I don't like to say I told you so...

But I totes did.

Actually, Louis C.K. was right about Common Core - Ravitch

From Louis C.K.'s version of standardized tests:

                               "Bill has three goldfish. He buys two more. How many dogs live in London?"

This is one of the best articles I have read which frankly and succinctly summarizes 5 phases of your first year as a teacher.  Of course there may be details that do not apply to everyone but I think you will find it rather accurate.

Phases of First-Year Teaching

17 Aug 2011 - Ellen Moir

Articles

This article was originally written for publication in the newsletter for the California New Teacher Project, published by the California Department of Education (CDE), 1990.

First-year teaching is a difficult challenge. Equally challenging is figuring out ways to support and assist beginning teachers as they enter the profession. Since 1988 the Santa Cruz New Teacher Project has been working to support the efforts of new teachers. After supporting nearly 1,500 new teachers, a number of developmental phases have been noted. While not every new teacher goes through this exact sequence, these phases are very useful in helping everyone involved -- administrators, other support personnel, and teacher education faculty--in the process of supporting new teachers. These teachers move through several phases from anticipation, to survival, to disillusionment, to rejuvenation, to reflection; then back to anticipation. Here's a look at the stages through which new teachers move during that crucial first year. New teacher quotations are taken from journal entries and end-of-the-year program evaluations.

ANTICIPATION PHASE

The anticipation phase begins during the student teaching portion of preservice preparation. The closer student teachers get to completing their assignment, the more excited and anxious they become about their first teaching position. They tend to romanticize the role of the teacher and the position. New teachers enter with a tremendous commitment to making a difference and a somewhat idealistic view of how to accomplish their goals. "I was elated to get the job but terrified about going from the simulated experience of student teaching to being the person completely in charge." This feeling of excitement carries new teachers through the first few weeks of school.

SURVIVAL PHASE

The first month of school is very overwhelming for new teachers. They are learning a lot and at a very rapid pace. Beginning teachers are instantly bombarded with a variety of problems and situations they had not anticipated. Despite teacher preparation programs, new teachers are caught off guard by the realities of teaching. "I thought I'd be busy, something like student teaching, but this is crazy. I'm feeling like I'm constantly running. It's hard to focus on other aspects of my life."

During the survival phase, most new teachers struggle to keep their heads above water. They become very focused and consumed with the day-to-day routine of teaching. There is little time to stop and reflect on their experiences. It is not uncommon for new teachers to spend up to seventy hours a week on schoolwork.

Particularly overwhelming is the constant need to develop curriculum. Veteran teachers routinely reuse excellent lessons and units from the past. New teachers, still uncertain of what will really work, must develop their lessons for the first time. Even depending on unfamiliar prepared curriculum such as textbooks is enormously time consuming.

"I thought there would be more time to get everything done. It's like working three jobs: 7:30-2:30, 2:30-6:00, with more time spent in the evening and on weekends." Although tired and surprised by the amount of work, first-year teachers usually maintain a tremendous amount of energy and commitment during the survival phase, harboring hope that soon the turmoil will subside.

DISILLUSIONMENT PHASE

After six to eight weeks of nonstop work and stress, new teachers enter the disillusionment phase. The intensity and length of the phase varies among new teachers. The extensive time commitment, the realization that things are probably not going as smoothly as they want, and low morale contribute to this period of disenchantment. New teachers begin questioning both their commitment and their competence. Many new teachers get sick during this phase.

Compounding an already difficult situation is the fact that new teachers are confronted with several new events during this time frame. They are faced with back-to-school night, parent conferences, and their first formal evaluation by the site administrator. Each of these important milestones places an already vulnerable individual in a very stressful situation.

Back-to-school night means giving a speech to parents about plans for the year that are most likely still unclear in the new teacher's mind. Some parents are uneasy when they realize the teacher is just beginning and many times pose questions or make demands that intimidate a new teacher.

Parent conferences require new teachers to be highly organized, articulate, tactful and prepared to confer with parents about each student’s progress. This type of communication with parents can be awkward and difficult for a beginning teacher. New teachers generally begin with the idea that parents are partners in the learning process and are not prepared for parents' concerns or criticisms. These criticisms hit new teachers at a time of waning self-esteem.

This is also the first time that new teachers are formally evaluated by their principal. They are, for the most part, uncertain about the process itself and anxious about their own competence and ability to perform. Developing and presenting a "showpiece" lesson is time-consuming and stressful.

During the disillusionment phase classroom management is a major source of distress. "I thought I'd be focusing more on curriculum and less on classroom management and discipline. I'm stressed because I have some very problematic students who are low academically, and I think about them every second my eyes are open."

At this point, the accumulated stress of the first-year teacher, coupled with months of excessive time allotted to teaching, often brings complaints from family members and friends. This is a very difficult and challenging phase for new entries into the profession. They express self-doubt, have lower self-esteem and question their professional commitment. In fact, getting through this phase may be the toughest challenge they face as a new teacher.

REJUVENATION

The rejuvenation phase is characterized by a slow rise in the new teacher's attitude toward teaching. It generally begins in January. Having a winter break makes a tremendous difference for new teachers. It allows them to resume a more normal lifestyle, with plenty of rest, food, exercise, and time for family and friends. This vacation is the first opportunity that new teachers have for organizing materials and planning curriculum. It is a time for them to sort through materials that have accumulated and prepare new ones. This breath of fresh air gives novice teachers a broader perspective with renewed hope.

They seem ready to put past problems behind them. A better understanding of the system, an acceptance of the realities of teaching, and a sense of accomplishment help to rejuvenate new teachers. Through their experiences in the first half of the year, beginning teachers gain new coping strategies and skills to prevent, reduce, or manage many problems they are likely to encounter in the second half of the year. Many feel a great sense of relief that they have made it through the first half of the year. During this phase, new teachers focus on curriculum development, long-term planning and teaching strategies.

"I'm really excited about my story writing center, although the organization of it has at times been haphazard. Story writing has definitely revived my journals." The rejuvenation phase tends to last into spring with many ups and downs along the way. Toward the end of this phase, new teachers begin to raise concerns about whether they can get everything done prior to the end of school. They also wonder how their students will do on the tests, questioning once again their own effectiveness as teachers. "I'm fearful of these big tests. Can you be fired if your kids do poorly? I don't know enough about them to know what I haven't taught, and I'm sure it's a lot."

REFLECTION

The reflection phase beginning in May is a particularly invigorating time for first-year teachers. Reflecting back over the year, they highlight events that were successful and those that were not. They think about the various changes that they plan to make the following year in management, curriculum, and teaching strategies. The end is in sight, and they have almost made it; but more importantly, a vision emerges as to what their second year will look like, which brings them to a new phase of anticipation. "I think that for next year I'd like to start the letter puppets earlier in the year to introduce the kids to more letters."

It is critical that we assist new teachers and ease the transition from student teacher to full-time professional. Recognizing the phases new teachers go through gives us a framework within which we can begin to design support programs to make the first year of teaching a more positive experience for our new colleagues.

Standardized Test-Taking Makes Everyone Crazy

Do I believe in standardized tests? I have a problem with the question.  Here is a better one: Do I believe that standardized tests are accurate and reliable representations of what students know and are able to do?

No.

Perhaps that is a debate for another day.  One thing is for sure: the entire staff will act like they've been replaced by Agitated Exam Riot Police.

Schedules are rearranged, and re-rearranged; and in many cases obliterated altogether.  Classes are canceled.  Signs are posted at every door and hallway intersection. Teachers are forcibly moved from their classrooms and held hostage as exam proctors. Students are scarce in the hallway.  And don't you DARE to make the slightest bit of noise: the faculty will descend upon you and you will never be seen again.

Whether they support it or not, teachers are expected to make test-taking as painless as possible for their students.  We want to help them prepare, we want to help them focus, we want to allow them time and space to complete what is required of them. 

But it is a guarantee that teachers will therefore became a little... unbalanced.

I received an email from a test proctor asking for a bathroom break.  I walked down the hallway to her classroom and looked in the window - from behind me I heard a hissed whisper: "THEY"RE TESTING!" to which I politely turned and smiled.  I received a condescending look by another staff member in return and before further reproof could be had, the proctor opened the door in front of me and gratefully ran to the bathroom. 

Is it really necessary that we take the whole routine to such extremes? Don't children ever take tests while the rest of the world carries on? It seems that we are trying to create unreal circumstances under which children produce information on a scale which is proportionately unreal. 

What we really want is for children to learn, and we do need to assess their learning.  But how about we keep the tear gas at bay and be realistic? It is just a test.

Reading This Now

After having a very similar experience myself in a previous district, I find it rather interesting. It is, of course, highly subjective and one-sided; I would love to read a rebuttal.

Rated R for... Resign?

When I was in middle school, our social studies teacher wanted to show us Schindler’s List.  The idea was that words on a page can only go so far to communicate the horror of National Socialism.  Our teacher was trying to reach us through visual representations of those events.  Although the movie is rated R, the value of it seemingly outweighed the rating.  As an adult now, I get that.  As an adult then, my mother did not.

She was actually borderline outraged.  Which surprises me now, looking back, as my mother is one of the most eloquent, intellectually curious, and continually academic women I know.  The teacher had sent home a permission slip to watch the movie, and my mother not only refused to sign it, but also wrote a scathing letter of offense and explanation as to why I, a middle school student, would not be participating. 

In part, it read: “Even a conscience-less entertainment industry feels that this movie is inappropriate for children. You don’t need to watch graphic violence in order to build empathy.” Etc. etc.

And I wholeheartedly agree!  Because the world as we know it today is so filled with violence, death, and even emotional torture, I do not feel we need to expose young minds to movies which feature those things in a warped sense of awareness.  That is why the recent event in Mississippi of a veteran teacher using the movie “Dolan’s Cadillac” in her 10^th grade class is disturbing to me.

As a teacher now, I could debate the merits of showing an entire movie during precious class time as an issue of its own.  Don’t we always want more time with our students? Don’t they watch enough television and movies over the weekend?

I had another history teacher in high school who wanted to show us the movie Elizabeth to enhance our understanding of life and politics of the Tudor period.    This movie is also rated R.  This particular teacher decided ahead of time to show us only select portions of the movie, a few of which I still remember, in a tasteful and decidedly PG-rated fashion.  No permission slips.  No hate mail from parents.  And was it effective? Like I said, I still remember it.

This eliminated so many problems from the situation: angry parents, uncomfortable students, reprimanded teacher.  In Mississippi, this teacher caused an unintended situation for a few students:  there were some who were uncomfortable with the movie being shown, and as a result of their objection, there was an investigation and the teacher resigned.  Students supportive of the teacher and not offended by the movie (allegedly) subsequently harassed students who complained.   There are walkouts and campaigns to reinstate the teacher, with much support on social media for her case.

Now, not only did a few students (even one is too many!) feel uncomfortable watching the movie, but now they are being marginalized for reporting their feelings.  As teachers, we should be leaders of tolerance and exploration, but also leaders of safety and high moral compasses.  We need to set the example that glamorous actors and musicians so very rarely set: have a standard.

Perhaps the question shouldn’t so much be, what is the movie rated? But rather, is this movie worth my job?   

Teaching in the Digital Age: Down With Cursive!

I understand that teaching in the 21st century has dramatically changed as a result of the internet, social media, and advances in personal and widely-available technology.  Most of my elementary students have more gadgets and devices (tablets, mp3 players, gaming consoles) than my biweekly paycheck would afford.

If you have recently emerged from a rock, you will be interested to know that the teaching of cursive writing has been removed from many schools across the country. Taken from the IndyPost: "In 2011 Indiana State Board of Education made cursive writing optional and instead required computer keyboarding, in accordance with the national Common Core standards." Although that state, along with six others - California, Idaho, Kansas, Massachusetts, North Carolina, and Utah - are possibly fighting that mandate.

Notably, scientists are finding that cursive writing has a whole load of benefits that, until now, have not been given their spotlight. Psychology Today writes, "learning cursive is an important tool for cognitive development... the brain develops functional specialization that integrates both sensation, movement control, and thinking... fine motor control is needed over the fingers. Brain imaging studies show that cursive activates areas of the brain that do not participate in keyboarding."

For a certainty, learning to use a keyboard (with more than just your two pointing fingers) is a useful skill.  But should it be only at the expense of cursive that it is learned? Is there enough time in the curriculum to teach both? 

I sat down next to two of the cafeteria ladies today between classes, and they were filling out time sheets.  I was absolutely enthralled with their beautiful, elegant, refined cursive handwriting. My students can barely read what I write on the board in print. I almost felt guilty.

Maybe we can teach it in Art class? Before it's lost.

Urban Legends: cont.

Number 3; keep 'em comin!

This just shows you what they can't prepare you for in college:

I had taught for a few years but this is about the first time I taught elementary school.  I was considered a specialist so I went in to the third grade classrooms as opposed to having my own room.  

There was one student in the class named Maeve who never spoke.  He was so shy I almost didn't know what his voice sounded like.  One day in December (our year starts in September) I was splitting up the class to do boys vs. girls. I put Maeve in his group and I heard another student say, Why are you putting Maeve with us? My impression was that these boys had something against Maeve.  But I brushed it aside and said something like, Hey we all work together no matter what.

Later I told the classroom teacher and she got red in the face.  "Maeve is a girl."

Urban Legends: cont.

Here's another...

The very first time I was observed at my job, I was teaching a low level math class in a high school.  I was pretty nervous about it so I leveled with the students. 

"Okay guys. Today in class I want 100% participation.  If you don't know the answer, raise your left hand.  I will not call on you. If you know the answer, raise your right hand."

When the principal came in, he was very impressed with the level of participation of my students.