Teaching First: March Madness

I enjoy a good athletic competition.  But to say I'm a casual observer of the sporting world is a great understatement.  Over the last year, I've probably watched three complete games, one being the Super Bowl.

My first week in Junior High is almost over.  I  have spent most of the time making observations about everything from classroom management to student penmanship.  My conclusion is that Junior High is a very, very different environment.

In observing student interests, I have noticed that quite a few of them are interested in March Madness, the annual NCAA basketball tournament.  And, by interested, I mean obsessed.

So, on Wednesday, with 15 hours before brackets had to be "locked" I set up my own.   ...blindly and based on unwarranted hunches.  And I've been keeping track of my predictions every few hours and catching highlights of the games.  This madness may have bit me.  Though, midway through the first round, I am sad to report that I will not be receiving a billion dollars from Warren Buffet. 

I'm not even close.

But, I have had a few good conversations with students, which was the goal.  Ohio State's loss has been the theme of most of the conversations.  In one instance I was able to talk to a student about their own college aspirations.  It's a small step forward in establishing relationships with my students.  And, just like Dayton, a win is a win, even if the margin is small.

Security Breach: Testing and Cell Phones

Summative Assessments are an essential part of education.  Standardized testing is the wave of the future.  Testing is not going away.

Cell phones are another thing not going away.  Most students I teach have smartphones.  In an unofficial survey of my class more than 68% of the students had a smart phone.  Students are tied to their phones for social reasons and parents are adamant about maintaining constant contact with their students (not to mention protecting their students' expensive cell phone).

There is a great deal of turbulence where testing and cell phone use overlap.  In a recent staff meeting one of the APs showed us a screenshot of last year's STAR Results.  Under the heading, in bright red letters reads the following:

A security breach involving social media exposure of 2013 STAR test material has been confirmed at this school site. This school is not eligible for state or federal award recognition during the 2013–14 school year.

Apparently a student took a selfie with the cover of the STAR booklet.  It may seem petty, but under no circumstances is any part of the test allowed to be reproduced; the integrity of the test depends on it.

Now the school is trying to figure out how to prevent this from happening again.  One of the big hurdles will be establishing and enforcing rules that run contrary to school culture.  Teachers seldom have established procedures for preventing students from using cell phones during quizzes and exams.  Most of the time it's a verbal warning: "Don't use your cell phone during the exam."  Students and parents push back when cell phone use is infringed.

The ideas for preventing a "security breach" ranged from a school-wide ban on cell phones to buying a cell phone pouch grid that can be mounted to the wall.  I don't know what the official position of the school will end up being, but the whole topic highlighted the benefit of matching my classroom cell phone policy with that of standardized testing.

Folks get riled up when expectations are tightened unexpectedly.  Setting expectations from the beginning of the school year seems to be the best way to prevent a tornado of angry emails.  Once the standard is established students and parents will feel more at-ease when it comes to standardized testing time.

In Mr. Davis' Science Classroom, cell phones will be welcome tools for research and analysis, but unwelcome for classic quizzes and exams in accordance with standardized test rules.

The Most Dangerous Phrase

The most dangerous phrase a person can say is, "We've always done it that way."

Today the students will sit down to an exam that has been given to students since the 90's.  The review worksheet is a copy of a copy of a copy and only mostly legible.  The multiple choice part of the exam has been literally cut and pasted together before being sent to the copy center.

I have been rather surprised at the lack of reflection from a lot of seasoned teachers.  When students do poorly on an assessment, teachers are quick to say, "Well, they just need to study more."  This may be the case, but conversation about reevaluating a quiz or ensuring the material delivered in class match questions on a quiz has been anathema.

Naturally, students are scared of exams.  Some do well and some do poorly.  The part that concerns me is that students are surprised.  Even worse, teachers are surprised.  If assessments given during a unit are well-planned, and if the teacher has done a good job communicating with the students, the results of a unit exam or other summative assessment should not be a surprise.

Fear and poor grades kill a students' interest in a subject.  If we're serious about our subject, we must improve on the things we've always done.

Here are a few ideas I have now:

1. Rewrite test questions that students repetitively ask about.  
2. Develop instructional plans directly from the summative assessment.  
3. Teach test-taking skills during the unit.
4. Analyze common mistakes on formative assessments and make sure to change future instruction.
5. Ensure questions accurately assess what you want the students to know.  
6. Heavily comment on formative assessments.  Communication, though it takes a lot of time, is something the students deserve.
7. Do a review of an assessment after the quiz or test with the students.  All assessments should help students understand the content.
8. Do an evaluation of all assessments, making sure the assessment was an accurate portrayal of students' understanding.  If not, change something.  

That's a lot, but making improvements, even small ones, has the potential to increase student understanding.  That's what we're here for, right?

On Cell Phones and Making Excuses

After yesterday's quiz, a student was simply sitting at his desk and staring out the window.  I asked him if he had a book to read.  Many of the students are studying The Odyssey in honors English, so I thought he might better use the time.

Mr. Davis: "Do you have a book to read?"
Student: "I forgot my book at home."
Mr. Davis: "Hmm... Got your cell phone?"
Student: "Um, yeah..."
Mr. Davis: "Good. Download one. You're reading The Odyssey in English right?"
Student: "Yeah..."
Mr. Davis: "It's free online. Google it."

A few minutes later he was reading his assigned reading for his English class.

Boy howdy, I love the age we live in.  There's a plethora of knowledge and art that can be quickly found using a device we carry in our pockets!

The Earl Grey Tempest: In Defense of the Pep-Rally

I accidentally found myself in the midst of a teapot, and oh, how the mighty tempest blew.

See, last Friday was a big pep-rally and students involved missed 3rd period.  It affected my class by removing 4 students in dance and cheer.  School-wide, about 100 students missed 3rd period.  After the rally, I found myself in a knot of teachers who were indignant that all of these students missed an entire period of academic instruction all for a 20 minute pep-rally.

I suppose that's true.  Each student missed 54 minutes of instruction time.  But, if we're going to help students become college- and career-ready, then we must instill the value of communication and help them realize that decisions have consequences that they might not like.

I don't know any college or career that demands that you be at work every day the doors are open.  There are procedures for taking a day off regardless of the reason.  The work must get done, but with good communication, there's no reason why anyone can't take a day off.  Even if you're sick or have a family emergency, there are ways of communicating and getting a shift covered.  This is real life.  This is how the real world works.

Every teacher has a method for dealing with students who miss class.  Students know they need to make up work.  Students, with their parents, need to be the ones making decisions about how they're involved in co-curricular activities.  Being involved in these things requires a sacrifice; sometimes that means coming into class during lunch or after school to make sure they get what they missed.  Demanding that students never miss classroom instruction for any non-academic reason is quite a disservice.

I'll leave this note here to remind future Mr. Davis that no, biology class is not the most important class to most of your students and a missed class will not condemn a person to destitution.  Biology class is a small piece of a larger mosaic of student education.  Education happens in the lab, on the field, on a dance floor, in anti-bullying clubs, in books, in the choir room, and just about anything else that students rub shoulders with people who care.

I did remind my fellow teachers that a handful of students missing 3rd period won't be any more work, it's no different than sports teams leaving early for a game, and despite academic classes' legitimate importance in the life of a student, they're not the only thing.

I got silence.  Then I was asked to leave the teapot.

Food Day: Fund Raising

Many of the clubs were fundraising today by having Food Day.  Prep period is right before lunch, so I got first pick.

I was excited to see the Kona Ice truck parked in the middle of the quad.  On my list of my most favorite things in the world, shaved ice is towards the top.  So, naturally, that was my pick.

Every school has its own culture.  A quick Google search shows that many schools have many interpretations of Food Day.  Some highlight healthy eating, and some celebrate cultural food.  My high school celebrates its clubs.

Either way, I enjoyed Food Day.