The Ambitious Procrastinators

 Here are some thoughts and reflections about the first semester.

 I previously taught these students in English I and English II. This experience is called looping,
 and I think that it is beneficial to follow a class for two years. Teaching the same class for three
 years creates more issues; I have found it challenging and exhausting. I have a high number of
 going through concurrent enrollment, more students who should have taken college classes, and
 the students with the same problems they had a few years ago. I have students who have a job, and
 students who are involved in many activities. They wanted me to describe their class using one
 word. One word cannot describe this class; I came up with an oxymoron, ambitious
 procrastinators. Some students are very ambitious and work hard to achieve their goals,
 some students are ambitious but procrastinate, and the rest of the students who just procrastinate.

 I love English literature, but I noticed that when the students were forced to read Beowulf or a
 Shakespearean play, they became apathetic. Of course, when they chose something to read based
 on their interests or career choices, then they read without whining about it. I tried to match up       students interested in the medical field with books about medicine or students who liked history
 read about people or events in history. Students had to complete the rough draft of their senior
 paper this semester, and they worked every Friday on it. Most of the students worked, but their
 were some who wanted to waste the time they were given. Even though I have to play the high
 school game, next semester I am going to set up my classes like a college class. Well, the best
 at I can do. I'll lecture one day; then the students will work in study groups the next day. On
 Wednesday, the students will be in discussion groups. On Thursday, I will again be the Sage on the
 Stage and get them ready for Monday. Friday will be our Genius Hour Day. They have to
 complete the final copy of their senior paper and give the senior project speech in May. The most
 difficult part of this year was creating new curriculum for this class.

Even though I have taught almost 25 years, I still make changes. I changed the curriculum to better fit the students, I did an extreme-makeover of the classroom this last summer so that it became my classroom, and I am always willing to try something new even though it may not work like I want
it to work. Being the a teacher doesn't mean that you have to play follow the leader. You have to
forge your own path to take just like your students have to find the one best for them.
     

It's Just a Bill!

     This weekend, I read about State Bill 911 which would give schools the opportunity to punish unruly students without suspending them. These students would appear before a volunteer judge who would decide to either require the student to do community service or pay a fine. The fines could pay for additional security at the school or help with to bring in character education. The one comment that really caught my eye was "This is the number one problem in education." This bill is just a bill because it doesn't address the real problems that we are facing in education.
     First, the number one problem for schools is the teacher shortage, and the only solution is to make education first in our state. Several years ago, someone told me that Oklahoma should be the education state, not the toll road state. It's time to quit insulting teachers, it's time to listen to teachers, and it's time to give teachers a pay raise. Solving the teacher shortage would help reduce class size which would lead to fewer discipline problems. Teachers could also focus on the needs of the students and not just trying to get through the curriculum to meet testing requirements.
     Next, show students different paths that they can take in school. School should not be just about passing a test. In my opinion, students should be on a plan of study that is followed and updated at they progress through school. This plan of study would focus on their interests and also help them overcome weaknesses in reading and writing across the curriculum. If students have a path to take, then school becomes more important to them. Then, discipline problems should be not be an issue. It's all about the curriculum and making it relevant to the students. Adapt the curriculum to fit the needs of the students instead of making it fit a test.
     Finally, I told my husband about this bill. His first response was that students could just pay their way out if their families have the money. We cannot ignore the lives of our students, the way they live, and where they live. Education is the only path out of any situation; we just have to guide them down the right direction.

Thanks, Mrs. Allen!

      When I started teaching at Cache 23 years ago, Yvonne Allen was the senior English teacher. She has been retired for several years, but I have mirrored some of my ideas I use in the classroom after her. Here are three ideas I learned from her.
       To begin with, students in her English IV read books and research about their interests or career choices. On reading days, they would discuss at the end of the hour what they learned from their reading. Sometimes, they would write weekly summaries and reflections about what they read. I believe that if students make connections, relate what they read to other books or current events, and share their ideas with a group, then they have achieved a higher level of reading. It's all about reading to connect, reading to learn, and reading for fun.
      Next, all the essays that the students wrote in class were about their career choices or interests. If a student's career choice was welding, then this student wrote compare/contrast, definition, a personal narrative, and a research paper about it. Some of the students even decided at the end of the school year not to pursue their paths. Just like with reading, if teachers give students the choice, then the student becomes an active participant in their educational experiences.
      Finally, her classes were student-centered and not teacher-centered. The students set goals, planned out what they would accomplish for the week, and completed independent work. She mixed sage on the stage with guide on the side. Students took responsibility for their learning. Recently, a student needed help with correcting run-on sentences. I told her that she has covered this idea for the past six years and asked her how she would learn this skill.  She decided to use compound sentences in her essays and make sure to use correct punctuation. If students learn how to apply the rules in their papers and repeat it over and over again, then they will form the habit needed to sustain it.
       In conclusion, it's about showing students how to become independent learners and thinkers and giving them choices. Thanks, Mrs. Allen, for showing that education is not about a test, but about the student.

That Little Thing Called Looping

      This year, I moved up to Senior English. During my teaching career, I spent most of my time with the freshmen and a couple of years with the sophomores. What made this decision so unusual was that I was going to teach the same group of students for the third time. Yes, you just read it! The third time! I taught them in English I and English II. My son is also in this class, and the thought of having his mom as teacher for the third time was very traumatic for him. He thinks that I will follow him to the college level next year. When a teacher follows a class for two years, this idea is called looping. I wonder what it should be called if a teacher loops for three years. How about "Once, Twice, Three Times a Looper?" Okay, back to my thoughts about an advantage and a disadvantage of looping.
      So what is an advantage? Well, I know the strengths and weaknesses of my students. When they were in 9th grade, my main focus was on reading comprehension skills. Then, at the 10th grade level, my focus changed to essay writing mixed in with reading comprehension.  Truthfully, it was all about the EOI test that year. Of course, reading, writing, speaking, listening, and vocabulary skills were involved. Without  the repetition of the skills and strategies, then students lose what they have learned. It's like playing a sport; if you don't play awhile, then you get out of shape. You may remember the concept or the terminology, but you have to use it to regain that skill. Therefore, the focus this year is on writing skills, not for a test, but for the college level. It was time to move away from EOI essay writing to academic writing. They are getting a reading and writing workout. Maybe, that's why I was voted as The Teacher Who Gives the Most Homework.
      And now, here is a disadvantage. My students are used to my teaching style and methods. I had this problem going from 9th to 10th grade. I didn't want them to think that they were still in a 9th grade class. I have had to change some of my methods and become more of a Guide on the Side than a Sage on the Stage. I already set the foundation; they just need more practice and repetition to improve their skills. I conduct more individual writing conferences and treat students more an individuals on different educational paths. All of this innovation and writing curriculum is mentally exhausting, but if I don't, the students and myself will become complacent.
      Finally, I would recommend that schools use looping at all grade levels. It does work, but as I have learned these last four years, it takes a lot of work, dedication, and innovation to make it work.