Back In the Saddle!

I spent the past couple days back with my students - teaching! I was actually a little nervous about returning to the classroom. That same feeling I get right before school starts in August when I don't sleep the night before worrying and planning the first day. However, my kids were great - welcoming me back with hugs and questions and genuine happiness. Some Teachers of the Year (not necessarily from Kansas but other states) become consultants, administrators, or seek other positions after becoming a TOY...I won't be doing that. These past few days were just a reinforcement of what I already knew. I belong in the classroom with young people surrounded by colleagues that challenge my philosophy, encourage me, and make me laugh.

Speaking of philosophy - I had two issues come up when I was in the classroom that I am still muddling through. I would love to have feedback on them as I struggle with what is BEST for the student, FAIR to all, and yet not LOWER standards for learning. It is a typical issue that comes up for most teachers often. If you are a teacher reading this, you will be able to relate to it. If you aren't a teacher, I hope you can still understand the struggle and issues teachers go through daily to make education the best possible experience.

Here it is! My students took a Calculus test and did not do very well on it. Their grades suffered some so they asked if I could grade "on the curve." I have never graded on the curve. I think it excuses students from really studying if they know their comparison and standard is the smartest student in the class. I want my tests to accurately reflect what I expect them to know - period. So with that option out, they asked about correcting the test for credit. I know they are more worried about the grade than understanding it most of the time, but at least correcting it gets to my goal of "making sure they know the material." I agreed to the corrections. Some teachers asked how this prepares them for college? Do they get to make corrections in college? Wouldn't they just have to suffer the consequences, shell out more money for repeating the class, and learn their "lesson?" Those are difficult questions. My goals are for them to learn the material, hold them accountable, hold myself accountable and finally, have some fun. Each day is a balancing act....anyone have advice?

So second issue. What if a student misses a lot (by a lot - I mean most of the year) of class due to illness? Should they be able to get credit by just taking the tests? Is it fair to other students if the student does not have to do the homework, take the quizzes, do the class projects or work in cooperative groups? Do assessments provide enough practice to lay a good foundation for future success in their next math course? Yep - tough questions again. This really brings to surface the concept of the Carnegie Unit and the way high schools give credit. Perhaps what I am really asking is should we be moving to an entirely standards based curriculum? I am still processing that concept. Yes, I want my students to master the standards but I want MORE for them at the same time. I want them to learn how to work in groups, how to manage time, how to become self-disciplined and how to communicate. I hope my curriculum is more than just a list of standards to be mastered.

"Coaching sets the pace to get the best out of others while giving the best of yourself."
- David Cottrell