Three more days to go...

I haven't blogged for ages... The term is now winding down and I am almost at the end of my first academic year here in St Paul. One thing I need to do is work out what I am doing with my blog. I need to reconnect with my old blog friends and hopefully find some new blog friends -people who are also teaching 'over here' and willing to share their expertise.

In the meantime here are some of my highlights from this year.

1. Most surreal moment - Getting to see a real American High School Homecoming complete with Queens, Kings and decorated thrones.

2. Most enlightening moment -My first American football game. I now understand why it is such a popular social event. The crowd seem to be there to catch up with one another and are only occasionally distracted by what is happening on the field.

3. Favorite moment in class. The students impress me with their wonderful attempt at my accent. My catchphrase which they beg me to say - 'That's brilliant!' (Thaats Brullyunt)

4. Most challenging moment – getting my electronic grade book to make sense.

5. New experience – temperatures are cold enough for a snowman built on Christmas eve to survive -in a slightly stooped form- until March.

6. Unexpectedly gratifying moment - Students graduation ceremony when they all throw their caps in the air. Corny but somehow quite good fun.

7. Most confusion caused to other member of staff. I am asked my weight by school secretary and give it in stones.

8. Annoying Americans by telling them how much gas (petrol) costs in the UK when they are scandalized at the $4 a gallon they are paying this summer.
   

Can't believe how fast the first year of teaching here has gone.

Backspell

We are back to school after Spring Break and I am enjoying warmer weather. Yesterday it was around 60 F (about 16 degrees celsius). It's been hovering around freezing, for the last few weeks, so this felt like summer, albeit a Scottish one.

Many of my students are starting to ask me if we can 'go outside' for lessons. I suppose they have cabin fever after all these months. I have fond memories of sitting outside on warm days, even in secondary school. Unfortunately it's not very practical and tends to lead to a breakdown in discipline as other classes see you heading out and feel aggrieved.

Having said that, like most teachers, I love making school fun for students. It seems to me that we should build on their natural high spirits without letting up on discipline. Is that unrealistic?

Here in America a 'quiz' is actually a test and students groan when you announce one. You are testing memory in many cases, not understanding.

With this in mind I am trying to put together some genuinely enjoyable word games for end of class or Friday afternoons. Spelling bees can get a bit intense. That's why I use 'Backspell' which is easy to play and quite often has unexpected experts. Two players, five rounds. You begin with a short word -spell it backwards and the person who shouts out the correct answer gets a point. As soon as a student reaches three points you have a winner. They can then challenge someone else.

Any other tried and tested games?

Why no seatbelts on school bus?

Last week was a sad one in Minnesota. On Tuesday a school bus was knocked over by a van which went through a red light. Sadly four students were killed in the crash with a further 14 injured. The children belonged to Lakeview School in Cottonwood which is about 140 miles west of Minneapolis.

The big yellow buses which carry kids to school in the US are everywhere in commuting times. The fact that they are so noticeable is a help to drivers. School Bus Laws exist which make it illegal in certain circumstances to pass a bus that's stopping to drop off or pick up passengers. Bus companies pride themselves on employing drivers who know their road safety. It's important after all. It has been estimated that 54 % of students attending K-12 (kindergarten to final year high school) ride on a school bus each day.

But the question that I can't help asking is: Why are these school buses not fitted with seat-belts? The news reports quote the authorities as saying that seat belts would not have made a significant difference to the injuries. The children are protected by a system called 'compartmentalization' which is considered roughly as safe as seat-belting. I find this difficult to believe. Is all the research about seat-belts faulty? What about those campaigns to get us to wear seat-belts? Is the data wrong?

A quick internet search brings me to the National Coalition for School Bus Safety. Here you can look at an account of some of the testing that has been done on the need for seat belts. The coalition also claims that the compartmentalization system does not provide adequate protection. In fact according to them current bus designs do not even merit the protection which compartmentalization engineers claim for it, as they do not follow all their the original recommendations.

Do seat-belts make us safer on buses? I can't imagine there are many people willing to say that seat-belts in other vehicles don't generally give us greater protection. So why not school buses?

One other issue I would like to know more about - the stability of the big yellow bus. The bus in this accident was knocked over onto another vehicle. Is this not a little surprising? I don't remember seeing a bus knocked over by a car or truck before. I'd be interested if anyone knew any statistics on that. Is the US School bus more likely to be knocked over?

As a teacher and a parent I'd be the first person to say we are over-protective of our kids. But in this one instance I cannot understand why a school bus wouldn't have the same safety features as a normal automobile.

St Valentine's Day Massacre

Tomorrow is (of course) St Valentine's Day and I am not sure I can stand the tension. Tonight as I left school several (male) students were carefully filling their beloveds' lockers with pink balloons, flowers and heart shaped candy. It was all being done very carefully and with a sort of thoroughness that suggested a great deal of prior planning. I will find out tomorrow if it is appreciated.

This week concludes with a big dance for the high school students 'The Sno Daze' and we have already been celebrating it with a series of out of uniform days. Monday was 'Celebrity couples' and my next classroom neighbor teachers dressed as Sponge Bob and Patrick. On Tuesday I took part in 'Twins day' by dressing like all the other teachers in white t-shirts and jeans. Rather bulky because I had my thermals on underneath, school spirit or no school spirit I promised my mum I'd wear my vest... It's 23 C below outside.

Today was 'Retro day' and we had the 40's, 50's, 80's and 90's. Lots of girls wearing wide skirts and bobby socks, being jostled by Bananarama and Depeche Mode. I thought it might prove difficult to teach Shaft, James Dean and Marty McFly but they settled down quite nicely to Kafka and Huckleberry Finn. Next week is going to seem quite tame.

Teachers: their use and misuse

It's come to that time in the year when students are starting to feel they know me well enough to tell me what they think of me. They also begin to tell stories of their previous teachers. I always take the 'old mad teacher' stories with a pinch of salt. That's low sodium, organic, naturally sourced salt; I am in America.

My predecessor's worst habit was 'bringing coke into the classroom'.

Me: What? Crack? Snow? C-dust? Nieve? Bernie? Er... I really do read those articles about drugs in school that you find in staffrooms. The kids stare at me as if I had produced the aforementioned articles.

No, it turns out the reprobate was regularly to be found sipping from a can of coke. Talk about debauched. For all we know she might have laced it with something else, I suppose.

I read John Connell's article recently on the testing times that America is going through. The following day I came across this BusinessWeek article –
'I can get your kid into an Ivy' - from October 2007. It's about the work of Michele Hernandez who calls herself "America's Premiere College Consultant."

Hernandez coaches students in how to make an application which will achieve acceptance at the country's top (Ivy League) universities.

Her advice -which can cost up to $40 000 ranges from the sort of stuff you would have thought anyone sensible could offer about prioritizing your time, to the kinds of courses you should be taking to impress application officers. Nothing wrong with helping students prioritise. We've all had conversations with - let's call her Ashley - bright enough to get top grades but missing crucial homework and classes because of her hours at the supermarket.

But choosing subjects simply because of the impression they make irks me. The BusinessWeek article quotes her talking about a student she helped, "I helped in ways that would look good and let him be true to himself." Great soundbyte, but you can't help feeling that being true to oneself shouldn't involve being packaged and marketed by an image consultant.

Arguably Hernandez is just stepping in with a piece of wisdom, at a crucial time in a young person's life. The young person in question isn't what we might call disadvantaged, unless like me, you consider having the kind of parents who are willing to fork out $40,000 to someone like Hernandez a negative.

I can't help but feel the whole experience will teach those students a very powerful and corrupt life-lesson: if you have money you can circumvent any system or manipulate any test. Life isn't like that. There are plenty of 'tests' which you cannot buy your way out of...

Just one that comes to mind – illness. If you want to read about how real people face tests, you might want to visit guineapigmum's blog. Here the qualities under display are honesty, good humour, courage and knowing your own limitations.

The BusinessWeek article also feeds into my own concerns about what it means to be a good teacher. Am I going to educate young people or show them how to pass manufactured tests? Although the two things might not be mutually exclusive the balance is hard to find. Especially in America.

Let's all help one another...

I've been inspired by this post from Shaun's blog to think a bit more about student motivation. Here in the USA, I see students dealing with the same issues as I saw students deal with in Scotland. To work or not to work, to study or not to study? Shaun muses on the different ways teachers help students to study or to get motivated.

I was especially interested in his comment about a teacher (good old Harry Keery!) who uses a bit of healthy competition to get students on board. This week I used a similar technique by having my two hons American lit classes swap essays and peer evaluate. They both wrote their essays on the same question and book, in preparation for their semester finals which come up next week.

I tried where possible to match up students in the two classes who would benefit from seeing one another's work. In some cases this meant swapping the work of two fairly ambitious and skilled writers , so that they could be spurred on by one another. But I also found myself carefully matching students who were balanced in ability but not effort to get one of them to see what they could achieve with more work. I hoped the student who made more of an effort could also see that they were achieving more.

The thing that impressed me was the zeal with which they attacked the task. In both classes students initially admitted that they were reluctant to criticize. Then after receiving and reading papers they quickly got into the swing of picking faults with them. I explained that they had to offer specific criticism, and that they had to include clear praise where it was due.
They were allowed to write their names on the evaluation or not. Many of them did.

I checked the critiques before I gave them back.

Some of the comments included things like: 'You had a good point here but I was disappointed that you didn't say more about it.' Don't think you have correct spelling for this word - I don't know how to spell it either, but feel sure it isn't this.' 'You use 'fantasy' and 'fantasize' too much -do you know another word for this? -I would like to know too as I used it too much in my paper.' There were few overly harsh comments. Thankfully I had instructed them not to write on the essays but to write their comments on a separate sheet of paper, just in case.

Most students said that they found the first part of the exercise, which was reading and criticizing another student's work, useful. The second part of the exercise will be receiving back their own essays and peer evaluation. I hope that when they read each other's comments they will find them of use too. I also hope that it will initiate a healthy competition.

Back to the subject of motivation. Can teachers actually motivate or are they just a catalyst for students motivating each other? Do students need to rely on their own motivation?

I lost my voice...

Last hour of 2007...

So many new experiences this last while... that my brain is in a kind of overload. Just as I compose a post about something I change my mind. I don't want to commit myself to an opinion on something based on my own limited experiences, and yet I do want to continue blogging as a way of reflecting on my own teaching.

The first semester technically finishes midway through January, but I can't help feeling that I have actually completed my first term in an American school.

I spent the first week of my holidays catching up on all the family stuff that had gone to the wall over this hectic time. This week I have been starting to think again about school and what I can do differently in my second semester. At least this time round I will know a little more about what is expected of me.

Challenges I want to take up:

Introducing formative assessment in a system that revolves around regular and (getting off the fence here) somewhat ineffective assessment. Students are obsessed with their GPA's (Grade Point Averages) and constantly ask 'how am I doing...'
I have been trying to use comment only marking first just to get their attention, but they do find it scary... I must find new ways to get the little darlings thinking more about learning than grading.

Find out more about AiFl in the States. Is there anyone else using these methods and having success with them?

Cut down on my prep and marking so that I have time to blog and read too...

Find out where to get decent bread. I genuinely try not to be one of those expats who searches supermarkets for British food, but I have to eat bread that isn't sweet again...