kirk's newest hit is a little out of our reach.

Then, even when I do bring in a song like "Oh Happy Day" (highly requested), they all only want to sing the melody, get angry when the altos have to sing the harmony, and even angrier when it doesn't sound like Sister Act. haha

Haha sometimes, my students are hilarious.  Actually, they are often hilarious.

Now, I explain all this teaching beginners on here, but I really try my best not to be one of those teachers who is like, "I know more than you and you don't get it so too bad."  (Although at times my patience is tested.)

Okay, so the real point of this post (after that long exposition on beginning singers) is that we started singing "seasons of love" from Rent.  They all associated it with the Macy's commercial, so they enjoyed learning it.  It's a work in progress.  For a change of pace, I decided to show the movie these last few days before Winter Break.

Call me crazy, but I think movies can be really valuable if they're watched right - unfortunately, most movies in school are "free days" i.e. do whatever you want because the teacher doesn't feel like teaching.  So, yes, I'm one of those obnoxious teachers that gave a background of the movie and musical (we're talking brief, like 5 minutes brief... because in a movie like Rent, where so much of the dialogue is in song, it's important for them to have a background of 1989 new york bohemian life style to understand the major conflicts.) and a short worksheet with basic questions, along with a couple questions that require you to think.  I don't let them talk, they earn participation points for watching, and they may not leave, do other homework, text, or sleep.  Yeah, it's pretty intense in room 151. 

I explained to them it's a musical, actually more like an opera - barely any dialogue, yet the entire first class period we watched it, they all sighed every time the characters started singing.  Ugh, Ms. Cook why they singing again? Ugh.   However, I was very insistent that they pay attention.  We paused once per class to talk about what was happening and who was who and today, the 3rd day we've been watching it, 3 out of the 4 classes were eagerly watching to see what happened next.  They were asking good questions about the characters and realizing deeper thematic elements throughout the scenes.  It was really fun!

Happy to be a music teacher,
Mrs. Cook

Anger Management

I have a student, let's call him Joe, who is... unique.  Joe has a very distinct voice- slightly nasal, loud... piercing actually.  Joe also makes a scene when he enters a room.  Whether it's loud walking, dramatic backpack dropping, extreme sighs, singing... you just never know.  Joe also has a physical disability.  I don't know what it's called, but it effects his writing because his arms are shorter than would be proportional and he has less than 5 fingers on each hand.  He's obviously learned to adapt well, in my opinion, when it comes to this part of his life.  However, he has also been labeled as having a learning disability, according to his IEP (individualized educational plan, for my non-teacher friends out there).  I'm not sure whether Joe is actually "learning disabled," to be honest.  But that's kinda besides the point because he's been treated as learning disabled and allowed to slack off, so he does.  Reinforcing the cycle.  Anyway... back to the point.  So, Joe.  Joe has good days and bad days in choir.  He can be really enthusiastic.  He seems to enjoy being the center of attention (who doesn't, though?)  He likes singing (although the distinct voice makes for an interesting choir sound).  He can be as negative as he can be positive.  With the flip of a switch, or one too many rude jokes from an ignorant peer, Joe will lose it.  (Side note - I've noticed a culture of needing to have the last word among my students.  It's extremely irritating.  More on this another time.)  I talk to Joe a lot one - on - one.  He drops his stuff off in my room 7th period (my prep) while he eats lunch, to return for class 8th period.  He occasionally pops by to say hi or I see him in the halls.  I talk to him after class sometimes to discuss how the class went that day.  Joe is VERY aware of his behavior.  He'll say things like, "Ms Cook I had a bad day in math and I was angry and I know I was taking it out on you in choir and that aint right."  For someone who can act so immature, he is much more aware of his thoughts and behavior than other students I have.

As a personal policy, I try really hard not to write students up.  It sends them out of my authority, almost as if to say "I can't handle you... they'll deal with it."  I pretty much don't go there, except for the non-negotiables in school policy (refusing to submit cell phone upon teacher request or cursing someone out, etc...).  I've only written a couple students up this year so far.  Success.  But the other day, Joe was so out of line, I had to write him up.  Kinda.  I talked to him after class back and forth and explained that while I try to be patient, I will not tolerate disrespect.  We discussed that no matter how disrespectful students are to me or each other, I never disrespect them (more on that another time).  Anyway, Joe was not happy about this write up, but I was frustrated and felt like I was out of options.

After Joe left and I had silence to myself (rare at school - or in life really), I realized I might have acted emotionally.  I try not to do this with students, but I do.  The problem was - if you threaten, you have to stand by it... right?  This is my theory... 99% of the time.  However, I'm not perfect.  So, what a dilemma.  I was starting to wish I hadn't told Joe I was writing him up.  I was replaying the scenario over and over in my head.  I decided to just put the writeup in the trash.  Was this the right choice? I don't know.  The next day, Joe was silent.  Didn't sing.  Didn't talk.  Didn't make scenes.  Just sat there.  (moping, immature, sulking, yes.)  The following day, Joe was back to normal, enthusiastic Joe but not disruptive.  I saw this glimpse of a student that I see like twice a week (that I try to constantly reward and give positive attention to).  I don't know if he assumed I didn't send the write up in.  Or if he thought I forgot.  Or if he forgot.  I really have no idea.  I still don't know if I did the right thing either.

Today, Joe was a little nutso but not off the charts.  I could tell this other student was bothering him and so after class I asked him about it.  We talked about how some people just say things to get a reaction (which is why I "wait" for silence instead of reacting or yelling... more on that later).  At the end of our conversation, he asked me if I thought he should take an anger management class.  He asked it quietly, like a secret, even though there was no one else in the room.  This student, who can drive me absolutely up a wall (though I try to never let on), who is a complete psycho on unpredictable days of the week, who is a ridiculous jokester, who can be hilarious, who writes with 3 fingers and tells it like it is... this kid asked me for serious advice.  He really wanted to know what I thought.  And he wanted help.  Teacher moment? yes.  I went on to point him to Jesus (he said he was a Christian) and we talked about controlling reactions, reacting emotionally, strategies, etc...  We concluded an anger management class might help with strategies for reacting to negative situations and that a faith-based class would be the best.

Sometimes I miss the little ones.  I miss their cute questions and funny stories.   I miss their weird presents and pictures.  But when I get to have a real conversation with a teenager who needs help in life and I can point him to Jesus... in a public school... then, yes. I love working with the occasionally psycho, sometimes brilliant, and unpredictable adolescents. 

A teacher in the making...

Mixture of Emotions

I'm currently experiencing a mixture of emotions that are all over the place.  I think they're canceling one another out to equal blah.

I spent the day at a Professional Development. Throughout the fall, public school districts hold professional development days (or teacher institute, staff development, whatever) to "professionally develop" the teachers while the students are at home sleeping or playing video games or the like.  Thankfully, our administration tries to keep the meetings short and the preparation time long... meaning lots of time to plan, prepare for students, collaborate, etc...  Today, however, was one of those all-day-meetings.  No complaints though. From what I've heard and seen, we have it pretty lucky when it comes to these days (where I work anyway...)

Maybe you're wondering... "Emotions from professional development?"

We spent the last hour of the day discussing ACT scores.  Now, since I teach music, I'm a little out of the loop when it comes to certain things in the building.  However, all juniors in the state of Illinois recently took a practice ACT.  They take it in the fall and we get their results around this time of year so that they have a few months to improve their scores before the official school-wide test in April.  There are several times they can take the test throughout the year, but the school administers the test for free in April to all junior level students. 

For those of you who have been out of high school for a while, the ACT is scored out of 36 - a composite score that is made up of an English, Math, Science, and Reading tests as well as a written portion.  This is one of 2 main tests used on college applications, the other standardized test being the SAT.  Colleges generally accept a score from one or the other, and the ACT is the more common test midwest area schools use.

The average score at the high school from which I graduated is 24.6 (2009-2010 junior class).
The average score at the high school where I currently teach is 16.1 (2009-2010 junior class).

I learned a lot during our P.D. today.  The students who teachers think are the "top students" in our school - students who take AP and honors classes, students who are over achievers in every area, students who have good attendance and 3.8 GPAs (for better or worse, I was one of these kids in high school...) they are scoring between 16 and 19 on average.  The highest score in the building last year was a 26.  In case your math is fuzzy, that's less than 2 points above the AVERAGE score at Prospect  High School in Mount Prospect, IL.  (where there are always a couple kids who score the test perfectly each year.)  Granted, Prospect is higher than the state average and it's a very good high school.  (The average composite score for the state of IL is 20.4.) 

But, what I was so hung up on was these "honors kids."  These top kids.  These kids who teachers in my school give A's to.  Supposedly they are learning... Why aren't they scoring better?  I know not everyone is a test-taker.  But at least one out of those 400 kids has to be a "test taker."  And many of them sat through 10 Saturdays of ACT prep class. 


There are all sorts of theories.  Teachers blame the tests.  The test writers blame the teachers. The kids blame themselves.  Everyone points fingers.  And there probably isn't just one reason for the gap. 

I'm not so concerned however about the gap between the kids I grew up with and the kids I teach.  I'm concerned about the kids I teach. Period.  The kids I teach are smart.  they are intelligent.  They enjoy learning.  (Side note - you should see the look on some people's face when I tell them that in person... and rightfully so.  With all the horror stories the media presents about Chicago's terrible south side schools, it's no wonder that someone I was with before I started working at Simeon literally called the kids there "animals," not that he knew any of them personally. That was just his educated assumption...) 

Anyway, a lot of the kids I teach are lacking skills, but not because they don't want them.  This is a major generalization, and mostly just me randomly processing my thoughts... but they don't know how.  They don't know how to learn.  They don't know how to comprehend.  They don't know how to "BS" a well written essay.  They don't know the language of the questions.  They just don't know.  and yet we're giving them A's in school.  Passing them through.  this is a  HUGE problem.

so, for the emotions...

Astounded - at the low scores.  In fact, the lowest composite score in our building was a 10.  Several students scored at a 10.  That is lower than the score you would receive (according to the stats) if you randomly guessed on every question throughout the test.

Frustrated - at the gap. 

Confused - what to do?  How do we move the scores?  Especially the scores of the students who are bright, creative thinkers.

Encouraged - I really like the administration at our school.  He has a whatever-it-takes attitude.  Tell them truth lovingly... your score is not competitive for good state schools.  If you want to go to _______ for college, we need to work hard to raise that score.  They are looking a positive school-wide strategies for raising the scores of the kids and they are taking lots of teacher input.

Irritated -  by teachers who don't take any responsibility for their teaching and blame everything bad on the kids.  Oh wait, but all the positives are the teacher's doing...

Hopeful - Simeon is on the right track.  These students have the ability.  This is not a hell hole or a drop-out factory.  These kids are bright, creative, intelligent, and have lots of potential  (especially the new freshmen class). 

Intrigued - Teaching music, I don't think a lot about ACT scores.  But it's changing my outlook - given the freedom in my curriculum (um, I don't have any standards or assigned teaching curriculum goals), what can I do in my classroom to help prepare these kids for college?

Confident - the Lord brought me to Simeon for a reason.  He has given me a supernatural love for these students and I will seek His guidance and wisdom about this job. 

Thankful - for the education I received and for the Lord's goodness in my life.

So, what about you?  Do you read about education in the news?  Ideas for raising the scores?  Ideas about the roots of the gap?  I'm interested to know what people think...

A local teacher who is refusing to get caught up in the mumbo-jumbo of protests and teachers unions, but rather work at my teaching practices to best educate the students,
-Renee