Friday, February 28, 2014

Road To Revolution

In my American History I class, we are currently studying the Revolution.  It truly is an incredible moment in our country's history - and one that begs many questions about the nature of "America."  In that effort, My students had an assignment to create an illustrated road map to Revolution.  Essentially, they were required to think about the causes of revolt, and create a hands-on map that could guide interested parties to the final destination: a revolution.  Each event was to include a written (and illustrated) description, while simultaneously answering the question of how this particular event this leads us closer to revolt.

Typically, assignments like this produce mixed results - and this one was no different. Some groups produced a blank page of stick figures and dates - while others created elaborate images, compete with detailed analysis of the causes.

But I was particularly struck by the one project pictured here.  A group of three students produced this in under 30 minutes. Their work is impressive, and helps to support the idea that we can use history to illicit creativity in our classrooms.  If possible, and if time allows - students can create great products, using history as the catalyst.  I hope that our next production can equal the success of this.

Monday, February 24, 2014

My Classroom Is A Wreck: What Of It?

Recently, I attended a talk with Nadia Bolz Weber.  Her talk was interesting, and I especially enjoyed the Q&A at the end.  It was during that time that she mentioned a guiding philosophy of hers:
Anti-Excellence and Pro-Participation.
It is not about doing everything perfectly.  It is not about crossing every T and dotting every I.  Nope, not at all actually.  It is about showing up, doing your best, having an open heart, and getting into the spirit of things.

As a teacher, this really speaks to me, for many reasons.  I hope that it is not only because I feel like it confirms my (already held) belief that details are over rated.  Though, I am sure that is true to an extent.  I think it is more that I am all about the spirit of things.  It is not that I love messiness, but life is messy, and big messes are inevitable - especially in a public school classroom.

Some years ago, an administrator walked into my classroom (which is a complete wreck: paper, art supplies, costumes, and speaker wires are all strewn about), and inquired about the mess.  I responded that we are always busy in here - trying to create, inspire, and go big.  He wondered if the clutter and disorder set a poor example for students.  I was not sure how to answer that question at the time.  But I think that Anti-excellence, and Pro-participation is my answer now.  It is not that I am trying to create a messy classroom, but I am absolutely trying to create a busy classroom, full of energy - and (most importantly) full of spirit. Artists' studios are cluttered, stages are destroyed when the band strikes the final chord, and there is grease in the mechanic's garage.  Making things, performing things, and fixing things take commitment.  In my class, we participate - but we are not always excellent.

But anti-excellence and pro-participation is NOT about settling for mediocrity.  On the contrary, I argue that it is about setting your sights high, and going big - to the best of your ability.  And just take the hits that inevitably will come at you.  Just show up, and surrender to the spirit of what you are doing.  Clean up the mess when it is done.  Or don't clean it up.  Who cares?  Just leave it all on the field, and rest easy with the knowledge that you gave it your all, messy or not.

Monday, February 10, 2014

On Navigating the Murky Waters {of NC Public School Policies}

I did not become a teacher in North Carolina public schools because I thought I would make a lot of money.  I did not become a teacher to live in a huge house, drive a Lamborghini, and enjoy floor seats at NBA games.  I became a teacher because I love history, teenagers are inspiring to be around, and I thoroughly enjoy the spirit of a schoolhouse.  I just hoped that I would make enough money to own a house, a car, support my family, and have some savings.

I am 14 years into this now, and I have loved most every minute of teaching.  My motivations for being in the classroom have not changed, if anything my motivations have sharpened.  In addition, my wife is an educator - and we manage to own a home, cars, and support our two children on our state salaries. The past five years, our budget has tightened for sure, but hasn't every one's?  A general raise would be nice, at this point - but we are not living on the street either.

Based on the rhetoric, most of us teachers believed that this past summer, we would finally see a raise in our salaries.  There was much hope around these schools that things would improve for all of us in the classrooms.  The state legislature had different ideas for how to reform education, and passed a series of laws that significantly altered the status quo, including: changing the length (and nature) of our contracts, and taking away extra pay for advanced degrees.
Probably the most controversial initiative that became law last summer is the 25% rule.  Each school system in North Carolina (there are 116 systems) must choose their top 25% teachers by this summer, and offer them a four year contract and a $5000.00 raise (cumulative over four years).  This new four year contract will replace their existing permanent contract.  The methods by which local school boards will determine this elite 25% are unclear, though it must involve evaluations.  No matter what, all teachers in the state of North Carolina will lose their permanent contracts in 2018.

My particular school system is in the process of deciding how they will choose this 25%, and it has led to a divisive environment here at my high school.  Some teachers are signing pledges "not to sign" any four-year contract that is offered, as they argue that we will lose all due process rights, and that the future of education is too uncertain for us to relinquish our permanent long term contracts.  Others are excited about the possibility of more money, a longer contract (beginning teachers only have one year contracts), and the idea that some teachers (who are maybe no longer in their prime) will be motivated to change.  Some are disseminating information to persuade their fellow teachers one way of another, in this effort to draw the lines more clearly.  And everyone that I have spoken to about this seems to have his/her heart in the right place, seriously wants to help students, and work an honest job.

At current, I am uncertain where I fall on this continuum.  On one hand - I love teaching, I work hard at it, and I use unorthodox methods.  In addition, I love to balk at the status quo, and I am generally very open to change. So, I appreciate efforts to challenge the modus operandi, and attempt to introduce change the current system of education in our state.  I also like the idea of rewarding teachers who are the rockstars of the profession, while still providing a basic level of due process within the contractual period.
But on the other hand, I am unsure if these new ideas will bring about positive change in the schools. So far they have merely served to be divisive and confusing.  And how on earth will anyone quantify how a teacher impacts the lives of his/her students?  And I have always liked the idea of permanent contracts, because it makes my dismissal from the profession a process of documentation, fairness, and it ensures my protection of academic freedom.
So, I am working my way through this, and trying to gain new understanding.  I welcome any thoughts that you, dear reader, may have on the subject.

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