Today in our Learning Specialist's office one of my students stared a computer trying to make sense of a massive project he is to complete by the end of the school year. Our English teacher and I have combined forces to create the 8th Grade Exit Project, which is supposed to be mandated by the state but isn't actually. Regardless, it's worth 35% of our students' English AND Social Studies grades, which means if they do not do well on it many of them will be sent to summer school.
This young man in particular has been having a rough time with school lately. He's a low-level reader and has scraped by this year because he's worked pretty hard. His home life is less than stellar and his mother is, to be frank, pretty worthless (she came to parent conferences and laughed at the teachers when they said her son's 65's across the board were not good enough- he was passing after all). The student is generally not a behavior problem, but when he slips up there is no support at all whatsoever at home. To say the least, that puts much more pressure on the school to make sure he checks his behavior.
Now, this Exit Project is turning out to be different than much of the rest of this year's work. It appears as though it's a legitimate Exit Project, which means if the students lack the skills to complete it they could fail regardless of how hard they work. This was the wall this young man ran up against today. It became blindingly apparent to him how much he was lacking in academic skills- perhaps never so clear as in that moment.
Our learning specialist spoke to me about it afterward. She was startled as she explained that he simply did not understand what needed to be done with this project. It's always harsh to say that a students simply cannot get something, but this young man has a very real problem with knowledge retention. Throw as much of it at him as you want and it's going to pour out as if through a colander. For this reason our learning specialist pulled him out of the general education classroom and was working with him one on one during this project. It's important to note that this young man is not classified as special ed- mostly because his mother doesn't want him to be classified as such- but probably should be.
In spite of all of her best efforts (which are as a rule very effective with our students), this young man simply did not get what was supposed to happen with the project. When she brought this problem to me my response was such that it was obvious I was aware of this problem, which pushed the discussion further.
If I knew that he performed at such a low level, why hadn't more been done over the course of the year? Our team has a scheduled meeting every Friday devoted to addressing students who need extra support, and this student came up only once in that meeting this year. Granted, we have a whole ton of students who need extra support, but the tendency in those meetings is to talk about the biggest jerks and behavior problems running around the eighth grade instead of those who actually behave, do their jobs and need extra support.
There are several reasons the focus of this meeting can be misguided. First, all of the teachers have an incredible desire to address the behavior problems because if those students are controlled the whole class will run much more smoothly and all of the students will learn more. That desire is not misguided. A common perception, however, is that these students can be easily reformed and when that happens the lower-achieving, moderately well-behaved students being left behind will then receive the support they need. There also seems to be the assumption that the students acting out are doing so because they do not understand the material or do not have the skills to complete it. Because of the latter we talk about the miscreant students during this planned meeting instead of students like the one that is the subject of this post. Therein lies the real problem.
In my short experience, if a student acts out in an extreme way on a very regular basis it is not because he or she lacks the necessary skills. Surely that can add to it, but these students have major issues that are outside of the academics and from what I can tell outside of the ability of regular classroom teachers to address in the two minutes of individual time we have per student on average per day (in the upper grades).
Now, I'm not saying that we should leave the students with behavior problems behind, but the fact that this young man sat in my Learning Specialist's office on the verge of tears because he realized how low-functioning he is and the fact that all of the jerks and knuckle-heads got so much more of our attention this year than him is a damned crime. We failed him. Perhaps the cards and system were stacked up against him, but we're the ones that made the decision to let him go without the large amount of extra support he needed (regardless of whether his mother would allow it to be mandated or not) and instead concentrated on other students who need support we actually cannot give them, but that we are expected to.
But at least his mother's happy, right?
Last year I felt like I failed every student who needed extra help because I spent nearly all of my energy in and outside of the classroom dealing with behavior that should have gotten students removed from my classroom altogether, but did not. By this time last year I was so affected by it I didn't know what to think about my job any more. It seemed like I was the cause of students being left behind and learning next to nothing. I could draw no other conclusions than that my students had just gone through an entire year of their education and because of me (and the fact that they had three bad English teachers in one year), their literacy flat-lined or regressed and they left my class no better than when they entered it.
There's not a lot to say to a new teacher who feels that way. Unfortunately the expectations handed to them and the lack of support given to them leads many to a situation similar to this one. We go into this profession to work hard and to make a difference and the first year is slams you down and at best feels like a wash. All you can do sometimes is move forward with the faith that what people tell you-that the second year is far better- is true. While my team of four and I seems to have failed this student this year, the work we've done this year (two of us are in our second year) is a far cry from the work we did last year. Hopefully next year we'll avoid letting students like this one fall through the cracks by being better organized and focused and by giving those who will benefit from it most of everything we can.
Today's Wine: Charles Shaw Cabernet- I haven't had this in months and its return to the rotation is not without notice. I still think it's solid for what you pay, though of course nothing to write home about necessarily.
Showing posts with label students. Show all posts
Showing posts with label students. Show all posts
Monday, May 31, 2010
Saturday, April 24, 2010
The Students on Board
Speaking honestly and critically about students doesn’t seem PC in a lot of ways, but I think it’s important. As they are of course stakeholders in the process of their own education, I’d like to address them as I have in the past few posts about teachers, parents and administrators.
I generally group students into two categories: those that do their jobs and those that do not. While these seem to emphasize behavior more than other factors, that is what the majority of my effort has been directed toward in the past two years and from what I can tell, it’s what drains the most energy out of most of the teachers I’ve met around here.
Those Doing their Jobs
These students show up to school nearly every day and complete tasks assigned to them. They might slip up once in a while, but they listen to directions and try to complete everything you hand them. They can be goofballs, they can be rascals, they can still make you want to pull your hair out, but they show up, they're respectful and they give you the sense that when they're given clear directions on what to do they will do what they can to get the job done.
They Struggle, but They work
Now, "doing their jobs" not imply that these are the best students academically. In fact, many of these students may struggle in school. Many of these students might not know how to read very well when they show up at your door, they may be void of critical thinking skills and they might not know a noun from a verb, but they're willing to try. Oftentimes these are my favorite students to teach. We are both in for a challenge and it's apparent, but the relationship we forge will help produce real results by the end of the year.
The Gifted High-Fliers
These are the professional students. They listen to all directions, are eager to learn and are great thinkers. Academics come easy to them and they could easily get by without pushing themselves, but they do anyway. While a small minority, these are the kids that can help pull along a class and really help a teacher support those that struggle, but work. In the de-tracked, full-inclusion model these are the ones that model great academics in ways a teacher doesn't think to as they relate to the other students.
The Bright, Albeit Lazy
These are probably the ones that are most in-between those that do their jobs and those that do not. While very bright, they simply do what needs to be done to hit C-range or perhaps a bit higher. Their potential is enormous and their delivery lukewarm. They always make teachers pull their hair out, especially if management is less of a problem.
Those Not Doing Their jobs
Students fall into this category for a lot reasons. Whatever the reasons might be, they show partial, if not total, disregard for the education system, their peers, their parents, teachers and themselves. The subdivisions I think of are the aggressive, the passive and the absent.
Aggressively Not Performing
These students tear things down for themselves and others. They refuse to follow directions, act out, demand attention and must be given it because if they do not either someone will be hurt or no learning will happen for anyone. They seem to follow as few rules to prove simply that they can, and in process screw themselves over as well as many of the other students. The most frustrating thing about this group is that they really do hold back those that struggle but work. While the bright and gifted can still get by and learn a considerable amount, those that struggle with academics and need extra differentiation in the classroom fall by the wayside because the teacher must spend time containing these fools. Of all the injustices one can find in the field of education, this might be the one that irritates me most.
Passively Not Performing
These kids sit in class (when they are there) and do absolutely nothing. Before I got to the Bronx these were the biggest "problem children" I had to deal with. No matter what you do, how you differentiate, modify assignments, give them something that any other student would find at least mildly interesting, they continue to sit and stare. When major assessments come around they oftentimes simply fail to show up and rarely complete them. To be honest, I think that social promotion has produced many of these students over the past number of years (how many I cannot say, as I'm still pretty new to this)- students know they'll be passed and therefore know that if they just sit tight and ride it out they'll be given a pretty easy option to "pass" at some point and them join their classmates in the fall in the next grade.
The Absent
These are students that simply are not there. For one reason or another their attendance is abysmal- sometimes far less than half of the school days in a year. Need I say more about why they don't do their jobs? I have a student on my roster this year who has been present less than five times. See my post on Grades in NYC for how he's still been awarded forty-seven percent of the possible percentage points in my class.
Perhaps it’s not that simple, but I hardly cringe at the students’ individual inability to perform academically- I wince at their inability to stop talking, listen to directions and then carry those directions out. A benefit to this simplification is that it does put it in terms that 99% of students can understand. By the time students come to me in the eighth grade, the vast majority of them know how to act appropriately in school, around adults, etc. We see this happen all the time when their parents come in or when we go on a trip. When they want to, nearly every student can behave and be considerate and be respectful of their peers and teachers for an extended period of time.
During my first year in the classroom I had fewer students who did their jobs than those that did not. There were some days in fact that things were so out of hand that I could count on one hand the students who were doing what they were supposed to. That's changed with nearly two years under my belt and a different set of students, but I still walk into class every day looking to support each kind of students as they need to be. For example, the High-Fliers need to always be pushed higher, the Absent need to be encouraged to attend and have their parents called about it, the Aggressives need to be controlled and contained, and the Strugglers need scaffolding, the most clear and concise everything and each and every student needs as much positive adult attention as I can muster.
Today's Wine: The Cabernet by the glass at Gina La Fornarina.
I generally group students into two categories: those that do their jobs and those that do not. While these seem to emphasize behavior more than other factors, that is what the majority of my effort has been directed toward in the past two years and from what I can tell, it’s what drains the most energy out of most of the teachers I’ve met around here.
Those Doing their Jobs
These students show up to school nearly every day and complete tasks assigned to them. They might slip up once in a while, but they listen to directions and try to complete everything you hand them. They can be goofballs, they can be rascals, they can still make you want to pull your hair out, but they show up, they're respectful and they give you the sense that when they're given clear directions on what to do they will do what they can to get the job done.
They Struggle, but They work
Now, "doing their jobs" not imply that these are the best students academically. In fact, many of these students may struggle in school. Many of these students might not know how to read very well when they show up at your door, they may be void of critical thinking skills and they might not know a noun from a verb, but they're willing to try. Oftentimes these are my favorite students to teach. We are both in for a challenge and it's apparent, but the relationship we forge will help produce real results by the end of the year.
The Gifted High-Fliers
These are the professional students. They listen to all directions, are eager to learn and are great thinkers. Academics come easy to them and they could easily get by without pushing themselves, but they do anyway. While a small minority, these are the kids that can help pull along a class and really help a teacher support those that struggle, but work. In the de-tracked, full-inclusion model these are the ones that model great academics in ways a teacher doesn't think to as they relate to the other students.
The Bright, Albeit Lazy
These are probably the ones that are most in-between those that do their jobs and those that do not. While very bright, they simply do what needs to be done to hit C-range or perhaps a bit higher. Their potential is enormous and their delivery lukewarm. They always make teachers pull their hair out, especially if management is less of a problem.
Those Not Doing Their jobs
Students fall into this category for a lot reasons. Whatever the reasons might be, they show partial, if not total, disregard for the education system, their peers, their parents, teachers and themselves. The subdivisions I think of are the aggressive, the passive and the absent.
Aggressively Not Performing
These students tear things down for themselves and others. They refuse to follow directions, act out, demand attention and must be given it because if they do not either someone will be hurt or no learning will happen for anyone. They seem to follow as few rules to prove simply that they can, and in process screw themselves over as well as many of the other students. The most frustrating thing about this group is that they really do hold back those that struggle but work. While the bright and gifted can still get by and learn a considerable amount, those that struggle with academics and need extra differentiation in the classroom fall by the wayside because the teacher must spend time containing these fools. Of all the injustices one can find in the field of education, this might be the one that irritates me most.
Passively Not Performing
These kids sit in class (when they are there) and do absolutely nothing. Before I got to the Bronx these were the biggest "problem children" I had to deal with. No matter what you do, how you differentiate, modify assignments, give them something that any other student would find at least mildly interesting, they continue to sit and stare. When major assessments come around they oftentimes simply fail to show up and rarely complete them. To be honest, I think that social promotion has produced many of these students over the past number of years (how many I cannot say, as I'm still pretty new to this)- students know they'll be passed and therefore know that if they just sit tight and ride it out they'll be given a pretty easy option to "pass" at some point and them join their classmates in the fall in the next grade.
The Absent
These are students that simply are not there. For one reason or another their attendance is abysmal- sometimes far less than half of the school days in a year. Need I say more about why they don't do their jobs? I have a student on my roster this year who has been present less than five times. See my post on Grades in NYC for how he's still been awarded forty-seven percent of the possible percentage points in my class.
Perhaps it’s not that simple, but I hardly cringe at the students’ individual inability to perform academically- I wince at their inability to stop talking, listen to directions and then carry those directions out. A benefit to this simplification is that it does put it in terms that 99% of students can understand. By the time students come to me in the eighth grade, the vast majority of them know how to act appropriately in school, around adults, etc. We see this happen all the time when their parents come in or when we go on a trip. When they want to, nearly every student can behave and be considerate and be respectful of their peers and teachers for an extended period of time.
During my first year in the classroom I had fewer students who did their jobs than those that did not. There were some days in fact that things were so out of hand that I could count on one hand the students who were doing what they were supposed to. That's changed with nearly two years under my belt and a different set of students, but I still walk into class every day looking to support each kind of students as they need to be. For example, the High-Fliers need to always be pushed higher, the Absent need to be encouraged to attend and have their parents called about it, the Aggressives need to be controlled and contained, and the Strugglers need scaffolding, the most clear and concise everything and each and every student needs as much positive adult attention as I can muster.
Today's Wine: The Cabernet by the glass at Gina La Fornarina.
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