Summer Skillz

School has been out for over a week now. Since dismissal, I have gone to the beach, played golf, and sincerely tried to sleep in past eight o’clock. Though I will surely carry parts of the past ten months with me, I fully intend to make the most of my summer off as well. As a “second year” (because I’m in my second year of teaching), I will living in beautiful Oxford, MS during the majority of the month of June and be helping out with summer school. If you remember some of my earliest posts, you’ll remember that Teacher Corps has a summer school that they administer in a town about 25 or 30 miles north of Oxford. The summer school essentially serves as a training ground for first year teachers. It is also an opportunity for second year teachers to hone their skills and develop better practices of their own.

One of our blog assignments asked us to think and write about teaching skills we are hoping to practice and improve on this summer. As I think back to the past year, I know that I still have a long way to go to be an effective instructor. I can’t possibly be good at this with only one year of experience. What I would like to improve, though, is developing activities that will push the students to learn and comprehend the subjects while also having fun. I had a couple of instances last year where a student said “why don’t we do more stuff like this?”, as they were both learning and having fun. Unfortunately I didn’t really have a good answer for them. The risk of “fun” activities, is the management of your classroom could go to shambles. Because of the relatively uncontrolled environment, one kid says something to another, and before I can intervene we’ve got arguments and no one is learning. This is honestly why planning fun activities is such a risk. Summer school is a pretty safe venue for experimenting with ideas like this though. Also, because I’m only going to be teaching a couple of times a week, I should have more time to think and brainstorm ideas that I could implement.

As said before, I realize I have a long way to go to be an effective teacher. This summer should be a great opportunity for developing many other skills as well: an effective set in beach volleyball, my driver and #4 iron, the moorhead swag...

A Note to Second Year Teachers

Dear Second Year Teachers,

The first year of teaching is one I never want to repeat or replicate. In it, I have been stretched, strained, and stressed far beyond the point of anything close to comfort. In all the difficulty, though, you have remained a constant source of...well...honesty.

I could say you’ve always been inspirational and motivating, but that would fall short; you were something much more helpful. In a conversation I had with some friends recently, they said, “what is the typical alternate route teacher like in their second year?” to which I was able to reply without hesitation and say, “they’re much more realistic”. Like me, you probably entered the program “bright eyed and bushy tailed”. You probably felt you had a silver bullet to the ailments of the struggling public schools, but reality quickly and humbly brought you back to earth as well. Having gone through this, you could have lied and painted a picture not accurate, but you didn’t. You knew that teaching sucked at times. You also knew that teaching has unmatchable moments. You knew all these things, and you expressed them. For this I thank you.

An overly optimistic and skewed picture would have been cruel. To tell first year teachers of all your successes without your failures and hardships would simply make them feel like failures. I’ve never met anyone who has stepped into a classroom like the one I teach in and immediately succeeded. I don’t even know what success looks like in this circumstance.

The hardship and difficulty you experienced last year, which you honestly conveyed, gave me hope for my own personal development. Development is difficult to track. It is difficult to see take place. People say it is happening, but dealing with the same difficulties for eight months tends to be somewhat taxing and discouraging. Thankfully, though, you are living proof that there is light at the end of the tunnel. That light still seems dim and distant. A year still stands from that light, but again, the proof that you have been lends a certain comfort.

As you move on to whatever it is that you will do next, know that your honesty has been a tremendous help. As I step into the shoes you once filled, I intend to employ the same attitude. Things will continue to be rough in my second year as well. Students will continue to be ornery. Air conditioners will continue to break. The Delta will still be the Delta. What will continue though, is a gift of truth.


BCW

Senior Skip Day

Senior skip day is not an uncommon tradition. It always goes where the entire senior class decides on a day they will all skip school and demonstrate their “invincibility” by all taking a unified day off. When I was in high school, there was a senior skip day. I didn’t observe it, but many did. Like many high school traditions, I thought I had a pretty good understanding of what senior skip day involved, then I moved to the Delta.

My high school takes senior skip day to another level. In following the standard tradition, the seniors clear out as expected. With them, though, they take the majority of the school. It is not an exaggeration to say that there were less than 100 students at school, compared to roughly 650 enrolled.

Knowing that senior skip day was approaching, I asked my classes by show of hands how many weren’t coming. The results showed about half from each class. “That’s fine,” I thought, “I’ll still plan something for the ones who do make it”. Well what I welcomed to class that day was far less than even anticipated. Here’s the layout of students had all day:

1st Period - Enrolled: 18, Attended: 1

2nd Period: Enrolled: 17, Attended: 0

3rd Period: Enrolled: 17, Attended: 2.5 (one left midway through)

4th Period: Enrolled: 16, Attended: 2

5th Period: Enrolled: 13, Attended: 2

6th Period: Enrolled: 23, Attended: 5 + 1 kid from another class

7th Period: Enrolled: 26, Attended: 3 + 1 kid from another class

Now part of this attendance could be a result of the mini-hurricane that took place that morning, but the weather cannot have that much of an effect on attendance numbers. If nothing else, these signs further point to a day in May not too far away!

Ch ch ch ch changes...

Spring is springing, birds are chirping, and signs are starting to point toward the end of the school year. This has been the longest 8 months of my life, and in less than two months, our school year will be over. This reality has brought forth a new energy on the campus. Unfortunately this energy has manifest itself in much more skipping, apathy, and near rioting, but none the less, signs are pointing toward May 24. As I look forward, knowing that after May, August will be back before I know it, I also think about what things will be like next fall. How I will be different (and hopefully better) as a teacher, and what our school will look like. As I think about it, I also must think of things I will do differently. Much of my experience has shown me both things that do and don’t work (for me), and one of they key elements to next years success or lessened failure will be implementing my experience and utilizing my “on the job” training. Practically what does that look like? I’ve got a few ideas:

Decorate my room better: Classrooms are meant for learning. Consequently the decor/layout of the room should be conducive for this purpose. I’m far from an interior decorator, but I recognize that the feng shui of the room needs some intentional thought. The room need also be friendlier for classroom procedures. If students are going to gather up calculators or dry erase boards, they need a convenient place to store them.

Be more organized: Ole Miss gave us sweet laptops. The sweet laptops have lots of room to store lots of documents. Consequently, when creating documents or downloading them, there need be a system to keep up with those documents in an organized fashion. I spent some time re-organizing my hard drive (man that sounded nerdy), but it really will be extremely helpful in the long run.

Start stronger: Over the year, I’ve gained much more confidence and understanding in the way this school operates. I have also learned more and more my role as an instructor to these students. Consequently, I will start much stronger next year with classroom management. Bring the ruckus.

Teach to the ACT: There is no state test for Geometry or Trigonometry/Precalculus. Consequently, one of the largest selling points for the two classes is the ACT. If I can improve the scores of my ACT students, I will consider it a success.

Dream of more dynamic lessons: Admittedly a lot of this year was spent learning the material myself. I took neither Trigonometry or Precalculus, and it has been years since I thought of Geometry. Often times I was teaching material I had learned only hours earlier, so I was literally just trying to survive. Next year will be different. With a working knowledge of my curriculum, I’m confident I’ll be able to work toward more dynamic lessons. Students will undoubtedly still think my class is worse than being tarred and featherd, but there’s something to dreaming.

Speak slower, clearer, and more succinctly: When inexperienced and nervous, there is a rush to fill the uncomfortable empty air with noise. Consequently, it is easy to speak quickly and unclearly. This is something exceptional public speakers have mastered and is something I am actively trying to improve. The specific words chosen and the way they are delivered affects the climate of the classroom.

As I brainstorm more, I am confident more ideas will arise. I welcome any new suggestions you have too. Yay for new beginnings!

Does the shoe fit?

Picture a student. Let’s call him student A. Student enrolled in school around 1990 and immediately had issues. He was not following along with the curriculum as well as the other students, and his parents decided it best for him to repeat a grade. He repeated, though he continued to struggle. His testing showed above average intelligence, but student A had a very difficult time performing at the grade level. He was tested for attention deficit disorder and dyslexia, was prescribed for Ritalin, but student A was simply not getting school. He continued on from elementary to middle school, working with “learning coaches” and developing a strong distaste for all things academic. At times he would act out in school and draw attention to himself. Consequently student A was a discipline issue, though he justified his behavior by saying things like, “this is so boring, it’s not my fault, I’m just trying to stay awake”. When student A limped into high school, he was not where he should have been, academically. He was enrolled in the remedial classes and still had difficulty making the grade. Socially, he was generally well known and well liked. He played sports and had friends, but had never really found a niche of his own. Then student A found “shop class”. Shop was a general wood crafting class housed in a back corner of the school, but for student A, it was so much more. In shop, student A was able to work with his hands, operate power tools, and ultimately create pieces of furniture. He was guided by the instruction of a teacher he liked, and surrounded by students with similar stories. They were a tight knit bunch, and shop class became the highlight of student A’s day. After four long and arduous years, Student A graduated high school, barely. It was no surprise that college was not in his future, so student A began a journey of various careers, serving as a mechanic, trim carpenter, and a landscaper, among others. Student A is currently employed by the school district from which he was reared. He tends to the facilities at several schools, and uses very little of the material he was taught in high school.

Now picture another student, let’s call him student B. Student B enrolled in school at the same time, in 1990 and fell into the swing of things relatively easily. He made his way through elementary and middle school, not excelling academically, but not failing either. He had difficulty with math, and did not enjoy reading, but he managed, and remained an average student all the way into high school. When high school began, student B was somewhere in the middle of the class ranking. He also tested to have an above average intelligence, but school was not a tremendously pressing interest of his. Consequently he floated through his freshman year, not really applying himself, but also not excelling. After his freshman English teacher had a heart to heart with him, student B realized he was capable of more. He enrolled in an advanced class the next year, and started taking his education more seriously. After he saw that he was able to keep up in the advanced classes, student B started looking to the AP classes, as he knew that he wanted to attend college, and the classes seemed to be a good idea. By the time he was a senior, he was enrolled in a couple of AP classes and was making better grades than those of his freshman year. He was able to enroll in a good four year state university, and graduated in four years with a degree in business. Afterward he lived in a major city, had a good job, and benefitted from the foundation that he received in high school.

The difference between student A and student B? Only a name. Student A and student B are twin brothers. Born on the same day, reared in the same household, attended the same high school, and afforded the same opportunities. This begs the question, “is the traditional school model working?” It serves some well, but fails many others too. Some students just don’t fit school, simply put. They could be in rural or urban settings, they could be black, white, latino, or asian. Ignoring this fact is a moral dilemma, as it condemns a population into thinking they are failures and stifles a society of a potentially productive and beneficial asset. As class sizes shrink, and education reforms, I hope serious consideration is put into the ultimate ends which these means are aiming. If it is for more students to read 1984 and write term papers on its similarities to Nazi Germany, I fear we will continue to underserve a growing population, but if our aim is to create more productive members in a society, who will aid in economic growth, there has to be another way.

The Toe Saga

I've been fortunate enough to stay relatively healthy this year. Schools are traditionally havens for all sorts of cruddy germs, so I consider myself relatively lucky that I've not had any real illnesses. I have, however, had a medical saga of a different variety. What I initially thought not to be a big deal, has turned out to be a long lived battle of flesh and toenail.

In September, I developed an ingrown toenail. Gross, disgusting, uncomfortable - I know. What made it even worse was the toenail got infected. I'll try and save the gruesome details, but due to the infection, I had to have a piece of it cut out in the hopes of it growing back to normality. Unfortunately it didn't heal quite as planned, and my toenail returned back to its previous nasty state. I went back to the doctor and had the same procedure done again, only this time stitching the nail to the toe hoping that it would mend better. It started out promising, but again grew back improperly and had me and my doctor friend scratching our heads. He referred me to a local surgeon who took a look at it, and deemed it best to go ahead and have the whole thing removed. Basically after the infection occurred, my toenail wasn't going to be able to grow back correctly otherwise, so two days ago, I became toenail-less on my left big toe.

Needless to say, it has been sore. It has been difficult to walk, difficult to sleep and honestly difficult to focus on much. Because of this, I was very worried how this would affect my role as a teacher. I honestly feared that for many students, I simply appear to be an authority figure without feeling or emotion. I think it is easy to dehumanize teachers, especially if they don't allow you to do what you want, so I was nervous of what could come from my injury. In light of this attitude, I knew one of two things would occur: 1) my students would see the limp and feel remorse, sympathy, and compassion. They would recognize that I was literally limping around in pain and would try to make things as smooth as possible or 2) my students would see the limp as indication of weakness and try to take advantage of it in some sort of Darwinian/Lord of the Flies type way. It would be easy, pick on the gimp right?

I got to school, wearing the only pair of boots that I could fit my wrapped up toe into, and after limping through my morning routines, started class as normal. "What's wrong with your foot?" one of the students said after noting my new stride. "I'll explain in a little bit", I replied. Suddenly and miraculously, my first period was silent, waiting to hear the issue which was ailing me. I could have told them story after story of my run in with a mountain lion or my attempt to climb a Redwood barefooted, but instead I decided to keep to the truth. After I explained to them the nature of my limp, one blurted out, "Coach sit down, you don't need to be standing up like that", then another, "why you standin' up then, we can take care of passin' stuff out". Surprised and relieved, I found no fault in their argument and complied. Thankfully this was the sentiment that would last throughout the day. Honestly it was still a fairly miserable day because of the side effects, pain, and lack of sleep, but it could have been significantly worse.

The toe is on the mend and I'm told the soreness should be gone within a week. Luckily we've been testing the past two days, so I haven't had to walk or be on my feet as much. None the less, it is good to know all of my students won't kick me when down. Three cheers for Piggy!

Delta Birthdays

In maintaining a blog and sharing my steps along this Delta road, I've tried to document life as it is here, for better or worse. Anything less wouldn't be an honest story. The complexities born from humanity are often funny, sometimes tragic, and it is interesting how they are manifested in different ways in different cultures. Some differences are little, some big, and as far as I'm concerned, are all worth noting. It is in this thread that we come to today's entry: birthdays.

Birthdays have always been something to celebrate. A year older, a year wiser - it is an opportunity to look back and reflect on the past year. It is also an opportunity to be celebrated by loved ones far and near. Before moving to the Delta, I figured I had seen all there was to see in birthdays. Cake, parties, and presents are all things commonly associated with the birthday tradition and you can spice it up if you'd like and go to mexican restaurant where you typically wear a sombrero and are serenaded by the wait staff, or a hibachi grill where they fling shrimp in your mouth, but again, all pretty standard stuff.

Then I came here. The tradition here is not only unique, but I think is dangerous to females. When a female student has a birthday, instead of bringing her presents, other students pin cash to them. I don't know if they show up with just a pin, or if they start with a base sum to be contributed to, but throughout the day, students give cash to the female student, and she pins it to her shirt. As you can imagine, with a popular student there is a large amount of cash pinned to her shirt. Literally the only thing keeping this money from flying away by wind or thief is a safety pin. One swift snatch and the birthday is no longer as happy.

The first time I noticed this, I was alarmed. I saw a girl walking around school with $20 bills attached to her shirt. Not wanting to seem ignorant, I didn't question as it seemed perfectly normal to everyone else. Later on, when talking to a roommate, I recounted the confusion to which he responded, "oh yeah, it's her birthday". What? There are girls walking around with large sums of money safety pinned to their shirt, and the tradition is honored by friend and foe alike? I've heard several stories of students getting jumped for the cash in their pockets. Sad, downright low, but apparently the higher code of the Delta makes the money pinned to each girl's shirt the most sacred of currency?

I polled a couple of classes, to see how much money had been pinned to their shirt at any one time. Some responses were: "$32 dollars bucks", "$60", "$55", "$20", "between $100-$200", "$0 - I never pinned money to my chest because it like advertising how much money you got", "$70", "no more than $400", "$228 money for my birthday". Fascinating.

As I said, human complexities are manifested in many ways. I may never understand this tradition or how it got started, but it beats a sombrero at Chi-Chi's any day of the week. Happy birthday to you, Delta girls.