33

May22

Number - 33

It is really starting to feel like we need a vacation. This is the time of year when I do not dare ask students the question, “Have you lost your minds?” because they are likely to respond, “Why, yes we have!” with a nod and a bemused smile. SERIOUSLY! Each class has it’s own rhythm.  Mine starts the week with a roar, mellows by mid-week, and starts to rev-up again as the week winds down. My co-worker’s class is somnolent on Mondays. I will just share a couple things I’m doing now to make it all better.

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Week 32: The beginning of the end…

May12

32
There’s a quote from Churchill that I love, “It’s not the beginning of the end, but the end of the beginning.” Teaching sixth graders in elementary school really feels like the beginning of an end, and now that we are entering the final month of school, it’s that much moreso. Still, it’s not just an ending for the kids, but the start of a new beginning. Read the rest of this entry »

My Kid and Our Kids

May8

Recent news has focused on the educational choices that those on both sides of the education reform debate have made with their own kids. My first discomfort with this is the disclosure of the actual schools these children are attending. Given the high profile of both these ladies, and the animus they generate, as a teacher I worry about having  information that specific (the actual schools) out there. I’m a firm believer that one should not bear the burden of ones parents, most especially if one is under 18.

I’ve also been trying to work out how to discuss the choices I’ve made for schooling my own child since last summer, but I hadn’t figured out the proper tone, or approach. Complicating matters, I have tried to include less and less about my son in my blog as time has gone, and he has gotten older, since its his privacy. Most of it has been in posts about being a special education parent, because I feel I have useful information to impart in my dual role as both a parent and an educator.

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Twenty-Percent of garbage is still garbage

May7

Recently, I had a chance to meet with the someone from another local/school district, that had opted to apply for a Race to the Top district grants. I asked what they were thinking of agreeing to having teachers evaluated by student test scores? The response, we already include test scores in teacher evaluations under our contract. When I asked why they did a fool thing like that, the response was, it’s only 20% of the evaluation. I just shut up at that point, but later I couldn’t help thinking, would you include 20% of dog poop in a recipe for Bechamel sauce. What about just a tablespoon? How about a teaspoon — how much dog poop is not too much?

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Testing for exactly the opposite of what we need

May6

via Tom Hoffman at TuttleSVC:

Choice Quotes on the NYS ELA Exam

Many thanks to Lucy Calkins for having someone throw up a site to gather comments about the recent Common Core-aligned ELA exams in New York state. It is a bit of a mess, but kind of charming that in 2013 they chose to hack something together from scratch in PHP instead of just giving Google all the data directly.

Here are some quotes I plucked — sorry they aren’t attributed or individually linked. I spent way too much time reading the giant list of comments in the first place and couldn’t get too fussy.

For example, two of the questions asked students, “Which of the following is the best summary of the article.” For each of these questions, there were four lengthy summaries (a,b,c, or d). Students could easily narrow the four summaries down to two possible choices, but the differences between the two possible choices were so subtle that you’re no longer measuring that student’s ability to summarize! You’re measuring if they can pick up on matters of inclusion and exclusion. It’s more trickery than actually measuring the mastery of a particular skill, especially in this multiple-choice format.

I started my former position in banking based on two abilities; being able to do basic coding in fourth-generation languages (dBase, Access, etc.), and being able to write a solid one-page memo to outline situations to my management. My experience, and the demand for my writing since, tells me that what is being tested with this fad for “close” reading is the exact opposite of what business is looking for. A good analysis/synthesis memo does not involve your reading of minute details, but instead includes only the details that are pertinent to the situation at hand, or some future problem. Sharing with management that the program to pay loan officers for originations is occurring at two points in the program resulting in double payments, is the kind of detail they want to hear. Telling them the program is working as expected, and then detailing each example from the code is only prized in auditors, and is way more information than most Senior VPs and even Assistant VPs want or need. Including a comment on some random piece of code doesn’t make you a prized employee, it just makes you a wanker in their eyes. Really, this whole system is just ready to implode under the weight of its own stupidity.

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All of Ms. Mercer's text, lessons, graphics, etc. are licensed under a Creative Commons Attribution- Noncommercial 3.0 License. Creative Commons License

Howdy! I teach sixth grade at an elementary school in Sacramento, CA. I started my career in Oakland, Ca, and moved here to Sacramento in 2001.

My goals are:

  1. To reflect on how I am teaching, and how effective my practices are;
  2. To integrate and embed technology in the curriculum I teach; and,
  3. To network with other like-minded educators.

To help me reach my goals, I use this blog as a place for me to reflect on best practices, and the practices I’m (trying to) putting in place in my classroom.

My philosophy of teaching is pragmatic (I’ll use what works, and I’m not particularly wed to one theory or another). I want students thinking critically, and engaged in what they are learning (Constructivism), but I know that many of my students (language learners and others) need schema, scaffolding, and explicit modeling, so I’m not afraid to use those as well.

My philosophy of technology education is that teaching comes first, but technology is an awesome tool to use to engage students, and help them create stuff. I prefer that the learning goal guide the use of technology, and not the other way around.

That’s the big picture. Other salient details are that I can be sharp, but I prefer to see the positive and connect with others rather than fighting and argufying. I can be hard on others (having high expectations), but no harder than I am on myself.

I can be contacted here.

Disclaimer

The views expressed here are those of the writer and do not those of Sacramento City Unified School District.