‘I hate a Roman named Status Quo!’ he said to me. ‘Stuff your eyes with wonder,’ he said, ‘live as if you’d drop dead in ten seconds. See the world. It’s more fantastic than any dream made or paid for in factories. Ask no guarantees, ask for no security, there never was such an animal. And if there were, it would be related to the great sloth which hangs upside down in a tree all day every day, sleeping its life away. To hell with that,’ he said, ‘shake the tree and knock the great sloth down on his ass.’

~Ray Bradbury, Fahrenheit 451

It’s time.  Over the next several weeks I am going to begin revealing my plan for next year, a two-year journey in 219 to shake the foundation and bring down some of the edificial facades of education, challenging the status quo, …shaking the sloth.

So, then, the Morning Minutes will now mostly be devoted to working through–lots to think about--revising, refining, and finalizing the blueprints for my remodeling project in 219. Excited to share the process with you and get your input and feedback along the way.  The journey begins.

Happy Wednesday, all.  May your eyes be stuffed with wonder.

Got a bee in my bonnet this morning.

What? Quarter three grades are due today.  In the semester system, quarter grades are midterm grades, which means they are an update on progress only; they don’t “count.” Semester grades are what matter in the end.  Still, whether they count or not, grades create a great deal of anxiety and frustration for students, parents, and teachers. But they don’t have to. Teachers have and make choices with their grading policies.  As I have intimated in other posts, teachers essentially exercise complete autonomy when it comes to their grading policies. As such, grading policies–for better or worse–literally vary from teacher to teacher.  And that means, in the end, the policy is just that–the teacher’s.  There is no real oversight, no over-arching, universally-binding policy that promotes or protects fairness among grading practices.  They are exclusive and idiosyncratic.

So what? Well, with absolute autonomy comes the precarious potential for abuse, creating circumstances that are perhaps punitive, unfair, or frustrating.  And while I do believe there are some teachers who consistently evaluate their grading practices with students in mind, there are many–too many–who cling to policies that have little or no basis in regards to fairness or actual achievement. In many cases-sadly–practices and policies are punitive, seemingly settled in the philosophy that the only way to teach responsibility is through punishment. If the assignment is late, then they need to learn a lesson, so they have to be punished, and that will teach them the ways of the real world, teach them responsibility. BS. As Tom Schimmer, grading guru, suggests,

The grading rules we create—zeros, late penalties, homework scores, attendance—will undoubtedly frustrate achievement. These are rules we create, and even if these rules are in policy, they can easily be undone. If we wanted to, we could, but we don’t. It’s time to reflect on what rules and routines might be getting in the way of our students being recognized for their true abilities. Our rules can distort achievement levels to the point where it is hard to find thetruth in what a student knows or doesn’t know; can or can’t do.

We need rules, but our rules need to be vehicles for learning, inclusion, and support. We have a choice in how we respond to irresponsibility. We have a choice in how we respond to academic dishonesty. We have a choice in how we respond to the vast array of situations and circumstances that come our way. I’m convinced that the punishment paradigm will not produce the academic epiphany. When our students fall short, they need teaching, not punishment.

Now what? Well, if you–student or parent–find yourself frustrated with a teacher’s rules for grading, ask questions and demand answers.  As you seek to understand a teacher’s practice, here are a few questions that might help.

1. On what do you base your grading philosophy/practice?
2. What is your late-work policy? Why?
3. What do grades reflect in your classroom?
4. Do you allow retakes or corrections on assessments? Why?
5. What is the purpose of homework in your classroom?

Yes, it’s only quarter, but soon enough it will be semester, and by then it might be too late–which really isn’t true either, just another “rule” that we hide behind. Grades can always be changed.  In a system with no real checks or balances, students and parents need to advocate for themselves.  If something seems unreasonable or unfair and you find yourself frustrated, don’t accept that nothing can be done because of an arbitrary rule. Do what you are entitled to do and ask questions. You have a huge stake in this.  Don’t settle.

Okay. I feel better.  Happy Tuesday, all.

Rested, rejuvenated, and ready to go.  After a much needed break full of sunshine, family, and fun.  I am ready to make the most of it as we head for the homestretch this year.  I hope the kiddos feel the same as we make our way into standardized testing season. Like it or hate it, standardized testing is our reality in education, and to that end, putting our best feet forward and trying to have positive attitudes are essential survival skills for the madness that is spring, which will find our sophomores taking test, after test, after test. And while testing compassion is certainly in order, there remains much to be done in 219, so we will strive to strike a balance with the weight kids must bear over the coming weeks.

This week in 219 we will finally be wrapping up our Holocaust unit with a week-long performance task, which requires the kids to determine whether or not the Nazi soldiers should be held responsible for their actions during the Holocaust. The kids will take into account not only the various content over the course of the unit but also new sources primarily centered around the Nuremberg Trials at the end of WWII. Today they will view a documentary on the Nuremberg Trials, looking for evidence that supports or refutes their positions.  Modeled after the SBA (Smarter-Balanced Assessment), our state test, this performance task not only assesses key skills and concepts from the unit but also gives the kids a trial run of what they will be expected to do next week when they take the SBA. Gonna be a long two weeks for the kiddos.  I’m glad they got a break last week.

Happy Monday, all.  Hope you find some sunshine today.

We have an organization in our school called Communities in Schools, which, among many things, helps feed kids who are less fortunate, kids who, frankly, are hungry, sending them home each weekend with a bag of groceries.  Sadly, it may be the only food they get, as they depend daily (Monday-Friday) on school breakfast and lunch. And though it happens on a smaller scale behind the scenes every week, the organization intermittently partners with other organizations (foodbanks, etc.) to provide an abundance of food for any in need, literally tables full of food, free for the taking. It really is quite the spectacle as our commons area is filled with food on Friday afternoon. It’s hard not to take notice.  Well, recently one girl in particular took notice and wanted to know more. Jessica, still in search of an injustice topic for her speech and upon learning what the spectacle was about, discovered her topic: child hunger, a topic closer to home than she ever realized.

Finally settled on a topic that created a “burning in her belly,” she came to me seeking assistance on how she could approach her topic in a way that could make a difference, a real difference.  After some discussion, we arrived at Jessica’s assuming the role of one of the kids who benefit from Communities in Schools.  The beauty of this project is that the kids can simulate authentic situations, assuming personas, assigning audience, and creating context.  Thus, Jessica, seeking to create credibility (ethos), would speak as a hungry kid; we would be simply who we are (staff and students at CHS); and the context would be someone sharing firsthand how they benefit from the program in our school and how people get could get involved to support the program.

Okay, then, stage was set, but Jess now had the task of researching her role. She had to walk the walk if she wanted to talk the talk. Worried that it might be uncomfortable for her to interview an actual beneficiary of the organization, we went with the next best thing: the director of the program, Ms. Megan Ford. Yesterday, Jess had the opportunity to sit down–during my class–to interview Ms. Ford for an entire hour about the organization.  I walked the anxious Jess down to Ms. Ford’s office and took care of introductions and context, and then I left Jessica to her work.  Later in the period, Jess arrived back at 219 beaming, obviously satisfied with her experience, satisfied with her “new shoes.”  I beamed back, handing her a blank thank-you card and envelope, telling her I would leave it in Ms. Ford’s box (teaching some of the finer points not in the curriculum).

I am sure many of you are surprised that we are still working on these speeches. But I tell you, our taking our time has been my best decision this year.  I am so proud of what my kids are coming up with, what they are creating. They are amazing little saplings, indeed, and as they stretch for the warm, spring sun over these next weeks, I anticipate growth beyond expectation. And while I am saddened by the thought of passing them along at year’s end, I am grateful that I have some time left, some time to live and grow with them.  God, I love this job.

Came across this in the Twitterverse this morning.  It speaks to me. One, it reminds me of my procrastinating ways, which I will get around to changing some day. Two, it provides more fuel for my personal fire to change education, especially at this twenty-year juncture of my journey.  Again with the destiny–sorry, but as I waffle and waver over my plans for next year, it gives me some strength to venture forth and get some roots in the ground, making me then a steward, a caretaker of that which I would see done.  And thus three, it serves as a reminder of my charge as a teacher. Little makes one more accountable than that for which he has been given charge, that for which he is responsible–my students. They, too, their own trees that, though I did not plant, I do have to help cultivate in the time that they are in my care. And while it is rare that I see the fruits of my labor in real time, for most of the growth is not plain for the eye to see as it happens at the root level, I believe that even the smallest shoot of root helps the health of the saplings struggling to capture the sun around me. And while some will grow more than others–now or later, all I can really do is my best to keep them healthy as I pass them along to their next stewards. I owe them that.  It is my charge, even when I am not at my best, lately I have not been at my best, but I am lucky for the saplings in 219 are rather resilient, and I returned to find them just fine.  Maybe I am not as important as I think.

Happy Thursday, all. It’s great to be back in my little grove of trees in 219, a restorative force not unlike that found in the awe of nature.  Kids.  Sometimes, I think that is all we need.

Well, gonna give it a stab.  I was able to stay out of bed for most of the day yesterday.  I even took a short, slow walk with the dog. And I actually slept decently last night. So, even if all systems aren’t fully go, I am going to venture back into the world today.  Granted, it will be a gingerly, reserve-my-energy step, but a step nonetheless. I know the kids will take it easy on me, and I in turn will take it easy on them…well, kinda easy, they do have stuff that needs to be done before break.  Thanks again to all who wished me well over the last ten days.

Happy Wednesday.

So, thinking maybe I could go back and make it through the day, but I am not gonna trust maybe, and I am going to stay out one more day. In truth, most of my kids are gone all morning at a college-planning convention at SFCC, so I may as well use that as my reason for not really needing to be there.  Plus, my little buddy Ms. Tamura next door is willing to open the wall and cover my classes, which is always far preferable to a sub.  Thanks, Ms. Tamura. I owe you big time.

Anyway, another boring day at home, but I think–I hope–that I can see a light at the end of the tunnel.  Been no fun. Thanks for all the well-wishes.  Your thoughts and prayers have helped me make it through the most miserable parts.  Happy Tuesday, all.  Looks like the sun is gonna shine.

Ugh.  Reaching the point of ridiculousness! So, turns out I now have pneumonia.  Feeling considerably awful Saturday morning, I went to the doctor–enough was enough.  Well, after listening to my lungs, doc thought I might have pneumonia, and he ordered x-rays.  Yep.  Pneumonia.  Right side.  His diagnosis determined that I had started out with a good old case of influenza, which then led to a secondary infection–pneumonia. Good news?  Finally knew what was ailing me and now had the right drugs to fight it.  Bad news? Long recovery. How long? Varies by individual.  Sweet. Well, this individual is going to try to make it back tomorrow, but that strategy failed twice last week. So, maybe I should play it day by day. Ugh, indeed.

Mustering what little strength I had yesterday, I crawled up to school to get sub plans done.  I left my kids an apology on the white board, but whatever little sympathy that bought me will go out the window once they learn they have to write an essay today.  Another essay!? Someday they will thank me.

Happy Monday, all.  Check in with you tomorrow morning.

Finally feeling less terrible.  Enough so, that I will be back among the living today. Of course, what’s lost is lost, and I can’t turn back time, but I will do my best to salvage what is left and get us moving forward again. I am just thankful to be back, doing what I do, because the past days have been a miserable, purposeless existence. Not sure what I would do without the best job in the world.  Truly.  Lost without it.

However, being gone wasn’t a total loss, for I had lots of time to think about the not-necessarily-sane journey I plan to take over the next two years in 219.  Too early to reveal yet, but present planning suggests the possibility of two books and a re-imagined purpose of my blog.  I am excited to move forward with this as I gather the necessary materials to not only get started with but also continue my journey over the months to come . Of course, I plan to lean on my faithful few who have taken to following me in the short time my blog has been around.  Thank you, all.  I am truly inspired and energized by your continued support. Can’t do it without you.

For now, though, I am just going to focus on getting things back to normal in 219.  I will reveal the plan by the end of the year.  Have a lot of homework to do first.

Happy Friday, all.  A big shout out to my teaching partner Jenna Tamura.  Thank you for taking care of things in my absence. You are the best.

Still out.  Can’t remember the last time I missed this much school for sickness. Try again tomorrow.