I rarely-- RARELY-- have anything to brag about when it comes to teaching, but I thought I'd share something that left me smiling all Friday night.
On Friday, one of my favorite students, I, sat down with me and her mother to discuss her progress in my class.
First, some background on I. She's a former English Language Learner. She scored a 3 or 4 on her 8th grade ELA test (according to the 8th grade state test, that's proficient). She was in my "on track" 9th grade writing class. At the beginning of the year, she was probably one of my worst writers. She struggled with organization and adding details as well as just writing in complete sentences.
I is incredibly motivated. She's a delight to have in class. Always smiling. Always contributing. Always asking difficult questions. She wants to improve in any way that she can. By the end of last year, it became clear to me that I's writing had improved significantly. Her final paper was one of the best. Her writing was clear, detailed, organized, and it had a real voice.
This year, she continues to improve.
OK, back to the meeting.
After basically telling her mom the above "improvement" story about I, her mom said, in broken English, "my daughter talks about you all the time... Ms. Brady this, Ms. Brady that... She loves your class."
I thought, Am I really hearing this? A student actually talks about what we learn in class at home? AMAZING!
I was speechless, and all I could do was smile.
Monday, March 22, 2010
Sunday, March 21, 2010
Texas here I come...
During the last week of school this year (aka. proctoring and English Regents exam grading week...) I will be in Dallas for AVID training!
Not exactly sure about the details of the training, but I am thrilled.
AVID stands for Advancement Via Individual Determination. Basically, it's a program that targets 'middle of the road' students--who are capable of excelling in rigorous courses but are falling short of their potential--to prepare them for success at four year colleges. A number of my students are AVID students, and it's incredible how much they've changed as students this year in terms of organization, motivation, study habits, and questioning. They've taken ownership of their education.
I'll be trained in how to incorporate the AVID curriculum, which is driven by writing, inquiry, collaboration, and reading-- into my ELA classroom.
More details to come!
Not exactly sure about the details of the training, but I am thrilled.
AVID stands for Advancement Via Individual Determination. Basically, it's a program that targets 'middle of the road' students--who are capable of excelling in rigorous courses but are falling short of their potential--to prepare them for success at four year colleges. A number of my students are AVID students, and it's incredible how much they've changed as students this year in terms of organization, motivation, study habits, and questioning. They've taken ownership of their education.
I'll be trained in how to incorporate the AVID curriculum, which is driven by writing, inquiry, collaboration, and reading-- into my ELA classroom.
More details to come!
Thursday, March 18, 2010
Parent Teacher Conferences
So, 15 parents met with me tonight. I have 130 students.
About half of those meetings consisted of me telling parents how amazing their children are (ie. 90s students. Driven. Motivated. Participators. The students who make me love my job...).
The other half of the meetings consisted of me telling parents their children need to apply themselves (ie. they're 70s students. Smart. Talented. Don't do any work. The students who frustrate me more than anything....).
No parents of failing students.
No parents of students who wreak havoc in the classroom.
No parents of students who are seriously struggling with reading and writing.
Although I LOVE telling parents that their children are amazing human beings (well-deserved compliments for them...), I need to talk to parents of failing students, students who are years behind, and students who disrupt class.
Hopefully tomorrow afternoon's conference will bring a few of those.
About half of those meetings consisted of me telling parents how amazing their children are (ie. 90s students. Driven. Motivated. Participators. The students who make me love my job...).
The other half of the meetings consisted of me telling parents their children need to apply themselves (ie. they're 70s students. Smart. Talented. Don't do any work. The students who frustrate me more than anything....).
No parents of failing students.
No parents of students who wreak havoc in the classroom.
No parents of students who are seriously struggling with reading and writing.
Although I LOVE telling parents that their children are amazing human beings (well-deserved compliments for them...), I need to talk to parents of failing students, students who are years behind, and students who disrupt class.
Hopefully tomorrow afternoon's conference will bring a few of those.
Tuesday, March 16, 2010
Tuesdays
Incompetence infuriates me.
Why is it that-- for the most part-- every PD ("professional development") meeting is an absolute waste of time? (Every Tuesday afternoon...)
I am confident I could become a better teacher (in terms of instruction, management, investment, differentiation, you name it...) if we had effective "professional development" meetings.
What is the solution to this problem?
Get rid of pointless, unproductive "professional development" meetings that only waste teachers' time (60 hours per year, give or take) and school resources. Revamp the system and means of training teachers to become effective instructors. Model effective teaching strategies that could actually help teachers make significant gains with their students. (And not to mention, help them become better teachers...)
But with this current system-- flawed at its core-- how?
Why is it that-- for the most part-- every PD ("professional development") meeting is an absolute waste of time? (Every Tuesday afternoon...)
I am confident I could become a better teacher (in terms of instruction, management, investment, differentiation, you name it...) if we had effective "professional development" meetings.
What is the solution to this problem?
Get rid of pointless, unproductive "professional development" meetings that only waste teachers' time (60 hours per year, give or take) and school resources. Revamp the system and means of training teachers to become effective instructors. Model effective teaching strategies that could actually help teachers make significant gains with their students. (And not to mention, help them become better teachers...)
But with this current system-- flawed at its core-- how?
Monday, March 15, 2010
The fire alarm
A lovely student pulled the fire alarm during the first five minutes of 8th period while I was in the middle of explaining tomorrow's open notebook quiz on Night.
Meanwhile, it's about 40 and drizzly outside. My coat is downstairs. My students begin screaming, as if school were just released for summer vacation. As we begin evacuating the building, I notice at least 15 students attempting to open their lockers to grab their jackets.
"Ladies, seriously? Would you stop to get your jacket if the building were really on fire?"
"Ummm duh, Miss! The rain will ruin my hair."
Duh. Why didn't I think of that?
We evacuate the building. Teachers are trying to crowd control and usher students onto the sidewalk. Finally, the signal to re-enter the building.
Great. How am I supposed to win my class back (when I hadn't even won them yet??)
Students re-enter class, complaining of course.
"Miss, my hands are cold, so I can't write."
"Sorry, D, my hands are cold too. We just have to deal with it, OK?"
Student grumbles and sits down.
"Miss. Is the building on fire? It smells like burning hair and gasoline."
"No, S, the building is not on fire."
"Are you sure?"
"Yes, I'm sure."
Finally. Students re-seated. Notebooks out. Pens in hand. Taking notes on today's new vocabulary. We get through reading the words in context, defining them, and practicing writing the words in sentences.
Fire alarm. Again.
Really? Not again. I just managed to settle them down!
Students scream. Again. This is getting laughable. We re-evacuate the building. Now it's raining. Lovely! The fire truck turns the corner and the firemen nod at us. I nod back, sort of smiling and rolling my eyes. Students GO NUTS, thinking I have a crush on Mr. Joe Fireman.
Unbelievable. Can't anyone nod and smile anymore without people assuming you are attracted to that person?
Ten minutes later. The go-ahead to return to the building.
Students sit down. Bell rings. 8th period ends.
All I can do is laugh. Hopefully they'll remember what's on the quiz.
Meanwhile, it's about 40 and drizzly outside. My coat is downstairs. My students begin screaming, as if school were just released for summer vacation. As we begin evacuating the building, I notice at least 15 students attempting to open their lockers to grab their jackets.
"Ladies, seriously? Would you stop to get your jacket if the building were really on fire?"
"Ummm duh, Miss! The rain will ruin my hair."
Duh. Why didn't I think of that?
We evacuate the building. Teachers are trying to crowd control and usher students onto the sidewalk. Finally, the signal to re-enter the building.
Great. How am I supposed to win my class back (when I hadn't even won them yet??)
Students re-enter class, complaining of course.
"Miss, my hands are cold, so I can't write."
"Sorry, D, my hands are cold too. We just have to deal with it, OK?"
Student grumbles and sits down.
"Miss. Is the building on fire? It smells like burning hair and gasoline."
"No, S, the building is not on fire."
"Are you sure?"
"Yes, I'm sure."
Finally. Students re-seated. Notebooks out. Pens in hand. Taking notes on today's new vocabulary. We get through reading the words in context, defining them, and practicing writing the words in sentences.
Fire alarm. Again.
Really? Not again. I just managed to settle them down!
Students scream. Again. This is getting laughable. We re-evacuate the building. Now it's raining. Lovely! The fire truck turns the corner and the firemen nod at us. I nod back, sort of smiling and rolling my eyes. Students GO NUTS, thinking I have a crush on Mr. Joe Fireman.
Unbelievable. Can't anyone nod and smile anymore without people assuming you are attracted to that person?
Ten minutes later. The go-ahead to return to the building.
Students sit down. Bell rings. 8th period ends.
All I can do is laugh. Hopefully they'll remember what's on the quiz.
Thursday, March 11, 2010
Sisters
A funny little story...
As I mentioned in my previous post, my school put on Othello last Friday night. A TON of my students were there. My girlfriend decided to join me for the performance. We had a great time. (The story gets better...)
On Monday morning during 2nd period, student A exclaims excitedly, "Ms. Brady, your sister! She looks exactly like you!"
Hmm. Now, to my knowledge, A has never actually met my sister. So, I start wondering. The first thing to come to my mind is-- does she really think my girlfriend and I look like sisters? (Mind you... my girlfriend is half black...)
Me: "Ummmm.... Really, A??"
A: "Yes! You look like identical twins!!"
Now I was really confused.
Me: "A, you saw her Friday night?"
A: "Yes!"
Now I was really, really confused.
Me: "At Othello?"
The moment of truth...
A: "No! At John Philip Sousa! She was walking toward me and I thought 'Is that Ms. Brady? Wow. It must be.'"
Me: "OH. That makes sense..."
OK. Phew.
Turns out, A was visiting her old middle school (where Kristin currently teaches) and saw Kristin walking to the train. A swears she couldn't tell us a part.
Perhaps because we're both white? short? have brown hair? Who knows.
As I mentioned in my previous post, my school put on Othello last Friday night. A TON of my students were there. My girlfriend decided to join me for the performance. We had a great time. (The story gets better...)
On Monday morning during 2nd period, student A exclaims excitedly, "Ms. Brady, your sister! She looks exactly like you!"
Hmm. Now, to my knowledge, A has never actually met my sister. So, I start wondering. The first thing to come to my mind is-- does she really think my girlfriend and I look like sisters? (Mind you... my girlfriend is half black...)
Me: "Ummmm.... Really, A??"
A: "Yes! You look like identical twins!!"
Now I was really confused.
Me: "A, you saw her Friday night?"
A: "Yes!"
Now I was really, really confused.
Me: "At Othello?"
The moment of truth...
A: "No! At John Philip Sousa! She was walking toward me and I thought 'Is that Ms. Brady? Wow. It must be.'"
Me: "OH. That makes sense..."
OK. Phew.
Turns out, A was visiting her old middle school (where Kristin currently teaches) and saw Kristin walking to the train. A swears she couldn't tell us a part.
Perhaps because we're both white? short? have brown hair? Who knows.
Wednesday, March 10, 2010
Let's try this again...
Wow. I am terrible. Pathetic. So, I've been experiencing some sort of writer's block for about 4 months now. But... I'm determined to overcome this dry spell of words about teaching.
Brief.. BRIEF update....
I'm currently teaching Elie Wiesel's memoir Night to my sophomores. They're engulfed by his poignant story. Enraged by the apathy and indifference of bystanders. Upset that the Allies didn't do more to stop the Nazis from carrying out their final solution plan. It's been an enlightening and moving experience for me.
My school put on a tragi-comedic (yes, comedic) performance of Othello last Friday. A sell out show, too! Let's just say it was a HIT. A number of my students last year had lead roles and they were fantastic. I can't wait to teach it again this spring.
More posts coming soon...
Brief.. BRIEF update....
I'm currently teaching Elie Wiesel's memoir Night to my sophomores. They're engulfed by his poignant story. Enraged by the apathy and indifference of bystanders. Upset that the Allies didn't do more to stop the Nazis from carrying out their final solution plan. It's been an enlightening and moving experience for me.
My school put on a tragi-comedic (yes, comedic) performance of Othello last Friday. A sell out show, too! Let's just say it was a HIT. A number of my students last year had lead roles and they were fantastic. I can't wait to teach it again this spring.
More posts coming soon...
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