Connect the dots - the soap box edition

As a side note, a while ago I was reading an article that talked about the long-lasting effect of “excellent teachers.” The overall argument was something like:
Excellent teachers increase test scores.
1. Those students then go on to higher education.
2. Those students also earn more, in the long run.
3. Those students don’t get pregnant as teens.

Now, I realize that the underlying assumption of the article is that higher test scores indicate students who are more successful in life. But even were that made more explicit, I would still grade this process of analysis very low – were this one of my students – because the “connect the dots” still asks a lot of the reader. And I would suggest that a stronger, more nuanced analysis of this research might look more like this:

Excellent teachers prepare students to be informed, engaged participants in their education and life by increasing student agency, self-awareness, and confidence.
1. Those students are then able to seek out, and be successful in, higher education.
2. Those students are then able to get, and maintain, high paying jobs.
3. Those students are then able to make smart choices that demand self-respect, emotional maturity, and long-term thinking.

Soap box away now. Soon I’ll type up my student’s responses on their allusions quiz. Here’s a sample:
Q: What was Lazarus known for?
A: Shooting someone with a laser.

"Connect the dots"

8th graders are not particularly good at analysis. (Neither are the rest of us, for that matter, but more on that later.) The English classroom bears a lot of the burden for increasing reading and writing scores on standardized tests – regardless of the content of that reading or the purpose of that writing – and so we focus a lot on analytical writing, and how to improve the process of stating a claim and then proving it.

To help my students visualize this, I tell them they need to “connect the dots.” First, we make a main idea statement in the center of the page, then place brainstormed proof for this around it in a circle, each with its own dot. The analysis – the hardest part of writing – has to do the job of “connecting the dots” between the proof and the main idea. Don’t make the reader work for it, I tell them – make it obvious. Give the reader no choice but to agree with your point.

Here, then, are some of the brainstorms my students have handed in recently (retyped into a more linear format, for easier reading).

Finding Nemo is the best movie of all time.
1. Lots of action: the action where Merlin escapes the shark makes it great.
2. Talking fish: Not many movies have talking fish, which makes it a lot better.
3. And sharks: Having sharks makes it GREAT.

Jersey Shore is the best TV show of all time.
1. Fun: Partying in the show and its funny to watch with friends.
2. Violence: People are constantly getting in fights.
3. Good life lessons: What not to do when you're in public!

The Goonies is the best movie of all time.
1: The Truffle Shuffle – the truffle shuffle is a weird and funny move, which makes it good.
2: The Ship – I like the big ship with all the gold and stuff.
3: Booby Traps – The little asian boy [sic] uses dynamite to stop the villains. And it's funny when he says “booby.”

High-low-high, week of Jan 27th

High: "Yes, you can draw if you're done with your work, but it has to be English-y."

Low: slipped into my hand while I circled to help students with their essays.

High: Unnervingly accurate ...

Well, usually it's just a happy accident.

Special ed liason: Just checking in, how is (student) doing lately?
me: There've been improvements. He's participating more in class. And handing in more assignments. He still refuses to do anything he doesn't already feel like doing, though.
Liason: Well, that's part of his diagnosis.
me: Yep.
Liason: Is he interacting with the other students?
me: Yes, much more so. Some in positive ways, and then there are some students who react to his comments more negatively.
Liason: Is he able to join in group work, then?
me: Yes, I just make sure he's in a group with people who respond to him positively, and keep the others in separate groups.
Liason: Oh that's good, it seems like you want to set him up to be successful.

File under: what is it about teaching that makes everyone assume you don't know how to do your job?

What do you mean, you don't sleep here?

Still at work last night at 8pm (quarter grades were due this am), two of my students wandered in, one week early for the night they are signed up to give tours of the school to incoming seventh graders.

student 1: Wow, I never realized the clocks kept going after we left.
me: Yep. They run all night.
student 2: Whoa ... and do, like, does the noon bell ring at midnight, too?
me: John, how on earth would I know that?
student 2: oh yeah ... right.

High-low-high, week of Jan 20th

The "things my colleagues said to me this week" edition.

High: "I just thought you should know that I've never heard a student complain about your class."

Low: "So I guess we're all supposed to be teaching literacy now, or whatever."

High: "You know, your teaching style is starting to rub off on me. I moved the desks from rows into groups, and you know what? The kids still did their work! They were able to share information and correct their own worksheets and I didn't even have to put all the answers on the board myself. It saved me so much time ... I'm going to keep thinking about this groups thing!"

Stay tuned for more "Spell Checker FAILS," as the quarter ended on Friday and I have 80+ essays to read this weekend (term grades being due on Wednesday). What, are weekends supposed to be days off or something?

Self-evals, at their best:

1. I am proud of my getting better at persuading people about my
opinion, because I have improved a lot and it will help me if I become
a lawyer or salesman.

2. One area I think I need to focus on my conclusion more because I
don't think my "make it matter" is as in tip-top shape as it could be.

Is there anything else you'd like me to know?

3. I would like you to know that I liked this unit.

3. It was ok, but fun at times.

3. It was funish.

3. I have decided that if everyone had a unicorn, everyone would be
happy, so there would never be this problem [in the story of 12 Angry Men] with the kid killing someone.