Teacher's Diary

The Trouble with School Reform

This morning, I read an Op-Ed piece in the New York Times entitled The Limits of School Reform (Joe Nocera). In this article, Nocera writes that "good teaching alone can't overcome the many obstacles [a student] faces when he is not in school." I find myself drawn to this argument because it is both relieving and a bit dangerous.

Nocera argues that school reform these days downplays students' background and home life to the point where they seem to be arguing that it doesn't even matter. Yet not everyone buys into this. While I agree that blaming students' home lives (and thereby exonerating teachers from all blame) is ridiculous and has the potential to create a school system riddled with teachers who are just there for the paycheck. It would leave students exposed to situations where no one cared about their learning.

However, to completely ignore the effects of parental involvement, neighborhoods where these kids live and their socio-economic status would be like ignoring the genetic component while treating someone's medical condition. Students are certainly affected by where they come from, who they live with and the amount of exposure they get to things like books and new places. While this doesn't mean that we should give up trying to help students from difficult backgrounds, it is something that needs to be addressed in the reform process.

Many educators feel the same way. Nocera references another article about Ramon Gonzalez and the changes he made at a high-need school in the South Bronx. Gonzalez is seen as a critic of the reform movement because he disagrees with a lot of the experimentation that has gone on in the school systems.

I can relate to that since, as a NYC Teaching Fellow, I do not feel I was adequately prepared for the classroom. I had good grasp of the concepts to be covered and I was energetic and motivated, but I had little in terms of real teaching skills. Thus, the students I taught last year were my "guinea pigs". I tested new strategies on them, and when those didn't work, I tried new ones. As a result, few of them were prepared to take the Regents and they went on to 11th grade chemistry having truly learned few of the concepts I had hoped they would. It is unfair to students to set them back a whole year because I was trying to figure out what to do.

Much as I think the Teaching Fellows is a great program, bringing energetic new minds into the teaching profession, I have reservations about the damage it can do to students. In fact, all first year teachers are pretty bad and Teaching Fellows are at least intensely dedicated to improving. Perhaps the problem is larger - we need our teachers to go through more rigorous training and enter classrooms already prepared to do a good job. Of course, there will always be room for improvement, but I think we owe it to our students to not use them as lab rats.

Overall, I think there are many ways that school reform has made progress, but it also needs to undergo more change to truly impact our school system in a meaningful way.

Photo of the Week - Seneca Lake

 Spring break has finally arrived and after all the drama at my school (more to come), the break has come none too soon. I am looking forward to a stress-free week, starting off with a relaxing two-day getaway to Seneca Lake.

The ride up was a mix of sun and rain showers, but since I will be starting the rocks and minerals unit when I get back from break, I was focused more on the rock outcrops by the side of the highway than on the weather. I think I need to start driving around to random outcrops to collect classroom samples more often - there is so much great rock just sitting by the side of the road!

Needless to say, my driving companion refused to stop at any of the numerous outcrops or inquire about broken rock pieces at any of the granite countertop places we also passed. Still, it was fun to drive past so much rock.

We arrived at out Bed and Breakfast and explored the tiny town a bit. It was still raining and a bit windy, but walking along the lake was still a great experience. The water was clear green-blue with some white-capped waves in the distance. We watched ducks paddling against the wind.

My students enjoy hearing about my personal life and I'll be sure to tell them all about this trip. Since weathering and erosion are topics still to be covered, I'm sure the Finger Lakes will be a great way to get them excited about glacial erosion. The shape of the lakes is so different from what most of them are used to and it will be interesting to see what they hypothesize as the reason for the unique shape.

I also hope to find some interesting rocks to bring back. I have asked each of them to bring in a rock from wherever they so for break. Many of them will be going no further than the corner store, while some are going to Florida, upstate NY or even other countries. When we return, students will have an opportunity to compare the rocks and try to decide what makes them similar or different. Obvious differences will be rounded rocks from beaches and rivers compared with jagged rocks from Central Park, but I'm hoping they will notice some of the more subtle differences, such as composition and method of formation, even if they can't explain it in those terms.

Even if I return with nothing more than a few pictures, the trip will be worth it both for me and my students. I will return refreshed and ready to teach for another few months, plus I will be excited about the upcoming unit. Meanwhile, the pictures will help me engage my students in a discussion about why different parts of the country look so different. I hope it will keep their interest, since the Regents are fast approaching and I feel a little bit behind on my material (though not nearly as behind as I felt last year). Here's to a wonderful spring break!

This aerial view of Seneca Lake was originally found here.

Photo of the Week - Geologic Maps

At the SCONYC conference last weekend, I went to a session on 3D imagery and how to use it in the classroom. The United States Geological Survey supposedly has 3D topographic maps but I couldn't find them on the website. I'll keep looking and post them here if I ever find them.

However, in the process, I did find the map above - a cross section of the 37th parallel - which shows the bedrock across the country in a really interesting way. You can search for maps of your own here. 

New Initiative - Daily Disclosures

 In an effort to stay positive, I have started recording one positive thing about each school day. This is something I strongly recommend to all teachers, especially new teachers at this time of year. It is actually very relaxing and focuses my energy on the good things, because believe it or not - no matter how bad it gets - there is always something good.

Sometimes as a teacher, I find the enormity of my task overwhelming and it helps to realize that small victories are still victories. If you would like to read my Daily Disclosures, follow me on twitter @teachersdiary.

To Leave or Not to Leave

That is the question, at least for me right now.

As my regular readers have probably noticed, my posts have been rather sparse lately. It's not that I'm losing interest in the blog, but rather that I have simply been overwhelmed with trying to keep my classes afloat and stay on top of all the work I have to do. This time of year is always bad for teachers, but I have been finding it especially so because I'm becoming disheartened with the state of things at my school.

Discipline overall has improved since last year, but now that my teaching is mostly under control, I find myself getting much more frustrated with the inconsistencies in policy - especially since they often lead students to feel that there will be no consequence for getting kicked out of class or cutting. I know things could be a lot worse, but I'm finding it difficult to feel successful when the school overall is failing. The failing attitude is carried out by the students too, since they can pick up on the disorganization of the administration and low morale of the teachers. They take advantage of the situation by being disruptive and rude.

In the midst of my agony, I see a light at the end of the tunnel. I have been offered a position at a non-profit that works with kids similar to mine. It's an organization that I'm familiar with and where I know I would feel successful.

However, I know I would feel awful about leaving teaching after all the hard work I have put in. I would probably always wonder how things would have turned out if I had stayed and I would feel like I gave up. The salary is also much smaller and I worry about my career path if  Itook this job.

But I would be happier. Or would I?

For the past couple of weeks, I have been going back and forth. I convince myself one way and then something will happen to throw it all off again. I also think my decision is skewed by the fact that right now is an especially bad time in the school year. The people I ask for advice seem just as confused as I do.

I will have to make my decision in the next few weeks. In the mean time, if you have thoughts one way or the other, please send them along!

Photo of the Week - Yellowstone Supervolcano

 My students are fascinated by the idea of 2012, as I have mentioned several times. When I showed them this picture (originally found here) and talked to them about the destruction that could be caused by an eruption of the Yellowstone Supervolcano, they were incredibly excited to discuss tectonic activity.

Showing students stuff like this and the video also found on the blog above gets them excited about learning. Many of them do not feel a connection to volcanoes or earthquakes since we don't really have any here in New York. Talking to them about events that could potential influence the United States or even the entire world brings tectonics home for them.

Using this and another picture of Yellowstone to hook them, I continued the PowerPoint by showing them pictures of other active locations. The visuals definitely helped them focus and by starting with Yellowstone, I kept them engaged. My earthquake unit is going pretty well, though taking a bit longer than planned. However, I am incredibly grateful that my students seem interested and are actually learning this material better than previous material. It is nice to find a project and get them excited about it - especially during this time of year, when everyone is really just hoping for spring to come!