It’s been a spell, and for that I apologize. I’ve been busy trying to get back into the grind of being IN BED at 10 p.m., up at 5:30 a.m. (because I am slow in the morning and need time to get my wits about me).
This year I have the best schedule EVER. I have a first period class three days a week teaching the Exploring Computer Science curriculum, which is fun. Five days per week, I have second period OFF to PLAN. Then five days per week, I co-teach two classes. Then lunch. Then advisory two days per week. Then co-teaching two more classes, then done! Or, well, done TEACHING. Still have to grade, eat, meditate, etc.
Having breaks throughout the day does wonders for my state of mind. Frequent breaks give me time to get my materials together and to get my head right for the next task I have to do.
I have to wonder if many breaks during the day would help our students, as well. How many of them go from room to room having forgotten their books, their pens or pencils, some paper to write on, or a trip to the bathroom? So many.
Unlike a lot of teachers, I’m not organized by nature. It’s something I have to work on a lot. I have learned all my organizational systems from books. Except one: I give myself lots of time to complete tasks. Remember what I said about getting up at 5:30 a.m.? I don’t actually leave my house until around 7 a.m. I only need 20 minutes to get ready, but I always think of something else to do in the morning. Maybe I want to spend extra time with my cat.
Maybe the weather report didn’t quite match the weather outside, and I need to come back in and get a warmer coat or lighter sweater. Maybe my mom (yes, this happens) decides to call at an inopportune hour. Maybe NPR plays a song that I MUST SHAZAM IMMEDIATELY.
How can we provide students with more time to think in class? How can we change the school day to allow for real reflection and not just academic channel-flipping every few minutes? Yes, I’m a special education teacher, but this isn’t just a special education accommodation. I think a lot of students need more time to think.
I don’t know about you, but I’m out of writing practice. I like Hemingway App because I can use it for writing worksheets, grant applications, cover letters–lots of stuff. It’s like having a second set of eyes that make sure I write clearly.
The app doesn’t write FOR YOU; it color codes your writing so you can see what you should consider rewriting.
Unfortunately, this app isn’t free. It’s $6.99 for the desktop/laptop version, which is a multi-computer license. But! It’s worth it if you struggle with having too much jargon in your worksheets. It’s also worth it if, like me, you struggle with using too many asides.
Fun Fact: The app isn’t perfectly named; actual writing by Hemingway doesn’t always score well! This is no biggie, since common sense understanding of Hemingway’s writing style is based on many untruths.
Those who favor more of a Joseph McElroy approach to writing will just find this app annoying.
Name drop moment: I took a class with Prof. McElroy, and he is a sweet man with a first-rate mind and a love of writing and reading. His writing takes lots of concentration to read, though. He enjoys complex ideas and long, long sentences. Word nerd.
Feeling awesome moment: I used HTML to design part of this page. Thanks, Codeacademy!
When I was a high school student, I knew that I wanted to be a writer when I grew up. Why? Because I liked to write in my
journal, I got a kick out of writing and reading poetry (in English and in Spanish in the style of Lorca, thankyouverymuch), I enjoyed writing letters (remember those?) to friends and to (gasp!) prisoners, I had fun writing (admittedly terrible) essays for English and History classes, and because I thought it was a great way to become wealthy and famous when I was older.
No one told me that I could publish a book if I put my mind to it but that I was unlikely to grow rich from it. Frankly, I’m not sure that I would have appreciated it very much if someone had shared that important wisdom with me. I was too young to hear it (though hear it I did, in a wonderful book by Anne Lamott called Bird by Bird that I read when I was 23), and it didn’t really matter anyway. Because my belief that I could and would become the most wealthy of professional writers pushed me to try very hard in my English classes in high school, college, and for a few beloved years after college when I still pursued a writing career. I was encouraged at every turn to pursue my dream of becoming a writer. I was encouraged to write for the school newspaper, for the school literary magazine, for the alumni magazine, to visiting poets.
For students who have IEPs and who may or may not pursue college education because of (unfortunately) long-term self-esteem and resilience damage from lots of school failure, such encouragement in the job skills that are also academic skills is SO important. Here are some ways to use students’ desires for future occupations (even very unlikely ones) to help them engage in academic work:
1. Ask them what they want to do for a living, and if they have an IEP, incorporate that desire into both their transition plan and in all of their yearly goals. For instance, if little Jessica wants to be a professional singer when she grows up, make sure to mention in her math goal something about the importance of understanding fractions for reading musical notations and understanding rhythm to help her pursue her goal of become a musician.
2. Whenever possible, connect what you are doing in class to the occupation that the student is interested in clearly and directly. Don’t just show dance videos that are interesting in your study of a piece of literature on dance, but specifically say to the students, “Hey, I know some of you want to be professional dancers. Here are some dances that you might not know the names of and that you might consider learning a little bit about for your future careers.” Or something less awkwardly worded than that, haha.
Encouragement in the job skills that are also academic skills is SO important for students who have struggled a lot in school.
3. If you know someone in the industry your student is interested in, see if you can connect the two of them via email or phone or Voxer or Skype (with parental permission, of course) or Twitter. Make sure to have the person talk (or write) to the student about how academics connects directly to the occupation SEVERAL TIMES. And if you don’t know someone in that industry, meet someone using the power of the internet. Often times a nice letter from a high school kid will get a response from a professor, an author, a (not incredibly famous) singer, a government official. Reach out! And ask parents/guardians to help you reach out, too!
4. Set up a work study opportunity or internship for the student or help them actually apply for jobs after school or during the summer. I teach in Brooklyn, NY, so there are loads and loads of free and paid opportunities for students to pursue all sorts of interests. I like to let students know about opportunities I hear about through the weekly school announcements.
5. For kids who really aren’t on track to graduate, try to get them involved in a career training program so that they have something in pocket if it turns out that coming back for a fifth or sixth year of high school is too stressful or embarrassing. Here in NYC, there are plenty of job training programs for kids from low-income families. Then there is also Job Corps, which is a federally funded program.
And that’s all she wrote! What other suggestions do you have to get school-wary teens engaged with academics? Let me know in the comments so I can steal your ideas and give my students all the tools they need to take over the world mwa ha ha ha ha!
Sometimes, it hurts to say it, there really is not enough time to do justice to a really interesting topic in history. With the amount of material that needs to be covered, particularly in history, and particularly in schools whose very existence is tied to student performance on standardized tests, coverage is the name of the game. As a good teacher friend of mine once said, “they can’t all be gold.”
I’m very pleased to share with you some basic information that I used to to make my handouts and student worksheets easier for my students to read.
1. Get rid of serif fonts. I, for one, love a good serif font. I grew up having “Times New Roman, 12-point-font” droned at me throughout high school and college, and I have found it difficult to break the habit of using it all the time. For those of you who aren’t typography nerds, a serif is a tiny little flourish on the end of a letter. Here’s a little graphic to help you out.
2. Use tables to make it easier to align EVERYTHING on your page. I practically kicked myself in the head (yes, that’s how intensely I felt) when I read this tip. How did it NEVER occur to me to use tab to divide up my worksheets into easy-to-find sections? For years, I’ve been limiting myself to Microsoft Word’s page break function and a sophisticated system to tabs, space bars, and different sized carriage returns. I like to divide my page up into three imaginary columns, and then hide the columns and rows when I’m done with my layout.
3. Use a consistent “look” across all of your handouts. This gives students a sense of comfort when they look at something from your class. Over time, they don’t have to wonder where to look for information because they always know just where to find it. I can’t tell you the number of times that students asked me what to do after the “do-now” when I gave them a worksheet with instructions at the beginning of class. Consistent problems in this area tell me that the handout design was not leading them as it should have. Like it or not, students today are used to good, clean design. It’s time to rise to the challenge of giving students information that is both useful and beautiful (or, for us beginning designers, pleasant).
*The following is based on personal experience and observation both with my own children and those I have advocated for in the past. I realize there are indeed success stories involving a smooth and beneficial transition from a special education setting to a general education one. Unfortunately, there are many more examples of the system failing.
The methodology behind mainstreaming special needs students into the general education classroom is too often poorly thought out and implemented. It takes too broad of an approach to the special educational needs of many students, and in doing so, only serves to hinder, not help.
Special education was created for a reason. For a population of students with different needs than many of their peers, different abilities which sometimes require a separate and unique forum in which they can learn, an environment better suited to meet their needs. The school system has been caught…
So, I’ve recently fallen in love (metaphorically) with the witty “bro” millionaire writings of Ramit Sethi. And, along with being funny at times, Sethi has some great free products that will teach you a lot about getting started in entrepreneurship, much of which is incredibly astute. I’m talking Stanford University *ahem, my alma mater, ahem* astute. And, oddly, applicable to education.
It occurred to me this morning, as I was reading some of his book on my kindle that a lot of the psychology he applies to making sales applies equally to teaching a class.
Follow these rules when selling a product or service (or day of education):
1. Do not rely on pure information to sell folks on the value of what you’re selling. Rely on RELATIONSHIPS and PERSONAL CONNECTION. It doesn’t matter whether or not your class will help them pass [insert standardized test here]. It matters that you connect with them on a personal level. Heard the description, “she could sell water to a drowning man?” That’s what teachers need to do.
2. Baby steps, my friend, Baby steps. Just like with dog training, baby training, or any kind of training, students learn best through praised baby steps. Priase ’em for walking in the door. Praise ’em for turning in a HW assignment. Praise ’em for apologizing. Praise ’em for farting outside the classroom. Praise ’em for sitting in their seats the whole class. Praise, Praise, Praise! Start out praising the small stuff. When they have all (or mostly all) gotten the small stuff, move on to the bigger stuff, then praise them for that!
3. Praise feels sooo gooooooooood. It sounds so silly, but, recently, when I took an entry-level French language course at Alliance Francaise, I felt a bit of ABSOLUTE JOY when the teacher told me my answer was right. I was a grown woman in my 30s, and I knew my answer was right, but it was still a huge rush when my teacher told me so. Imagine being a teenager! Double the rush! Triple the rush!
Remember: your students are human. When they seem difficult–chances are that they are just acting like all the other humans act when they are forced to do something they don’t want to do!
2. Sign up to be your school’s Services for Students with Disabilities (SSD) Coordinator by filling out the SSD Coordinator form and faxing it in. What does it mean to be the SSD Coordinator? It just means that you are in charge of getting parental permission to release student data to the College Board, and that you are the main contact for the College Board when it comes to providing accommodations for students to take College Board tests.
3. Follow the instructions you get by email. You’ll have to take a 10-minute “class” about the basics of checking identification at a testing site (which you probably won’t have to do unless your students require extensive accommodations beyond extra time and extra breaks), and you’ll have to create an SSD Online account.
Now, because the College Board has pretty stringent guidelines for what documentation is required to get accommodations, no student is guaranteed to get the requested accommodations. Based on anecdotal information from other Special Education teachers, it’s usually pretty easy to get extra time.
I won’t lie: there is some serious paper shuffling that goes into this process, but once you get your students accommodations for the College Board tests, you never have to apply for those accommodations again. And! The College Board gives you a stipend for your efforts, which always helps. I have no idea how much the stipend is, but if you were doing this for the money, you’d have chosen a different occupation, right? We’re learning about this together. So, let’s keep learning, shall we?