Live Blog of Mayor Nutter's Education Address

"To what base uses we may return..." OR Shut up and read

As of today, Philly's got one month left of school. It's starting to show. I'm fine with that.
In retrospect, I probably wouldn't have saved Hamlet and Othello as the last texts for my ninth and tenth graders respectively. Still, I did, so we're here and there's nothing to be done about it now.
I co-teach my freshman sections with an equally energetic teacher whom the kids dubbed Ms. WaWa before I arrived.
We've made it to Act V Scene i and this is where the good stuff starts, right? I mean, daggers are drawn, poison is discussed and NO ONE is reading.
When reviewing the plot as it relates to the main themes in one section of today's class, I did one of those teacher pauses and noticed that thing that happens sometimes where a teacher asks a question, gives the appropriate amount of think time and then in the absence of eager hands, answers the question with an energy level that would make the Micro Machines Man winded.
Direct questions to the more aloof members of the class resulted in the bewildered stare I remember giving to my mom where I hoped I could wait out her interest in an answer rather than offer something self-incriminating.
My sails a bit wind-deprived, I stopped WaWa and asked a question to which I already knew the answer.
They hadn't read. Well, to be fair, four of them admitted they had completed the required reading. The rest of the class was either sitting idly hoping to go unnoticed or proffering up answers that belied a less-than-complete knowledge of the text.
I got my ire on.
"If you've read, that's great, get started on tonight's reading and you'll be ahead of the game. If you haven't read, start. Tomorrow, there will be a reading quiz asking for detailed answers to what happened."
I was met with the requisite, "oh-geez-we-ticked-him-off-feign-shame" silence. A minute or so later, shame had passed, a laptop was opened. "What are you doing?" says I.
"I'm going on sparknotes to read the No Fear Shakespeare version."
"No, no you're not. We're keeping technology out of this one and we're just reading and making notes where we don't understand things, so that we can ensure a rich class discussion tomorrow."
Yeah, I used the teacher "we" when I was talking about them - that's how ticked I was.
Now, I'll admit to faking my way through many a class discussion (I like to think it's a part of why they gave me my degree), but I also knew the classes where actually reading the text was key to survival:

Understanding of plot points - necessary
Main ideas of article on a New Historicist understanding of text - unnecessary

They don't know how to honor these differences yet. Today's class pulled back the curtain on a rather befuddled All Powerful Oz. Tonight they will read. They may not like it, but they will read. Such is life in compulsory education.
Tomorrow's class will be better for it. They will feel smarter because they will actually be smarter. They will know which questions to ask and how to ask them. At least that's the goal. No computers, no ActivBoards, no wifi, just kids, books, teachers and the occasional stickie note.
Here's hoping.
More later.

So...about the world, seems like it's time to change it

My mom likes to tell the story of the first time she read me the biography of Martin Luther King Jr. I was all of 7 or 8 years old. As she tells it, there was a bit of a paradigm shift involved. I marched back and forth in my footie pajamas explaining to her that "it was wrong, why would someone kill him? Why would people hate other people because they looked different?" It was my first run in with some of the big questions that unfortunately continue to trouble the world.
Two weeks ago, we started the third quarter at SLA.
As I last posted, I seem to have challenged my kids to change the world in 9 weeks or less.
Friday, they started posting.
The basics are this:

1. Pick a problem.
2. Build a feed reader with at least three feeds on your problem and search/bookmark viable sites.
3. Throughout the quarter, write 10 informational posts using the information from your reader/bookmarked sites.
4. Throughout the quarter, write 5 reflective posts on your progress.
5. Draft an 3-5 minute "elevator pitch" for a possible change agent to show you know what you're talking about.
6. Draft an action plan around a realistic solution to the problem you've selected.
7. Meet with an identified change agent and present your pitch and action plan.

Friday, their first two posts were due. I've started reading them. Some good work from first-time bloggers. The next step is to help them build readerships. While I'm asking teachers at SLA to read and comment on posts regarding their areas of interest, I issue this call to anyone out there - read here or here and help teach our students.
I'll be linking the formal project and rubric descriptions soon.
More later.

One of my favorite things to do

It's Monday night. Here I sit in my PJs with my gradebook up-to-date. I decide to reward myself.
I open the student contact file on my computer along-side my gradebook and pic a student who's doing well in class. I look up the number, dial and wait.
The voice on the other end clearly does not recognize my Floridian number on caller ID.
"This is Mr. Chase," says I, "Milana's English teacher."
"Yes..." a clearly uncertain pause.
"I was just calling to let you know how great it is to have your daughter as part of our class. She's one I can count on for insightful comments, and I'm impressed by how hard she's working on the Quarter 3 benchmark project."
The conversation goes on for a few minutes more. We talk about how I joined SLA after the year started - that's why she doesn't remember meeting me. We joke about keeping the call between the two of us so as not to inspire false confidence in her daughter.
Before we hang up, though, she says, "I don't know if this something you do personally as a teacher or what, but keep it up. This is one of the best phone calls I've gotten in a long time."
It's the best way to end a Monday I know.
When I was in Florida, I tried to make two positive phone calls home before I went home each day. I developed the habit after Hal Urban spoke at my first school.
Much can be said about setting the tone with parents, building relationships, etc.
That's part of why I do it, but it's not the bigger why.
I make those phone calls home because it makes me feel better. I make those phone calls because it pushes me, everyday, to look at the best of my students. In the hectic frenzy of any given school day, the least I can do is make certain I catch the best of my students.
No matter what happened before, the words, "This is one of the best phone calls I've gotten in a long time," made this a good Monday.

On Editing

Our 9th Graders are working on fractured fairy tales for their benchmark. Last night's homework was to complete their rough drafts. Because these will be incorporated into children's picture books, there's a word limit of 500. It does an English teacher's heart good to have students complaining they absolutely cannot write anything under 596 words.
In an effort to stem the onset of AEP (Adolescent Editing Phobia), I'm turning back to my roots - my college roots.
There were a few things I garnered from my formal college education, truly a few. One of them was comparative adverbial forms such as, "He slowed down more slowly than she did." The other was from Professor Bob Broad - The Writer's Memo.
I remember writing my first memo in Broad's class. I remember thinking it was a complete waste of time. I remember getting my draft back with memo and comments and realizing I had just learned something about editing.
Today, my 9th graders will be turning in their rough drafts, writing their memos and trading papers. I'm hoping for goodness. I realize not every student is going to get as much out of the writers memo as I did. Still, I'm hoping it will be a start to a larger conversation over what it takes to truly get worthwhile peer review happening on a draft.
If not, I'll move on to comparative adverbial phrases.
More later.

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Image credit: http://flickr.com/photos/skylover/455669442/

Blogged with Flock

Grrr and Argh

I sent a package to a friend of mine yesterday. He's heading into his first year of teaching and I want to give him all of the support I can. It wasn't until I jumped online and read a column from the paper back home that I realized the package I sent was intellectually racy.
Inside, it held a copy of The Essential 55 by and Life's Greatest Lessons by Hal Urban. Both are books that saw me through my first years of teaching and to which I continue to turn. According to the column, though, one of the leaders of my district worries that The Essential 55 could be taken as condescending. Ron Clark is white, his students when he taught in Harlem were mainly African American and Latino.
Apparently, Clark was on the shortlist of keynote speakers at our back-to-school meeting. Last year's speaker was Willard Daggett and the year before that was Erin Gruwell.
According to the column, and I'm not taking any of it as gospel, the district administrator had reservations about Clark speaking because he thought it could be taken as condescending to listen to stories of how Clark took his students from Harlem on horizon-expanding field trips. Clark's efforts to teach etiquette in preparation for a trip to a formal restaurant reportedly found a particular sticking place in the administrator's craw. Lyons implies the administrator believes Clark's speech is condescending because he is a white teacher who was working mainly with students who didn't look like him. I'm not sure what to make of it or how those beliefs would reflect on my own teaching.
Two things are happening here that have me frustrated.
One, I'm none-too-impressed with Lyons' reporting. The column could have been held for next week in order to include the asst. superintendent's side of the story. As it reads now, the column is another in a growing collection of pieces that makes teachers and the school district feel as though they are at odds with the press.
The other element of contention is with the idea that the central office wasn't immediately forthcoming with the details.
Again, all we have to go on is what Lyons saw fit to print, but the idea that the district's spokesman tried to sidestep the issue at fist blush isn't exactly going to make any inroads toward a strong relationship between the district and the press. This is to say nothing of the fact that the column was going to run with or without the administrator's quote, so it makes more sense to be open on the front end than to have to clean up after the parade has passed by.
From both sides, we (community members and district employees) need sincerity over spin.
More later.

A cellular classroom?

I've been thinking recently about what technology I can expect my kids to have next year. We're still not at a place where Internet access is at 100% (my kids tend to hover around 80%).
What I can almost always know my students (last year it was 95%) will possess is a cell phone.
Of course, my school has the posted "Use your phone and the world around you will come crashing to a hault" policy. We can work around that.
So, here's the question, what are you doing in your classroom to integrate/embed cell phones into instruction? Where are the resources built around cell phones in education?
Does a wiki already exist with this info.? If not, it does now. If you've got anything you can contribute, post away.
More later.

Stressed? Maybe a little

Since school let out, I've been uber-busy. I know, I know, the busy-ness is supposed to slow down when the year's over, but it hasn't. I'm a different sort of busy now.
I've three presentations to prepare for this summer.
First up is next week's district conference on Differentiated Instruction. My presentation is on building community and an environment for risk-taking in the classroom. I've been whittling away at an outline over at my wiki, but hadn't realized the true work ahead until I sat down to put the actual presentation together. I'm facilitating the session once each day of the conference and a little tense.
I don't want to be that guy at the conference who gets people to say, "Oh, don't worry about that one, I went yesterday and it't not worth your time."
The main source of stress is finding a way to put everything together in a way that's accessible and succinct. I called Ms. Dunda after one long go at putting the presentation together and voiced my frustration at wanting to show how all of the pieces fit together but also feeling like I have to introduce all of the pieces.
I also want to truly facilitate and not merely present. I value the experiences of each teacher who's going to walk through that door and want those experiences to be shared and incorporated.
I've set the bar mighty high for myself. I've got a few days to prepare to reach it.
As for the other two conferences, they can wait until this one's done.
More later.

Photo from www.psychologycoach.com/stressanxiety/4515800867

IWBs as a Panacea?

In the rush to prepare students for finals and make sure everything is in order for end-of-year celebrations, I've been inattentive to the blog. The number of posts waiting in Google Reader from Miguel Guhlin is mind-boggling.

Still, a story appeared in our local paper a bit ago and it worried me a bit. You can read the whole story here.

Two aspects of the story me worry me.

Sarasota County has spent an estimated $12 million on purchasing an interactive white board for every classroom in the county. The intent was to roll out the first wave of installs to those teachers who most wanted the boards so that they could then assist those teachers who were more resistant to the new tool. This was mostly how it worked out. To be sure, there are some boards out there in the classrooms of teachers still hesitant to post their attendance online let alone give up their overhead projectors.

The fact that the newspaper took notice of what's going on in the classrooms excited me.
What worried me, made me cringe really, was this:

What is not clear is whether the Activboard will be a panacea for public schools, boosting the graduation rate or closing the achievement gap.

Let me solve the puzzle. Under no circumstances will the mere presence of ActivBoards act as a "panacea" for lagging test scores or troubling graduation rates. That is similar to implying that students' ability to read will improve simply because there are new books in the classroom. As with any other tool, the ActivBoards' potential will only be reached when teachers explore their own potential to utilize the boards as educational tools. Implying otherwise is frighteningly wreckless.

More frustrating still was our union exec's quote a few paragraphs later "...the fact of the matter is, technology so far has not been shown to have a tremendous impact."

I'm fairly certain we can't blame the technology.

Doug Gilliland, a tremendously inspiring high school science teacher and a colleague of mine, is quoted later in the article saying, "How well will they use it? I don't know. I think it will be like other teaching tools. Some teachers will grab on and run with it, and others will do the bare minimum."

This too worries me. It worries me because we are part of a system where Mr. Gilliland's prediction can come true.

The answer is an uncomfortable one for those in education who see the roles of teacher and student as mutually exclusive - we must raise the expectations for teachers.

Expectations for teacher, not just student, achievement must be higher than ever before if we are to serve our communities well.

I do not mean this in the context of standardized testing or any of its ugly stepsisters. I mean this in the context of personally guided exploration. Or, as Will Richardson put it a while ago, "It's the Empowerment, Stupid!"

Teachers must take the reigns and begin to direct their own learning. While it would be easy to let an IWB sit in a classroom unused and complain about a lack of training, it is also lazy.

How do you motivate teachers to own their learning? Anyone?

More later.

Freedom Writers Weekend Take 2

What a day.
I'm not entirely sure where to begin. I'm successfully in Long Beach, CA. I got in two nights ago and haven't stopped moving yet. Yesterday was spent mainly catching up with Freedom Writers Teachers I met when I was here in October. Each has such exciting stories to tell about his or her students.
I also spent a sizeable portion of yesterday in iMovie cutting and pasting a short video from last Monday night when my six students who participated in the Young Screenwriters Program through the Sarasota Film Festival were honored and got to watch a staged reading of their screenplays.
How fitting that last night's event here in Cali. was to go to Paramount Pictures for a private screening of Freedom Writers.
We also ate dinner in the studio cafeteria where the famous Taco Cart from the last Freedom Writers Weekend made a triumphant return.
What was best about the screening, though, was having a chance to watch the movie with an actual Freedom Writer on my left and one of the guidance counselors from Wilson High School who worked with the FW on my right. This was their truth, told on film and I got to share in experiencing it with them. Brilliant.
Today, we'll be on the Cal State, Long Beach campus workshopping how to teach the film with the book and getting our hands dirty helping to revise the teacher's guide due out this fall.
I cannot wait to collaborate with this dynamic group of teachers once again.
This trip is different because groups 1 and 2 of the pilot FWT are here.
Before meeting the members of Group 1, some of the other Group 2 members and I discussed our wonder at how the two would mesh. Ours was such a tight group that achieved cohesiveness so quickly, what if we didn't have the same chemistry with this other group?
I'm due to meet some of them in a few minutes for breakfast if that answers any questions.
I'll be sure to post again tonight with a more thoughtful reflection.
I'll also be starting a Flickr feed with the tag FWW0407 along with posting the screenwriters movie to Revver.

It's about ideas

Boy, have I been reading lately. There's so much going on out there that I can't seem to focus any kind of critical thinking for too long. I suppose this is an attempt to get some focused thought out on what's been bumping around my brain for the past few weeks.

First, Miguel Guhlin posted an interesting thought on the job of education and the type of product we tend to manufacture. I use those words because it seems as though that is the way the thinking is turning. Many posts I've read as of late are concerned with the outputs of education - as we all should be.
Before getting to Guhlin, David Warlick commented briefly on NCLB, and had this to say:

...I believe that No Child Left Behind has done far more harm to education in the U.S. than good. It is an industrial age solution to an information age problem. But NCLB is correct in that schools, teachers, and students must be accountable to their communities.

Warlick's is a thought I'm running into more and more frequently. It fits nicely with Guhlin's post:

To teach real life problem-solving in schools would result in children becoming aware that their work in school lacks authenticity, only brainwashes them to trust authority without question, make them dependent on consolidated, controlled media sources that filter the news, even censor it if you believe some alternative sources to protect the ruling elite, and serve as the lower caste of people who must do the menial jobs. The creative class of people--those who populate our private and charter schools--also are indoctrinated in specific dogmas and ideologies, allowed freedom on a rope only after, like baby elephants whipped since childhood, restricted by a heavy chain, achieve freedom of movement, but not of mind.

Decidedly, Phoenix is part of the former system. This is not say I haven't any experience in the latter. Being able to recognize both models and identify their products leads to a better understanding of the problem. It is a problem.
The roots of many of my students' problems with education can be found not in inability to do work but in unwillingness to play the game.
I was luck when growing up to have teachers in a small rural school who could press against the rules in order to find ways to educate that met students' wants, needs and (I hesitate to suggest a link between education and this last one) passions. My English teachers knew what they were talking about and made their classes maleable for those of us who had an interest in words and their role in shaping society.
Equally available to me, but something I chose not to avail myself of was a top-notch agri-science program. I could be certain that the students in my English class who did not find the same artful beauty in the words we read would be enriched by...whatever it was that happened in the ag classes. Because each of us had a place where we could do the learning that interested us most, we were more willing to do the learning that interested us least.
Without any outlet, I would be extremely weary of letting anything in. My students have, by and large, lacked an outlet.
While my class may not be the outlet of choice, I'm working to do all I can to help them align themselves with whatever they need to unstop their creative impulses.
This isn't an argument of tools; it is an argument of ideas. I don't think a blog, wiki, podcast or laptop is required for a student to find the best opportunity for developing passion. It is about ideas. I remember when those were things we were encouraged to have and investigate.
More later.

Hungry for morsels

After what I imagine to be one of the longest brainstorming session ever (he created the thing last Fall) Principal Cantees has made his first blog post. I even got a shout out. I've been on him for the last few weeks to post again and comment on the blogs of others. His worry is that he doesn't have anything to say, that he wants what he writes to be important.
Ironically, it's one of the problems I've seen over and over again with my beginning writers. They're so worried that their first drafts won't be Pulitzer-worthy that they never get anything on the page or screen.
Luckily, I think Principal Cantees is starting to come around to the idea that it's about the conversation that comes after the posting - the one that refines your thinking and makes you do more of it - that counts more than the original post.
I suppose we'll have to wait and see if post #2 is still months in the making.
More later.

Something to Mull Over

Classroom Distinctions - New York Times

A friend and fellow teacher sent me the above link to a Times op-ed piece on the relationship between movie teachers and real world teachers. Seems they are two different animals.

Tom Moore, the writer of the piece, is a teacher in the Bronx. He writes:

Films like “Freedom Writers” portray teachers more as missionaries than professionals, eager to give up their lives and comfort for the benefit of others, without need of compensation. Ms. Gruwell sacrifices money, time and even her marriage for her job.

Her behavior is not represented as obsessive or self-destructive, but driven — necessary, even. She is forced into making these sacrifices by the aggressive neglect of the school’s administrators, who won’t even let her take books from the bookroom. The film applauds Ms. Gruwell’s dedication, but also implies that she has no other choice. In order to be a good teacher, she has to be a hero.

It's difficult for me to read this piece objectively. I know Erin and the Freedom Writers. I have seen the effects of their work and the effects Gruwell's methods can have when implements in the classroom.

I smirked when reading, "Many of the students I’ve known won’t sit down unless they’re repeatedly asked to (maybe not even then), and they don’t listen just because the teacher is speaking; even 'good teachers' are occasionally drowned out by the din of 30 students simultaneously using language that would easily earn a movie an NC-17 rating."

These things are true in my own school, in every school I've ever scene since joining the profession.

Admitting Moore's understanding and knowledge of the subject, I disagree with his premise. Yes, educators need more support, trust and pay. We need hope too. While I do not expect my teaching to have the same effects or results as Gruwell's, I need movies like Freedom Writers, Blackboard Jungle, Stand and Deliver, etc. to remind me of what education has the possibility of becoming.

I've sat through enough parent-teacher conferences to know that is the true business to which we've dedicated our lives - realizing potential.

To succeed in a system where much of the old guard wishes to maintain the status quo and the new recruits are focused on keeping their heads above water, sacrifice is often the best way to accomplish what is most important - getting through.

Perhaps movies like Dangerous Minds are dangerous to the profession, planting false expectations in new teachers and a critical public. I acknowledge they could lead to an attitude of "see, a real teacher will forsake love and personal happiness to save the students she teaches."

When we reach the precipice of this mindset, though, the same key is necessary as I use when calming a hot-blooded student - perspective.