Endurance

It has been a little while since I have posted anything on this blog. In short, I have been observing, learning, and enduring. In my last post, I jested about communication and grades. Well, my banter returned somewhat of a cricket-in-the-woods echo. If you want to know where I stand with grades, please read the previous post.

OBSERVING
In the past five and one-half weeks I have been seriously observing my students. I have observed some of the best and worst, well . . . let me not say “worst” . . . I’ll say “mediocre” student behaviors. There are some who obviously embrace the challenges the class has offered. Others, not so much.

LEARNING
Not only am I learning that JCHS is an exciting place to be right now because of its focus on internal improvement – mirroring some of the processes I incorporate in class – but I am also learning how to adjust to a different academic culture. It is refreshing. And it is scary. It is like Bella jumping off of the cliff. For her, an opportunity to live on the edge of danger to experience her obsession – Edward’s reprimanding voice. For others, our district’s direction will be misinterpreted and misapplied – hopefully not resulting in an Edwardian suicide attempt.

ENDURING
I would like to stay on this point for a little while, so bear with me. Enduring, in its simplest definition, means “long-suffering.” The implication, then, involves a certain amount of discomfort. So, what is currently making me uncomfortable? First of all, ten minutes! Time. Transitioning to a 45-ish minute class has been frustrating. There are so many times when my students are gathering up their books, closing shop, and I look at them as if I still have 10 minutes worth of material to cover. That is because I have been accustomed to a 55 minute schedule, and believe me, that 10 minutes is valuable. Not having it is like wearing a pair of socks that have been stretched a little too much. Secondly, supplies. Of all of the praise I can give this school, I can offer a balance to all of that with one word: books. I had a student say to me the other day that his mother was surprised we are STILL in the same book. We have practically spent the entire semester on one text. Although I know that is not entirely true, I wholeheartedly agree with the sentiment . . . . “STILL.” I disagreed with his response to his mother, “Mr. Kimble just reads slow.” The reality is twofold: lack of resources so that each student could take a book home a read [as if . . . .], and students’ reading abilities are somewhat low – slowing the pace to maintain understanding. The last thing to endure: students. Now, please don’t take this too negatively. I love students. I love teaching. I find it difficult to tear down students’ internal obstacles to academic performance. The give-and-take is draining me. The Win-Win is not evident right now. I feel it is a Win-Lose scenario right now. I win because the quality of work being turned in doesn’t require much of my time . . . . . . [OUCH! That hurts Mr. Kimble.] There is always a method to my madness . . . . the simple is not always so simple. Yes, there are small rewards being achieved [some grades] at the expense of career related skills [work ethic]. The real question becomes, “Would I rather have someone working for me that gets the job done, or would I rather have someone who gets the job done right?” There is a real epidemic of “fast food” work ethic in a setting that promotes entrepreneurial leadership. Let me be a little crass here – that work ethic works in a Socialistic society but not in a Capitalistic system. And in our current economic reality, I know exactly which answer I’d choose for that question.
So what Mr. Kimble? What are you really saying?
Stick with it! Show me your best!
I have to encourage you demonstrate a certain amount of perseverance. I implore you to adjust to the academic environment. I challenge you NOT to just exist, but to permeate this academic shell.
I have shared with you some of my basic principles of teaching. I have a passion for this profession because of how I can influence others – students and staff. That passion is from a very important relationship I have. HE is my Audience. HE is my focus. HE is the reason I am who I am. James 3:1 forces me to do MY best at all times because I am ultimately responsible for what you learn from me. If you are not a better person, professionally, academically, and relationally, because of your experience with me, then part of my existence is nothing short of failure.

OK, so ummm . . . yeah!

Is everyone clear? Yeah, so, like there is this thing going on in class that, ummm, gets a little, yuhknow, like, frustrating, to me. It's called, communication. So, let's examine some things real quickly.


First of all, we are in the 14th week of school. Are there STILL questions of expectations?


Secondly, each class is basically doing something different than the others . . . sorta. I have tried to offer some sort of "ownership" in HOW we approach the class. Some of you sophomores are in small groups, attacking the Iliad, writing, and SSR. Other sophomores are bouncing back and forth between writing and reading - now a certain amount of non-fiction pieces. Freshmen, you have been allowed to dictate the PACE of the class to a certain extent.

Third, let's talk grades - a very "touchy" subject right now. I say that for several reasons, primarily because you all expect grades to be put INSTANTLY into the computer. You hand something in and POOF, its graded and into the computer. I wish it worked like that, but let's step back into reality of Mr. Kimble's world for a moment. Let's consider my instruction . . . . I do my best to guide you through class. It is very rare that I would just meet you at the door, hand you a paper or have something on the board, and say, "OK, there ya go. Get it done by the end of the hour whether you understand it or not." Actually, I've NEVER done that. I TRY to actually plan out lessons that are interesting, varied, paced appropriately for the class while still encouraging you to "pick it up," and I try to allow you all opportunities to use technology that relates to our course of study. [Now, I am NOT comparing myself to other teachers and I do not want any comments that are reflective of that thought.] This takes time. And add to that the fact that I have a lunch and a prep time, a grand total of 90 minutes, to plan, grade, and handle the administrative roles of this job. Do the math, with 135 students, that's 66 seconds per student, without lesson planning time. So when am I expected to grade and plan? That's right, on MY personal time. That's the beautiful part of this particular profession. We sacrifice personal time to make sure YOU all can move forward with your lives. So, consider the next time you get stressed because grades are not ABSOLUTELY caught up and you want to "discuss" my lack of entering grades just what you are asking me to do -- sorry, not trying to be harsh, but with all due respect, you will just have to be patient.

OK, rambling on a little bit, sorry.

Back to the communication component. . . .I don't know. Maybe we just need to spend more time together so we get on the same page.

First Quarter Reflection

I was reading a blog recently [redbirdword.wordpress] and there was a post that I would like to incorporate here. It was simple: "What are you doing in class right now? What is working? What is not? Why?"

As a first year teacher in this discrict, I am excited! I love the overall feeling of growth, both professionally and personally. Professionally speaking, I was reluctant, at first, to move from another district where things were strongly collaborative to a district that describes itself as balkanized. I LOVED the idea that I could rely on other teachers to plan crosscurricular lessons, discuss students we had in common, and just "hang out" together. Knowing that this district was not quite there was a little . . . . disappointing.

HOWEVER, in this first quarter I am realizing that there is a HUGE amount of "buy in" from the teachers to move in this direction of collaboration. This has been evident in our district institutes and the fact that several teachers are coming to Mrs. Hopkins and/or me asking about certain technology usages in the classroom. There is a thirst for improvement and it is refreshing.

Personally, I love the idea of reorganizing and restructuring HOW certain things are taught or presented -- even though it can take a TON of time. It can reap very good return for my students if I can do things right.

So, back to the original questions: "What are you doing in class right now? What is working? What is not? Why?"

I am attempting to open my students' minds to new approaches to academia through the uses of technology, graphic organizers, and general instructional methods. I am fortunate to have a SMART board in my classroom that I can use every day. I have developed a PRP worksheet to help with reading material that is difficult. I have used the Word Snapshots, QAR's, and an Expository Brochure. [If you are unfamiliar with those graphic organizers, please check out my site on www.classhomework.com]. I have used online resources like the afore mentioned class site, this blog, and sites connected with the reading material, and a site where I print short nonfiction articles for class discussion or writing prompts. As far as classroom procedure, at times my students have a nervous anticipation [sometimes frustrating] because my room arrangement often changes from the typical row format to a small group format to a U-shaped format for large group instruction. I have given lectures, have allowed my students to interact with each other, and I have allowed them to access the Smart board and the computer lab to complete various assignments. I am attempting to develop healthy relationships with my students. Some students allow me to be goofy, some need me to be formal - to a point, and others stay engaged because of my sense of humor or wit. Other students still remain either shy or distant by choice. I realize I can only develop relationships with those that want it and I will not force that on everyone. That could be damaging. I think overall, my students enjoy coming to my class because they are not only learning, they are having fun. Maybe I am wrong . . . . .

As far as answering the questions of "What's working? What's not? and Why?" -- that is the open door for you, my students, to reply to this post.

Participation points

Interesting . . . the word participation . . . and to associate participation with a grade. Is this a reflection of our current society? Should we give rewards for activity that is necessary for survival?
OK, so someone needs to pay me because I dressed nicely today, is that it? Or pay me extra because I got my attendance entered within the first few minutes of class? Or give me a Wednesday off because I showed up on Monday and Tuesday? OK, crazy huh! But is it really?
Isn't that what we are promoting through participation points? We are giving students points for doing what they are supposed to do anyway. What happens to them when they go to college?

All right, I've set you up a little bit.

Participation points are a common practice in classrooms. But what are "participation points" anyway? How much do you get [or give, if you are a teacher] and how much does it count for in the overall scheme of your grades. Is it more than 10% of your total grade? 50%?
Do you [student AND teacher] rely on participation points to make the acceptable grade? If you took away "participation points" would the gradebook look the same?

Maybe another time I will write about "extra credit." You might be surprised . . . .

Uhhh, grades . . . .

All right . . . another dose of honesty here pertaining to grades. Are grades a true assessment of knowledge?
I have always held the opinion that most of my class is centered on work ethic and not so much on how smart a student proves to be. I am not sure if that is right or wrong . . . or even if it can be considered a right or wrong argument.
In the real world we often find that sometimes the "not-so-smart" person becomes very successful simply because of the fact that there is ingrained in that person the inability to give up. I mean look at our president . . . . or congressmen and women or senators or governors or mayors or chiefs-of-police or sherrifs or principals or administrators or teachers or . . . . .[did I leave anyone out???].
I guess my point is that people can become very successful regardless of knowledge. So is it absolutely necessary to ONLY grade students on what they can regurgitate on a content-based assessment? Can a teacher give grades based on amount of completion rather than level of accuracy?
Let me know what your thoughts are . . . . .

What if I'm wrong? Part 3

3) What if a teacher isn’t willing to address his/her own shortcomings?

There comes a time in everyone’s life when we reach a crossroad. Sometimes it is a decision of action versus inaction. Growth versus Girth. [I was trying to be creative there and actually had to look up the word “girth.” It works for what I am trying to get across. Instant smile.]
Again, the question addresses willingness. Am I willing to continue to grow professionally? Or would I rather keep all my resources and strategies that I have used for years and am comfortable with and, by golly, my kids will be better because of it? Do I use some of the same resources and strategies? Sure. Who doesn’t NEED that level of comfort in the classroom? There will always be certain things that teachers should hold on to because they are good for the academic growth and development of the students. But does that mean I will instruct in the classroom the same way for every class? Absolutely not. The material may be the same, but the students, and their abilities and learning styles, are never the same. Personalities. Moods. There are always factors that create interesting learning environments. Knowing that I am a huge factor in that environment, I must do my best to be my best. If there is something I do not do well, I should be seeking help or advice. If I am losing touch with the culture of my teens, I better spend time reading and watching and listening to what they read and watch and listen to. [Scary thought though.]
So what if an individual does not continue to grow? What happens? Isn’t it obvious? Are there kids excited to be in the classroom? Are the kids smiling? Joking around in the teacher’s presence? Coming in between classes to say “hello”? Keeping in touch in their college years? Writing letters to say “You saved my life”? Sending you messages on Facebook that say “Everytime I need advice, I hear your voice in the classroom when you taught us about . . . .”
Unwilling? Accept the consequences!

What if I'm wrong? Part 2

2) What if a teacher comes across as being “better” than another teacher, either intentionally or unintentionally?

This is a tough one. We all have our strengths and weaknesses. And to intentionally come across as being omniscient is to be unprofessional. However, some of us have had the “privilege of training.” [I write that somewhat facetiously.] That training allows us to modify, improve, change, or throw away instructional practices. In some cases, new knowledge and instructional practices causes confusion within our students who were instructed to use another technique or another style. Is it necessarily right or wrong? Most of the time, no. Sometimes, yes. It is this question that I would like to address: when there are clearly ineffective strategies at play, why continue to use them? Is it because it is new? Is it because it is unfamiliar? Is it because “that’s the way it has always been taught?” [Another post, another time]
In my case, I have met people who have written for the ACT. They have developed standardized tests. One particular person, addressing English teachers at a conference in Springfield, asked the group why we, in Illinois, are STILL teaching the five-paragraph essay. It is formulaic. It is archaic. And it is, frankly, not real writing. Nowhere do we really read an expository paper written professionally that is in the strict five-paragraph essay format. And to artificially attach a certain number of sentences to a paragraph length . . . devastating. So I come in to my classroom with this bravado that I am learning is damaging to certain students. They trusted and excelled with their previous instructor. I come in with a different paradigm and challenge the students’ trust in previous teachers and unknowingly undermine their instructional methods. Now, I did not realize I was doing this until very recently. Eye opening. Humbling. Time for me to be self-reflective and quite possibly, apologetic. At least to a point. I am not sad or upset or apologetic about opening a new world of writing possibilities for my students. But I need to realize that the five-paragraph essay format is comfortable to my writers who struggle. The formula, however, does prove to allow students to meet on their standardized tests. It is a good technique that leads to good, well organized papers. It allows students to be successful. What I need to learn is who needs what. What students can excel with fewer limitations and what students need very strict guidelines. Professionally speaking, I need to realize that we have not all had the same professional development. This fact is one of the motivations behind collaboration. Teachers need to share their best practices. In doing so, we will KNOW what each other are teaching and HOW we are teaching so that we are not being professionally counter-productive. [Again, another post, another time]

What if I'm wrong? Part 1

1) What if a teacher teaches wrong information?

I would be a flat out liar if I tried to say that I have never been wrong about material. I will never forget one of my first times teaching Charles Dickens’ Great Expectations. I had this really good – at least I thought it was good – lesson about one of the scenes in the novel. It was not until the following YEAR that I realized I had made a very big mistake. My details were obviously WRONG. I had read a certain passage, thinking I understood it, and realized that I had not read it correctly the first time. It was too late to go back and correct my mistake. But I was able to use that experience to create a new connection with the current class. I showed them what I had read, how I interpreted it, and how I realized I was incorrect. In short, it became a classroom discussion that encouraged the students to challenge me, as an instructor, to be sure my information is accurate. Just because I am a professional does not equate me with some god-like quality that you should take what I say as hard fact. So what if a teacher, especially THIS one, teaches wrong information? Bring it to his/her attention. Do it in a respectful way, but by all means, bring it up.

Classroom Observation

Today I offered quite a bit of time for my sophomore students to work. You know, that typical, "Hey, you guys have an assignment to do and I am giving you classtime to do it," scenerio. The problem is -- few people take advantage of the time. I don't know, maybe some students live under a rock, or maybe your parents force you to live in a locked basement, but it is obvious that some haven't been paying attention to the news lately because our very own President just addressed the students of our nation and challenged them NOT to offer excuses for their bad performances in school, but to take advantage of every opportunity available. Do a search and check out the speech. Whether you agree with the man or not, the content of the speech needs to be shouted from the rooftops: "you are responsible for you!"
So, to bring it back to the class, the activities of today were a little disappointing. I've mentioned once or twice that I am somewhat of a reacctive teacher -- meaning that I adjust according to the personality of the class. If a class cannot handle down time to do work, down time will become extremely limited. The assignments will not change, though. Meaning, homework becomes a reality. If a class CAN handle the down time and work effectively, then my instructional strategies become simple: small doses of instruction and large doses of classtime to do work. This also allows me the opportunity to work with individual students who need my assistance.
This brings me to my last point: classroom management. I will be moving the class into more of the learning center format. I will decide the groups. This will also allow me to meet with small groups more frequently. The format will be quite simple: 5-7 minutes of introduction, 3 10-minute groups, and then about 5 minutes of followup.
Now, your turn. Let me know what you think.

Welcome to my blog.

Hello. My name is Mr. Kimble and I am teaching English at Jersey Community High School. Welcome to my blog. This is a new experience for me and I hope it will be a valuable use of not only my time, but your time as well.
I'd like to set a couple of ground rules. First of all, this is an academic blog. Any posts, attachments, comments, or discussions must remain academic in nature. Chalk it up to the crazy world we live in, but I do not want there to be any confusion as to the nature of the content of this blog at any time. Secondly, I encourage a high level of confidentiality. There MAY be discussions regarding classroom activities which MAY involve individuals in the class. Knowing the reality of blogs, I would prefer that you refrain from using any other individual's name in your comments. Keep comments about individuals as general as possible -- using the terms "male student" or "female student" or even "student 1" are preferred. Although the nature of the conversation may be familiar to those involved, it is not necessary to let the whole world know more than they need to.
For now, I cannot think of anything else to write for an introduction.

See you in class!
Mr. Kimble