I am not sure why this did not go out. I am trying again. Please excuse
if this is the second time it has reached you
---------- Forwarded message ----------
Keith,
You are not alone in your dilemma. All teachers face this and there are
some posssible solutions to reduce the impact of an attack.
1. Course Syllabus. If you have been reading the dialogue recently
about the course syllabus in a college course you are aware of its
growing importance. Even in high school now a course syllabus can be
seen as protection because it tells students and parents (and
administrators) the expectations in the course of study. In Dallas, we
are required to give students a syllabus and our principal has asked that
we required the students to get them signed by their parents. Therefore,
I give the students two copies, one to be signed, turned in and kept for
my records and the other for their notebooks. I even have the students
initial a list with their name on it indicating that they received a
copy. This may sound like overkill, but I would rather not shake hands
with a judge. The syllabus includes the behavioral objectives, the
special projects to be completed and the grading scale. This is done
each grading period.
2. Homework Checks: This is one that absolutely drives me NUTS! I do
not want a thousand homework papers cluttering my desk. Besides, I can
pick it up to avoid students doing it during the homework review time.
But if I pick it up, those who did complete the assignment have nothing
to check during the review time!!!! So I do a copy quiz. The students
take out the homework paper and a clean sheet of paper....no textbooks.
Then I choose 3 or 4 problems for the students to copy onto this new
sheet of paper. I only give them 3 or 4 minutes. This is a "no think"
operation. It's ok if the student did not complete the problem, I just
want to see what they were able to do. Then they get a homework grade
for "attempting" the assignment. If the assignment is short, I ask for
only one problem. Now, I have an idea of who did the assignemnt and
who did not complete the assignment, and the students have something
to look at while we review the homework assignemnt. There are no
blank stares and the students have good questions. Those who did not
attempt the assignment may be lost, but at least they are present and
can attempt to do whatever they want now. I have my indicators that
shows there was no attempt. These copy quizes can be keep in folder for
some time for parent conference. What news that will be to some parents.
Also, I change the selection for each class. You know how they "talk"
in the hall. By the end of the day, the students have
managed to get all the problems worked because they have not determined
which ones will be copied! My guess is that some of the low exam grades
came from students who did not keep up with their work.
3. Sneak Preview of Exam. Every now and then I will give the students a
quiz problem that is multi-leveled. Giving them 10-15 minutes to
complete. Upon returning the problem to the students after grading, I
review the steps needed to solve the problem, the decision-making
necessary to reach a solution AND I warn them that this is a terrific
exam question. Now I have a choice....use the same problem, use the same
problem with different numbers, or re-write the problem asking for a
different unknown.
4. Tutoring sessions. Announce tutoring sessions after school in
preparation for the exam. Start about 4 weeks ahead of time. Maybe one
hour a week, possibly two (if you are real energetic). Make a list of
the dates and times with the reason for the sessions and put it in
a letter to the parents. Ask for signatures from parents and
students. Some students will show up and others will sit and wait until
the last minute. By starting early, you can demonstrate your
understanding that such sessions are needed, but you will not be bullied
into someone else's scheduled. You have demonstrated good faith. That
is protection of you.
5. Teach/Reteach. This is a nightmare. Some adminstrator thought this
up and has not decided how to conduct class with meaningful learning
while having students work at six different levels....some on new
material and other on review. All that manages to do is create chaos.
In Dallas, we must re-teach. Here's my solution: If a student has done
all that I have asked...all homework assignments, attended all
classes...no field trips or absences, completed all lab
assignemnts...nothing late or incomplete, AND participated in class (this
part is hard to prove....sleepers are always noted on a separate list)
AND the students STILL manages to fail the test.....Then re-teaching is in
order! (And a note to this eddect is also on the syllabus) But I do it after
school and away from other students to avoid any embarrassment! I notify
the parent that this will be done and why. The parent usually seems
appreciative of my troubles. Students that work
after school then have to choose. I usually try for a time that fits into
their schedule and also let the parent know when the retest will occur
(also after school).
If there is "whole sale" failure in the class, then re-teaching occurs on
their time with the reminder that they will be accelrating
through materials that will have to be completed by the end of the semester.
6. Semester Review Sheets. I give students a review outline of the
material with sample problems or selected problems from the book to
review. again the course syllabus is listed and segmented with the
notation of example work in between the listed objectives. I ask that
hte review sheet be turned in when the students come for the exam. This
is kept in their folder for parent conference following the exam. If no
creditable work is done here then it is hard for the parent to say "my
child studied so hard for the test!" I make efforts to tie the questions
on the exam in the order of the review sheet. Then I can show Mama or
Daddy exactly what Jr did not do!
NOW, all of this amounts to "CYA," a habit all teachers with survival
skills must develop. As teachers we spend lots of time trying to beat
them at their own game! Bottom line: Now that insurance complanies have
been attacked and are now dictating to Dr's and hospitals, the common
work place is being overshadowed by OSHA (?), not to mention several
other scape goats being blamed for humans neglecting their own
responsibilities in specific outcomes, the meek profession of education
and its teachers are being attacked. "Someone HAS to be responsible."
The person directly involved with the student MUST be the one. It a
shame that for decades school districts have uncovered misappropriation of
funds from administrators and executives only to sweep it under the carpet
and quietly replace, remove, promote or retire them to avoid a scandal.
Now it is popular to hang the teachers "out" to receive the the attack
since "they were never any good anyway!" It is sad to think that the
very nature of our existance depends on the education of our young people
and the educational system is contiunally brow-beaten, berated and
butchered. No business continues to function with decreased operating
expense and inadequate materials. But some teachers have
done miracles with little more than nothing!
As youy can tell, this is a sensitive area for me. It is sad that so
many teachers have to go through someting like this. But all good
teachers are continually asking, "Did I do enough?" None of us are
really out to fail students. The secret in teaching is trying to find
the magic spark that turns the students on to learning and the enjoyment
thereof. That magic varys just as teachers and teaching styles varying.
The fact that you ask, Keith, is the best sign. The fact that you ask in
such a public forum of your colleagues is to be commended and admired.
Not many teachers bring these issues forward.
Let me know haw it goes this semester!
Trina
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Beverly (Trina) Cannon
Science and Engineering Magnet
Dallas Public Schools
tcannon@tenet.edu