Monday, April 23, 2012

Back in the saddle

Two weeks off is a long time. It is particularly long considering I planned out the instruction and wasn't the one providing it. That said, it was great being back. I love the vibe of kids excited to see their friends, and ready to learn. The oddities that go with it are nice too- kids wondering if I'll be there tomorrow (yes), wondering if I'll bring my kid in this week (no), and conversations you forget about when you leave the room.

The day to day life of teaching is great. Exhausting, but pretty great. We'll see if I have the same idea tomorrow.'

Sunday, April 22, 2012

The Original, No Substitutes

Being out of the classroom is a pain. The initial pain is writing lesson plans. While subs should be able to come in and pick up where you left off (they do have the same certificate as other teachers) it rarely works that way. I also like to be detailed so that I can eliminate confusion- what to do, materials to use, when, and why.

Since I've been out for 2 weeks, I had more detail I my plans than usual. I also have less of an idea where my kids are at this moment. What was covered, how well, in what depth, etc. my guess is that there is an email I. My inbox with some loose approximation of those things above. But I'm not going to check my email today. Not while on my last day of leave, and not with the knowledge that I'll likely get frustrated with where we are. It isn't meant as a slight on subs, but is often the reality.

Many districts are moving in the route of having more uniform materials and sequencing. The theory is that kids should get the same from one school to another. But everyone knows it is the teacher that makes the difference. They bring knowledge and style that can help kids succeed. Likewise, an inability to adjust or think on your feet can make a big difference in the opposite direction. Tomorrow I'm back, and the kids get the original...

Friday, April 20, 2012

Help Me Help You

I've been on paternity leave since Spring Break. It has been 2 weeks out of the classroom, plus half of Spring Break. During that time I've certainly missed being in the buzz of the classroom. There is something to be said for the noise, bustle, and thinking that 75 kiddos bring to your day. I'll be back on Monday, and for all that I say I miss the buzz I'll likely be regretting the time missed with my baby boy at home!

One thing that I've had a chance to reflect on is the need for patience. I've re-watched Dan Meyer's "Curriculum Makeover" TEDxNYED talk again. In it he speaks of the need for patient problem solving in math. Our textbooks end up providing a smooth trajectory to the end product, and if it doesn't work out you can just check your work in the back of the book. That is the equivalent of kids finding out "Is it good enough?" which I've lamented for quite some time. The applications to other subject areas is clear, at least to me!

Let's look at reading. First off you end up with kids who go "Do you have a good book for me?" The willingness to try is off to a poor start off the bat. From there said student might grab one of the books or opt to grab none, and just pick one at random with no connection to it aside from the hammer of needing a book hanging over him/her. They read about 5-30 pages (30 is really high in this case) before bringing it back and putting it away. When questioned they often go "eh, I just didn't like it." Like Meyer's example for math, many kids are accustomed to a book that hooks you with action that carries throughout and ends neatly. No bigger problems. No larger applications.

Delve further into this with the example of the Hunger Games. This book is huge everywhere, and my classroom is no different. I don't use it for novel study, but do have a few copies of it. I don't pump it up as I want kids to self select into the book for their own reasons. I will typically pull kids over that are reading it and have them read orally, checking for fluency first... then we go through some questioning. Why do you think Katniss was thinking that? What do you think she means when she says...? Why do they have the Hunger Games? The answers vary, with some very nuanced answers. But often you get the less patient view of- she just wants to live; she likes Peeta; they want people to fight to the death; she is scared of the games.

The willingness to prod deeper is often limited. Why? It is hard. The books before have always had the hero come out alive, or triumph over bad. Often they solve the problem in a relatively quick fashion. Theme? What theme?! My response isn't to tell kids not to read the books, or to explain the theme. I'll lead them in that direction but won't compel them to think about it. Instead we'll look at some of the broader themes in novel study, and we'll often go back to look at overlooked sections. But if I tell them what I think I've done the intellectual heavy lifting, making them less likely to persevere. Patience. You need it in teaching and parenting.