Today I was reviewing for our final exam when a student asked me when to use a certain grammar structure, one that we have been using for 3/4 of the year. One that I have reviewed over. and over. and over again. Most recently yesterday. And he asked as if this were a legitimate question that needed clarifying. Three days before our exam.
So I was concerned. When teachers field questions that to them seem obvious, or even needless, it is difficult not to show a level of such concern or annoyance. To be honest, I was very annoyed. This is a structure that students see the level before mine and, added to it, the majority of our level. So I answer the question and say,
"You should know this."
Because he should!
Flashback to yesterday after school as I'm talkin shop with another teacher. He remarks how in the final exam review period it can be frustrating to see how many students ask thoughtless questions that have been discussed all year long. We commiserate and feel much better knowing we are not the only ones to have an intellectually delinquent set of children. And then he remarks that he has actually read that a student's most hated phrase by teachers is, in fact, you guessed it: You should know this.
Why? Because they should know this! It! Whatever 'it' is! However, that doesn't change how students - all students, apparently - view this statement.
What we say: You should know this.
What they hear: You are stupid.
And today when those words came so effortlessly out of my own mouth, like four little innocent messengers of truth and justice, how I didn't know that they would be received as four insufferable harbingers of mockery.
So I stopped the lesson and asked the kids what they thought about that phrase. And being high schoolers - extremely sophisticated and scholarly - they thought about it and said the exact same thing.
"Makes us feel stupid."
Eloquently put.
We then discussed various ways to achieve the actual meaning (I am concerned that you do not know this information after using it so often and for so long) without the added implication (...you idiot.) We agreed that the best way to do this is to explain the thinking behind those four words instead of using them, even if it takes longer. That way the students will understand you but not feel berated.
What about you? Can you think of something you hated more than this? Is there nothing wrong with this phrase?
Thursday, June 13, 2013
Monday, May 20, 2013
Taking an Online Class: Survival Kit
If you aren't careful, taking an online class could be similar to making camp next to a carnivorous plant: sweet-smelling and intriguing on the outside, but deadly and heartless on the other.
Perhaps that's a bit extreme. What is attractive about taking an online class? Well...
1) You may 'attend' class whenever you want, wherever you want. Beachside? Check. Poolside? Check. Barside at 2:00 in the morning?
2) You may go at your own pace. You can pause the lesson to go run an errand, or even splice a lesson in half over two days.
3) It often involves a lot of reflection. This allows you to be completely self-centered and tailor every comment and snippet of pedagogical wisdom to your own arena of expertise.
4) No awkward ice-breaker games. I mean I happen to like those but that's because I relish awkwardness. In others.
5) Online classes are often cost-effective (read: cheaper!) and won't break the bank come pay-day.
What is heartless and deadly about taking an online class? Well... *gulp*
1) Attending class whenever and wherever you want may turn out to be your couch at 11:45 at night on a Sunday trying to finish the last three hour-lessons before the expiration date on Monday.
2) If you don't understand something, or if you have an insightful question, your brilliance will go unnoticed; you're on your own to get clarification.
3) It's kind of impersonal. I know it sounds mushy but sometimes sharing experiences and ideas is what really sticks with you from professional development.
4) No awkward ice-breaker games (see above).
5) Some districts might not accept them for credit or professional development points.
So when you hear the siren's song of an online class lilting you off to an unsuspecting professional death, snap out of it! If you think it's going to be a breeze, think again. It's all about what you put in, and if you want to get something of value from the class, you want to be sober and conscious when you participate. So no matter how cheap it is, you would be wasting precious money and time if you don't take it seriously.
Perhaps that's a bit extreme. What is attractive about taking an online class? Well...
1) You may 'attend' class whenever you want, wherever you want. Beachside? Check. Poolside? Check. Barside at 2:00 in the morning?
2) You may go at your own pace. You can pause the lesson to go run an errand, or even splice a lesson in half over two days.
3) It often involves a lot of reflection. This allows you to be completely self-centered and tailor every comment and snippet of pedagogical wisdom to your own arena of expertise.
4) No awkward ice-breaker games. I mean I happen to like those but that's because I relish awkwardness. In others.
5) Online classes are often cost-effective (read: cheaper!) and won't break the bank come pay-day.
What is heartless and deadly about taking an online class? Well... *gulp*
1) Attending class whenever and wherever you want may turn out to be your couch at 11:45 at night on a Sunday trying to finish the last three hour-lessons before the expiration date on Monday.
2) If you don't understand something, or if you have an insightful question, your brilliance will go unnoticed; you're on your own to get clarification.
3) It's kind of impersonal. I know it sounds mushy but sometimes sharing experiences and ideas is what really sticks with you from professional development.
4) No awkward ice-breaker games (see above).
5) Some districts might not accept them for credit or professional development points.
So when you hear the siren's song of an online class lilting you off to an unsuspecting professional death, snap out of it! If you think it's going to be a breeze, think again. It's all about what you put in, and if you want to get something of value from the class, you want to be sober and conscious when you participate. So no matter how cheap it is, you would be wasting precious money and time if you don't take it seriously.
Saturday, May 18, 2013
Wednesday, May 15, 2013
Happy Teacher Appreciation Day!
Okay okay so I admit I'm a little late,
*Tardy! Unexcused.
...but Teacher Appreciation Day came with all the bells and whistles -
*Why are you in the hallway? Get to class!
-that make a teacher feel, well... appreciated.
*Glissendorf! That's an ellipsis, not 'dot dot dot'...
So in honor of such a memorable day, I would like to invite you, dear reader, to reflect upon your favorite teacher from years past (or present) and what you learned from said scholar.
Jimmy Kimmel posed this question to a few passersby and their responses were, um, unique. Or should I say frightening?
Happy TAD!
*Tardy! Unexcused.
...but Teacher Appreciation Day came with all the bells and whistles -
*Why are you in the hallway? Get to class!
-that make a teacher feel, well... appreciated.
*Glissendorf! That's an ellipsis, not 'dot dot dot'...
So in honor of such a memorable day, I would like to invite you, dear reader, to reflect upon your favorite teacher from years past (or present) and what you learned from said scholar.
Jimmy Kimmel posed this question to a few passersby and their responses were, um, unique. Or should I say frightening?
Happy TAD!
Thursday, May 9, 2013
One Small Upset for a Student
One Giant *Bleep* For Our Kind.
Our Kind being Teachers.
If you haven't heard about the teenage student's rant against his world history teacher, take a look.
The video shows a high school student walking from the back of his classroom to the front, saying some 'inspiring words' caught on a cell phone:
"You gotta touch his freakin heart. Can't expect a kid to change if all you do is just tell him. You gotta take this job serious."
You can hear the teacher say, "Get out," and "Please leave."
The student goes on: "If you would just get up and teach 'em instead of handin 'em a freakin packet, yo." Interestingly, the teacher is seated at this moment.
He continues: "And now I will leave, you're welcome. And if you would like, I'll teach you a little more so you can actually learn how to teach a freakin class."
To be honest, I don't know exactly how I feel about this. What the student is saying is technically all true. You need to touch a students' heart. You need to motivate and engage and not just use hand outs and work sheets. Students should experience and feel something about what they study.
Then again, I didn't feel anything about pre-calculus. I don't even remember anything except for the boy I sat next to and the words sin, cosine, and tangent (sp?). Did that give me the right to scold the teacher openly in front of the whole class and storm out?
The dilemma I'm having is that sometimes a student will refuse to respond, despite our best efforts. We do hands-on activities, we differentiate our instruction, we go to workshops and spend hours planning and research and try new things... all to no avail. There may still be one student who checks out, puts his head on his desk, and if he's not disrupting the class, he certainly adds nothing to it.
But is that acceptable? Should we all strive to the ideal every day that every child is a work in progress? I do believe that teachers need to give their best every single day. But I understand that it becomes difficult when the students you are trying so hard for do not return the effort.
I have mixed feelings. What about you? Comment!
Our Kind being Teachers.
If you haven't heard about the teenage student's rant against his world history teacher, take a look.
The video shows a high school student walking from the back of his classroom to the front, saying some 'inspiring words' caught on a cell phone:
"You gotta touch his freakin heart. Can't expect a kid to change if all you do is just tell him. You gotta take this job serious."
You can hear the teacher say, "Get out," and "Please leave."
The student goes on: "If you would just get up and teach 'em instead of handin 'em a freakin packet, yo." Interestingly, the teacher is seated at this moment.
He continues: "And now I will leave, you're welcome. And if you would like, I'll teach you a little more so you can actually learn how to teach a freakin class."
To be honest, I don't know exactly how I feel about this. What the student is saying is technically all true. You need to touch a students' heart. You need to motivate and engage and not just use hand outs and work sheets. Students should experience and feel something about what they study.
Then again, I didn't feel anything about pre-calculus. I don't even remember anything except for the boy I sat next to and the words sin, cosine, and tangent (sp?). Did that give me the right to scold the teacher openly in front of the whole class and storm out?
The dilemma I'm having is that sometimes a student will refuse to respond, despite our best efforts. We do hands-on activities, we differentiate our instruction, we go to workshops and spend hours planning and research and try new things... all to no avail. There may still be one student who checks out, puts his head on his desk, and if he's not disrupting the class, he certainly adds nothing to it.
But is that acceptable? Should we all strive to the ideal every day that every child is a work in progress? I do believe that teachers need to give their best every single day. But I understand that it becomes difficult when the students you are trying so hard for do not return the effort.
I have mixed feelings. What about you? Comment!
Sunday, May 5, 2013
When a Student Has a Crush on You
I once received a love letter from an anonymous student. Make no mistake: flattery is most uncomfortable when given by a 14 year old child (I repeat, CHILD). Not only was it unsettling but it was slightly embarrassing. Was I doing something wrong? Was I dressing provocatively? Was I unconsciously inviting this attention?
I first confided in a friend/colleague. We shared our amusement/ revulsion but I knew it was important to be open about this. Keeping it a secret is a huge no-no. If you don't it might look weird if advances increase and you've been hiding it. Then you'll be in big doo-doo. And the odds of you getting invited back next year are only so-so.
*Ahem*
I then brought it to the attention of the principal. I mean I didn't shatter the glass on the fire alarm and go shrieking down the hall into her office, but on my free period I approached her and gave her the note. It was important for me to see her reaction.
She basically rolled her eyes and shrugged, and asked if I knew who it was. Fortunately I did not. She told me to keep an eye out and let her know if it happened again. That was it and I felt immense relief.
This is honestly the best case scenario for this situation: you don't know who it is. Therefore you can't really do much about it. When you DO know who it is, that is when you have more of a responsibility.
I once had a student who practically followed me around. This student's friends made comments about his feelings in front of both of us and I seemed to be the only one who was uncomfortable. Despite several references to my spouse and a concerted effort to keep my distance, I couldn't shake him. So you know what I did?
Nothing.
The sad truth is that you have very little control over your appeal to students, you irresistible minx, you!
As long as you are dressing professionally and keeping clear boundaries of personal space and neutral comments, you are fulfilling your responsibility. Try not to feed in to the flattery and be aware that you are not encouraging it or even flirting back. Other than that, you have no recourse.
When it comes to matters of the heart, stay away from your students.
Any advice? What would you do?
I first confided in a friend/colleague. We shared our amusement/ revulsion but I knew it was important to be open about this. Keeping it a secret is a huge no-no. If you don't it might look weird if advances increase and you've been hiding it. Then you'll be in big doo-doo. And the odds of you getting invited back next year are only so-so.
*Ahem*
I then brought it to the attention of the principal. I mean I didn't shatter the glass on the fire alarm and go shrieking down the hall into her office, but on my free period I approached her and gave her the note. It was important for me to see her reaction.
She basically rolled her eyes and shrugged, and asked if I knew who it was. Fortunately I did not. She told me to keep an eye out and let her know if it happened again. That was it and I felt immense relief.
This is honestly the best case scenario for this situation: you don't know who it is. Therefore you can't really do much about it. When you DO know who it is, that is when you have more of a responsibility.
I once had a student who practically followed me around. This student's friends made comments about his feelings in front of both of us and I seemed to be the only one who was uncomfortable. Despite several references to my spouse and a concerted effort to keep my distance, I couldn't shake him. So you know what I did?
Nothing.
The sad truth is that you have very little control over your appeal to students, you irresistible minx, you!
As long as you are dressing professionally and keeping clear boundaries of personal space and neutral comments, you are fulfilling your responsibility. Try not to feed in to the flattery and be aware that you are not encouraging it or even flirting back. Other than that, you have no recourse.
When it comes to matters of the heart, stay away from your students.
Any advice? What would you do?
Tuesday, April 2, 2013
What to Do When You Find a Colleague Insuffrable
Or when he/she seems to find you this way.
This is a delicate situation, akin to holding the pin of a grenade. At least I would imagine so from what I've observed in movies as I am wholly opposed to warfare and violence in all forms. I will address this only in regard to a colleague, and not a member of the administration, which is a separate issue and requires a different strategy.
I will guide you through the stages of action (or inaction), the benefit of each stage, and its expiration date.
1. Ignorance
Stage: You pretend there is no problem whatsoever and act like each injustice is the first. Each time a wrong is committed you sweep it under the proverbial rug and move on.
Benefit: You are viewed by others as laid back and easy to get along with. You do not bear the responsibility of confrontation and the disruption of the status quo.
Expiration Date: The behavior of this colleague is preventing you from fulfilling your role as an effective teacher.
2. The Mirage
Stage: You employ the power of positive thinking. You convince yourself that this person is not aware of the transgression or has no malicious motives and therefore it is YOUR attitude that needs to change. You 'fake it 'til you make it' and try to leave all pre-conceived notions behind.
Benefit: With some effort you may see your colleague in a different light. You will develop a view point that enriches your professional relationship and a skill that will be of use at other times in your career.
Expiration Date: The effort it takes to alter your natural prejudices yields minimal returns. You still find yourself cringing when you see your colleague in the hallway and you tune him/her out in meetings.
3. Hotline
Stage: You find a (read:one, experienced) trusted colleague who is without question a vault when it comes to information. You discuss your issue candidly and communicate your desire to remedy the situation.
Benefit: This person may be able to offer some clarifying background information, shed light on an area in which you could improve to minimize the issue, and provide confidential commissary dialogue that will comfort you or at least assure you that you are not the problem. Or maybe you are.
Expiration Date: The therapy sessions are not enough to quell the rising tide of insults or injuries. None of the suggestions of your sage impact the situation to allow you to concentrate on teaching.
4. Confrontation
Stage: You step up to the plate and face the issue head-on by addressing it with said colleague. Run from adversity? Not you. You use lots of 'I' statements such as "I feel incompetent when you ask to check my lesson plans every week."
Benefit: This is a tactic that will yield immediate results. You may be able to resolve a misunderstanding or prevent a reoccurrence simply by standing up for yourself.
Expiration Date: Your friendly chat ends up in a screaming match. Not to be done while emotions are high. Accusatory confrontations are never fruitful.
Perhaps you have another tactic you'd like to use - if so, let me know - or a combination of those presented above. Either way, know that you are not alone. Suffer on, suffragette!
This is a delicate situation, akin to holding the pin of a grenade. At least I would imagine so from what I've observed in movies as I am wholly opposed to warfare and violence in all forms. I will address this only in regard to a colleague, and not a member of the administration, which is a separate issue and requires a different strategy.
I will guide you through the stages of action (or inaction), the benefit of each stage, and its expiration date.
1. Ignorance
Stage: You pretend there is no problem whatsoever and act like each injustice is the first. Each time a wrong is committed you sweep it under the proverbial rug and move on.
Benefit: You are viewed by others as laid back and easy to get along with. You do not bear the responsibility of confrontation and the disruption of the status quo.
Expiration Date: The behavior of this colleague is preventing you from fulfilling your role as an effective teacher.
2. The Mirage
Stage: You employ the power of positive thinking. You convince yourself that this person is not aware of the transgression or has no malicious motives and therefore it is YOUR attitude that needs to change. You 'fake it 'til you make it' and try to leave all pre-conceived notions behind.
Benefit: With some effort you may see your colleague in a different light. You will develop a view point that enriches your professional relationship and a skill that will be of use at other times in your career.
Expiration Date: The effort it takes to alter your natural prejudices yields minimal returns. You still find yourself cringing when you see your colleague in the hallway and you tune him/her out in meetings.
3. Hotline
Stage: You find a (read:one, experienced) trusted colleague who is without question a vault when it comes to information. You discuss your issue candidly and communicate your desire to remedy the situation.
Benefit: This person may be able to offer some clarifying background information, shed light on an area in which you could improve to minimize the issue, and provide confidential commissary dialogue that will comfort you or at least assure you that you are not the problem. Or maybe you are.
Expiration Date: The therapy sessions are not enough to quell the rising tide of insults or injuries. None of the suggestions of your sage impact the situation to allow you to concentrate on teaching.
4. Confrontation
Stage: You step up to the plate and face the issue head-on by addressing it with said colleague. Run from adversity? Not you. You use lots of 'I' statements such as "I feel incompetent when you ask to check my lesson plans every week."
Benefit: This is a tactic that will yield immediate results. You may be able to resolve a misunderstanding or prevent a reoccurrence simply by standing up for yourself.
Expiration Date: Your friendly chat ends up in a screaming match. Not to be done while emotions are high. Accusatory confrontations are never fruitful.
Perhaps you have another tactic you'd like to use - if so, let me know - or a combination of those presented above. Either way, know that you are not alone. Suffer on, suffragette!
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