Today was the last day of CLASS for the 1st semester. We have made history with this class!
The Juniors and Seniors wrote reflections on this past semester and what they want to do better next semester. They are hoping to be more organized and disciplined. I will have to remind them of that in a few weeks! :-)
As for me, as their teacher, I also want to be more organized and keep more consistent track of students' grades in mine and in their other classes. I think I need to be harder on them about their note taking and binder organization. They hate it but it's good for them.
Until next Monday, adios!
Tuesday, January 26, 2010
Monday, January 25, 2010
Freshmen and Sophs reflect on the semester
The students answered the following questions in their journals today:
1. Academically, what went well for you this semester?
2. What did not go well?
3. What are your academic goals for next semester?
4. What are your personal goals for next semester?
5. What changes will you have to make or habits will you have to form in order to achieve your goals?
Some of them had big trouble with math, others did great in math. Some had problems getting their homework turned in in all of their classes! I think they all want to try to do better next semester. They said the need to try and overcome their laziness.
We talked quite a bit about college entrance and whether or not they had already blown it. I hate hearing them say, "I'll never go to college!" I talked about the different ways you can get to a 4-year school (community college, etc) and that it's really never too late.
1. Academically, what went well for you this semester?
2. What did not go well?
3. What are your academic goals for next semester?
4. What are your personal goals for next semester?
5. What changes will you have to make or habits will you have to form in order to achieve your goals?
Some of them had big trouble with math, others did great in math. Some had problems getting their homework turned in in all of their classes! I think they all want to try to do better next semester. They said the need to try and overcome their laziness.
We talked quite a bit about college entrance and whether or not they had already blown it. I hate hearing them say, "I'll never go to college!" I talked about the different ways you can get to a 4-year school (community college, etc) and that it's really never too late.
Friday, January 22, 2010
Juniors' and Seniors' Reflections
In reflecting on all that we have learned about the Achievement Gap and Equity in Education, the students felt that the information should be shared with other students especially. They seemed reluctant to share the info with teachers thinking the teachers might get defensive. They asked about how teachers are evaluated in Tacoma Schools and I told them about my experience being evaluated, which amounted to an administrator observing in my class and just reviewing with me what I did. I was never given any constructive criticism. It was pretty meaningless to me.
Next we will talk about the format we want to create for delivering this information.
Next we will talk about the format we want to create for delivering this information.
Thursday, January 21, 2010
Reflecting on what we have learned about Equity in Education
Yesterday with the freshmen and sophomores, I lead reflective conversations where we reviewed what we have learned and how that affects our actions now.
We briefly discussed the Little Rock Nine, Central High School today, Foss High School today, and the Achievement Gap.
The students realize we have come a long way since 1957, but we also have a long way to go.
They said they know they need to step up and try harder, do better in school. But sometimes they feel stymied by their teacher. It is so hard to stay motivated and to do well in a class where you think your teacher doesn't believe in you or where you feel intimidated by the other students. This is what I will be mulling around in my head over the next few days. How do I help them with this?
The sophomores were so joyful about meeting Terrence Roberts of the Little Rock Nine. We spent a few minutes recalling his speech and one of their favorite quotes from him was:
"The biggest lesson I learned was whatever people think about you is none of your business. It wastes all of your time and energy, and nothing of what they say is as accurate as how you feel about yourself."
Wow!
We briefly discussed the Little Rock Nine, Central High School today, Foss High School today, and the Achievement Gap.
The students realize we have come a long way since 1957, but we also have a long way to go.
They said they know they need to step up and try harder, do better in school. But sometimes they feel stymied by their teacher. It is so hard to stay motivated and to do well in a class where you think your teacher doesn't believe in you or where you feel intimidated by the other students. This is what I will be mulling around in my head over the next few days. How do I help them with this?
The sophomores were so joyful about meeting Terrence Roberts of the Little Rock Nine. We spent a few minutes recalling his speech and one of their favorite quotes from him was:
"The biggest lesson I learned was whatever people think about you is none of your business. It wastes all of your time and energy, and nothing of what they say is as accurate as how you feel about yourself."
Wow!
Wednesday, January 20, 2010
Meeting Dr. Terrence Roberts of the Little Rock Nine
On Monday, MLK Day, 23 of our students showed up at 7:15am to go to UWT's Unity Breakfast and meet and listen to Dr. Terrence Roberts, a member of the Little Rock Nine. In the fall we learned about the Little Rock Nine and the kids were so excited to meet this courageous man. They were all sparkly eyed when they met him and asked him some good questions. He gave them all a good pep talk. It was very cool.
Catch Up Blog
Over the past two weeks, the CLASS students and I have been studying and discussing the Achievement Gap Report for Tacoma Schools. You can read it at the following web address:
http://www.tacoma.k12.wa.us/information/departments/assessment/Achievement%20Gap%20Documents/Addressing%20the%20Achievement%20Gap%20Report.pdf
Specifically we looked at pages 11 to 17.
The students answered the following questions in their journals:
1. TEACHER QUALITY
Write about a time when you feel you learned more because of your teacher.
Write about a time when you feel you didn’t learn as much as you could have because of your teacher.
2. CULTURAL COMPETENCY
Write about a time when a teacher or staff member at school did or said something racist either purposefully or out of ignorance.
OR
Write about a time when you could relate to what was being taught because it included your culture or something that is unique about you. Did it help you learn the material better because you could relate to it?
3. PROGRAM OFFERINGS
What academic programs have you participated in at school? Which was the most beneficial for you and why? Which was the least beneficial for you and why?
4. PARENTAL INVOLVEMENT
How do your parents feel about their contact with your school? Have their feelings changed over the years, from elementary to high school?
5. DISCIPLINE
The Tacoma School District Achievement Gap Report says “discipline of African American students is grossly out of proportion. The number of students who are suspended and expelled is cause for alarm.”
From your point of view, is this statement true or false? Explain your answer.
And also these questions:
1. Attendance
The Achievement Gap Report says there is a clear trend of poor attendance for African American students in the 8th grade. Why do you think some students have poor attendance? How can school attendance be improved for all students?
2. Special Education
The report shows that African-American students are over-represented in the Special Ed category of Emotional/Behavioral Disability. The test for Emotional/Behavioral disability is subjective, meaning you are place in Special Ed based on what specific adults think about you, not based on a written or verbal test.
Do you think Black kids are over-represented with emotional/behavioral disabilities because they are just more likely to have these disabilities or because of some bias on the adult making the decision? Explain your answer.
3. Intervention Class Trends
Black students are underrepresented in Honors/IB/AP classes and overrepresented in remedial classes.
In your experience, does this statement appear to be true? What can schools do to encourage more Black students to take Honors/IB/AP classes?
4. African-American students have much lower GPAs than Asians and Whites at the high school level.
Why do you think Black students have lower GPAs?
5. Only 68% of African American students graduate on time. What efforts have you seen in the schools to improve the graduation rate for Black students and other students as well.
6. African Americans are 23% of the student population but only 7% of teaching staff.
Do you think African American students would do better in school if they had more teachers who were African American? Why or why not?
What we figured out is that the cause of these problems is complex. There are certainly things that kids, families,and communities can do to address the problems, but the school district has a lot of work to do also.
http://www.tacoma.k12.wa.us/information/departments/assessment/Achievement%20Gap%20Documents/Addressing%20the%20Achievement%20Gap%20Report.pdf
Specifically we looked at pages 11 to 17.
The students answered the following questions in their journals:
1. TEACHER QUALITY
Write about a time when you feel you learned more because of your teacher.
Write about a time when you feel you didn’t learn as much as you could have because of your teacher.
2. CULTURAL COMPETENCY
Write about a time when a teacher or staff member at school did or said something racist either purposefully or out of ignorance.
OR
Write about a time when you could relate to what was being taught because it included your culture or something that is unique about you. Did it help you learn the material better because you could relate to it?
3. PROGRAM OFFERINGS
What academic programs have you participated in at school? Which was the most beneficial for you and why? Which was the least beneficial for you and why?
4. PARENTAL INVOLVEMENT
How do your parents feel about their contact with your school? Have their feelings changed over the years, from elementary to high school?
5. DISCIPLINE
The Tacoma School District Achievement Gap Report says “discipline of African American students is grossly out of proportion. The number of students who are suspended and expelled is cause for alarm.”
From your point of view, is this statement true or false? Explain your answer.
And also these questions:
1. Attendance
The Achievement Gap Report says there is a clear trend of poor attendance for African American students in the 8th grade. Why do you think some students have poor attendance? How can school attendance be improved for all students?
2. Special Education
The report shows that African-American students are over-represented in the Special Ed category of Emotional/Behavioral Disability. The test for Emotional/Behavioral disability is subjective, meaning you are place in Special Ed based on what specific adults think about you, not based on a written or verbal test.
Do you think Black kids are over-represented with emotional/behavioral disabilities because they are just more likely to have these disabilities or because of some bias on the adult making the decision? Explain your answer.
3. Intervention Class Trends
Black students are underrepresented in Honors/IB/AP classes and overrepresented in remedial classes.
In your experience, does this statement appear to be true? What can schools do to encourage more Black students to take Honors/IB/AP classes?
4. African-American students have much lower GPAs than Asians and Whites at the high school level.
Why do you think Black students have lower GPAs?
5. Only 68% of African American students graduate on time. What efforts have you seen in the schools to improve the graduation rate for Black students and other students as well.
6. African Americans are 23% of the student population but only 7% of teaching staff.
Do you think African American students would do better in school if they had more teachers who were African American? Why or why not?
What we figured out is that the cause of these problems is complex. There are certainly things that kids, families,and communities can do to address the problems, but the school district has a lot of work to do also.
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