Making inferences

I'm busy lately, and every blog topic that comes up in my mind I have to eliminate because I feel like I couldn't write it without identifying features of my students. Lots of interesting stories, but inappropriate for mass release.

It's been a strange and busy week since I last updated. The students are doing fairly well on their oral commentaries, but it's very hard work for the teacher. Each student has a 40-minute time slot, and they all overlap, with the last 15 minutes in a room with me recording and questioning. Even though last week was only a three day week because of the snow day, the week was a tough one, with near-constant commentaries delivered to me in that tiny room set off the library. The snow day made me fall behind, and I'm not even finished, which is even more problematic.

The 9th graders didn't do well on their midterm, with class averages in the 60s on the multiple choice in all my classes, as well as the other teachers of 9th grade. It's a bummer, and an annual reminder that our students struggle on multiple choice tests, and, again, I'm left wondering what to do. I spent some time analyzing the data from the 50 questions, and know some of the topics that I want to go over, but most of the test was questions about passages. Students need to read and make inferences. They don't. I teach that every day. I feel like they've learned a lot, bu not enough yet.

One sweet kid came to me before the exam and said, "You know those questions where you have a story and are supposed to answer questions about it?"

"Uhh, yes, I think I know what you're talking about."

"How do you study for that?"

We went to my computer and brought up PSAT practice website with some passage questions.

"Oh. Thanks."

"But, you know, the real way to study for that is to read challenging books and make inferences as you read, just like we've been doing all year."

"Oh, well, I don't like to make inferences as I read. I try to just turn off until I see the questions at the end. No inferences for me!"

"..."

She said it with genuine earnestness, too, without a touch of sarcasm or irony. What to do, what to do.

I'm so happy I teach both seniors and freshmen because daily I'm reminded of where I need to get the ninth graders and how far the seniors have come while here.

IB commentaries

They will walk into a room. There, they will draw a 40-line passage from a book we have studied this semester (Song of Solomon, Richard III, Much Ado About Nothing, James Baldwin's Essays). They will take it into another room, and spend 20 minutes marking it up and planning a commentary about it. Then, they will come to me, and deliver it while I take notes and tape-record it. I will assess how well they know the book, how well they know and can analyze the style of the author, how well they can organize their thoughts, and how well they speak. I will listen to them for 12 minutes and then ask them questions about what they said.

And I will see if I've done my job this semester.

Wish me luck. Wish them luck. I can't imagine ever doing anything like this when I was in high school. These are your Baltimore City high school students.

Random FB chats that help keep you going

Today
[Darrell ____]

10:38pm
Mr._____ how have u been
[You]

10:38pm
good man and how about you?
how is school?
[Darrell_____]

10:39pm
Its going great so far Excelling in English i would say but none the less great
are you still coaching baseball
[You]

10:39pm
glad to hear. yes, still coaching baseball and getting ready for the season
[Darrell_____]

10:41pm
thats great glad to hear that hope i can come back one day tell the students how you have helped me and others
[You]

10:42pm
I would appreciate that, it's always good for the younger kids to hear from someone who has gone out and done well for himself. Just had Kyle ______ ('07) talk to my baseball team the other day about college. You're always welcome
[Darrell _____]

10:44pm
ok will do def thanks for everything
[You]
10:45pm
You're more than welcome and I definitely appreciate that

Teacher intern tomorrow

Tomorrow, I start with a teacher intern for the first time. I've wanted to do this for a while, and I'm glad I'm getting an opportunity. I don't see myself ever leaving the classroom and going into administration, except perhaps as a department head. However, being part of what helps guide new teachers in the classroom could be something I can see myself doing in the future. Perhaps as an adjunct professor in the summers at a local university. Or, being a mentor teacher. Seeing my own teaching through the lens of someone else is a daunting but exciting challenge.

Heading into the new year

Upcoming challenges:

1) Getting my seniors ready for their IB Oral Commentaries. I feel like I they're not close right now, and they start it on January 15th. For the love of god that's close!

2) Teaching The Catcher in the Rye to 9th graders for the first time. Woah! I love the book (my dog's name is Holden) but have no idea how they'll react.

3) Going back to morning workouts before school. There's no excuse for me being as hefty as I am right now. Seriously, get it together, self.

4) I need to remove myself from my second job. That's coming, thankfully. It's just too much, at least on weeknights.

I'm looking forward to a good 2011. 2010 was pretty good for me professionally (NBPTS certification, beating longtime rival school in baseball, 91% pass rate on IB exams) but I'm looking forward to an even better, more balanced, 2011. I need to get myself healthy and stop burning the candle on both ends so much.