Lowering Anxiety in the Classroom

Image from an article on anxiety (3).

Over our Spring Break last week, I had lunch with a friend who spent a day previous to our meeting at a symposium on anxiety, a topic that has lately made it onto my radar through people that I personally know who suffer with the condition.  Recently I also read the article “Surviving Anxiety” by Scott Stossel (1) , editor of The Atlantic and was very moved by its content.  I additionally learned that 18% of the adult U.S. population is affected by an anxiety disorder (2). I’ve had students that are plagued with different levels of anxiety and wonder how I can best meet their needs.

My friend described how it is important for people with anxiety to face their anxiety to the point that they feel they can’t take it any more and then back off.  Gradually they will learn that they survive the event and can survive feelings of anxiety. 

She gave the example of a student who has anxiety about a certain type of assignment.  Parents will often talk to the teachers and get the assignment somehow removed “for the child’s sake” and that, of course, makes things easier on everyone.   Most importantly, it seems better for the child because the anxiety drops as he/she realizes “Whew, I’ve dodged that bullet”.  However, at this symposium, the professional advice was to allow students to experience the anxiety to maximum tolerance levels, pushing them to complete assignments or give presentations.  Then, in the end, they realize they have survived and it will give them confidence to continue to challenge themselves.

As a teacher, I feel it is not my place to determine the upper acceptable anxiety limit.  I am willing to work with parents and professionals to build modifications for any student with an anxiety disorder.  However, I do want to create an environment that lowers anxiety levels for all students.  Here are some practices that hopefully lower anxiety levels in my classroom.

1. There is no time limit for tests, especially in grades 6-10 (IB, as always, is it’s own beast).  In the beginning, I try to give at least a 20-minute buffer time on all exams.  I make it very clear that all students can take as long as they need on an exam.  If, later in the year, I realize some students need even more time, I build it in to the schedule.  And yes, sometimes this means allocating an entire block of class-time for an assessment. 
2. No noise towards end of an exam. Once a student is finished with a test, they are to turn over the page and quietly work on the next assignment, reading, or homework for another class.  I do not want anyone to feel pressure because the rest of the class is finishing up and he/she is still only partway through the assessment.  There is no scraping of chairs and shoving of desks as students attempt to turn in exams, rather, the room remains still and quiet until everyone is finished.
3. Consult students on assignment schedule. When scheduling assessments and projects for a given unit, I check with the class and tweak the schedule as necessary, dependent on assignments or sport games/tournaments they already have scheduled.
4. Ease students into solo presentations. Standing in front of a class to give a presentation can be very stressful for students, even those without anxiety disorders.  In the beginning of the year, I pair students to present from their seats, for example, to report on some research they’ve done together to further the class’s understanding on a given topic.  Later, different pairs will actually stand before the class to present a digital presentation of choice (Keynote, Prezi, etc.).  It isn’t until students have been exposed to these types of scenarios several times before I expect them to stand solo before the class. 
5. Establish rapport. Before each class I ask the students how they are doing.  They all relax and some students share stories from their morning, day, recess, or lunch.  This seems especially important after weekends or vacations.  I am genuinely interested in how they are doing and I hope they feel that.  Furthermore, this practice hopefully makes me more approachable to them.
6. Greet students. When we pass in the hallways I always say, with a smile, “good morning” or “hello” to students, using their name, even if they initially duck their heads in that teenage awkwardness clearly hoping to not be seen.  100% of the time they return a smile and greeting.  My hope is that the students become more and more comfortable at school and interacting with teachers.
7. Attend sporting events. As often as possible I try to watch them when they play sports at home games, even if it is only for half the game.  Again, I’m sending the message that I care about them, including parts of their lives that aren’t connected to my classroom.
8. Love the job. I genuinely love teenagers. Furthermore, I honestly love what I do.  With purpose I chose to teach middle and high school.  I’m not afraid to show my enthusiasm, sometimes resulting in shared laughter with the students.

It is my desire, that taken together, these practices minimize the “scary teacher” relationship with students.  I want students to feel comfortable.  I desire to optimize the learning experience by diminishing opportunities for anxiety in the classroom.  Do you have additional suggestions for lowering anxiety in the classroom?  Please share below.

Sources:

(1) Stossel, Scott. "Surviving Anxiety." The Atlantic. Atlantic Media Company, 22 Dec. 2013. Web. 28 Apr. 2014. <http://www.theatlantic.com/magazine/archive/2014/01/surviving_anxiety/355741/4/>.

(2) "Facts & Statistics | Anxiety and Depression Association of America, ADAA." Facts & Statistics | Anxiety and Depression Association of America, ADAA. N.p., n.d. Web. 28 Apr. 2014. <http://www.adaa.org/about-adaa/press-

(3)  Image from "Anxiety treatment with a computer just as good as therapy, study says." ZME Science. N.p., n.d. Web. 28 Apr. 2014. <http://www.zmescience.com/research/studies/anxiety-treatment-with-a-computer-just-as-good-as-therapy-study-says/#!GbcnB>. room/facts-statistics>.

Teachers vs. Professors: Getting ready for University

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High School vs. College Life

After the post, “Assume good intentions of the teachers (and others) please” was public, my son, who is in college wrote me,  “I definitely feel like professors care a lot less than teachers do about student mastery of the material.  A professor is very much of the attitude ‘if the student isn’t doing well, that’s completely their fault’ whereas a teacher takes more responsibility in the student’s understanding”  

When thinking of my own college experience, it seemed that professors did care about students but in a more general sense regarding the well being of a student.  As far as content was concerned, it was up to me to figure it out through reading and lectures. One could also visit a professor during office hours but that was quite intimidating to me.

Unlike high school teachers, college professors are less likely to find alternative methods to disseminate information for diverse learning types as the standard format is “the lecture”.  I doubt that in a college classroom there are many sequencing activities, matching games, gap tasks, and other assorted hands-on activities that we come up with in high school.

Furthermore, a college professor is less prone to modify a testing or assignment schedule for his/her students as many high school teachers do.   Often when I schedule out a couple of weeks of assignments, I consult the affected class and have them check their schedules and if necessary, we tweak the schedule.  That does not happen at the university level.

So how can students use high school, especially the final two years, to truly prepare for the university experience?

1. Get in the habit of approaching teachers with questions and for clarification.  We welcome students’ questions.  We want to help! 
   • Parents, before stepping in to resolve issues for your children, encourage them to approach the teacher and work out concerns.  Have your child begin with either speaking to the teacher after class or by sending an email to the teacher requesting an appointment.  If this habit is established in high school, accessing a college professor during office hours will be less intimidating.
2. If you are absent, find out what you need to do to get caught up. Once  you are in college, no one will be chasing you down.
   • Parents, encourage your children to send out emails, check class websites, and communicate with teachers to determine missed work.
3. Work within the boundaries the teacher has set rather than trying to persuade the teacher to change his/her ways. 
   • Parents, support your child in problem solving and dealing with the parameters given him/her rather than trying to enforce a new or different set of standards on the teacher.  No university professor is going to adjust for a complaining student.  The attitude is, “deal with it”.
4. Learn to prioritize.  Determine what is most important to attend to.  Do it.  Then let the rest wait.
   • Parents, help your child list tasks that need to be done, prioritizing them by importance.  Students, especially IB students, need to learn that occasionally something needs to slide in favor of completing a more important task.  Students need to deal with that fact. 
5. Take ownership of your own learning.  Recognize your own strengths and weaknesses.  If you struggle to achieve specific tasks, determine what you can do differently to complete expectations.   At the university level, it becomes irrelevant whether the professor is a “good teacher” or not.  No one cares.  It becomes the sole responsibility of the student to learn the material, with assistance of the professor. 
   • Parents, do not find fault with the teacher if your child struggles in a class.  Instead, find ways to help your child become a stronger student under this specific tutelage.

In working within the framework that has been set by high school, students will better prepare themselves for their university experience.

Can you think of additional ideas to help high school students prepare for working with professors at the university level?  Please add them in the comment section below.

Vacation April 23 - April 26 Blogging will resume after that.

I've decided to allow myself to not feel pressured to blog when I'm out of town.  I'm also considering a 2-3 times a week blogging routine as daily blogs forever might be "over the top".  I'm still trying to figure out exactly how I will proceed.  For now, however, this week, I'm on vacation from my computer and anything related to it. I'll post again this coming weekend - I already have four posts planned!  

Balance as students, teachers, people

My 6th grade class is currently completing a unit within the International Middle Years Curriculum (IMYC) titled “Balance”.  The big idea of the unit is  “Things are more stable when different elements are in the correct of best possible proportions” (1).

Coupled to our global-warming themed Science Fair, these students are investigating an animal that is threatened by global warming and analyzing the ramifications of the given animal disappearing from the food chain.  In preparation for this task, they viewed a short video (see below) on the impact of wolves in Yellow Stone National Park (2).

After watching the film I opened up a general discussion with “So what did you think?”  Immediately, a student responded with “It’s like the wolves provide balance to the entire ecosystem”.  As always, my 6th graders were duly impressed and expressed appropriate wonderment.  I love that about them.  In any case, it jump started them in their own research about their threatened species.

Furthermore, it gave them perspective on the exit point they are doing for the IMYC unit: Working individually, they are to create a “person web” (kind-of like a food web), with themselves at the center.  Branching out from themselves will be all of their classmates.  They are to identify a characteristic of each classmate that brings balance to their learning environment. It will be a surprise to the group when each presents.

This idea of balance is such an important concept.  We also teach it at the IB level claiming that IB learners are “Balanced” and that “we understand the importance of balancing different aspects of our lives – intellectual, physical, and emotional- to achieve well-being for ourselves and others.  We recognize our interdependence with other people and with the world in which we live” (3).

I hope that we, as teachers and adults, also teach this principle of balance by our examples.  It is an area that I have personally struggled with but am improving in.  Here are ways I seek balance in my own life:

1. I prioritize time with my family.  We eat together and we do things together. 1:1 time with each person in the family involves date-nights with my husband, roller-blading with my 12-year old, dog walks and market visits with my daughter, and watching the “Walking Dead” series with my teenage son. 
2. I exercise.  I run, especially when school isn’t in session.  Biking to and from work is my main mode of commuting.
3. I write!  A few times a year I attend the Amsterdam Writer's Workshop (4) and I've committed myself to writing everyday.  I’ve started this blog.
4. I read.  I find time to read novels and literature pertaining to education.

If I don’t do these things, I spend all my time on lesson planning, grading, and trying to make things better for the next time.  Since every lesson can always be better in some way, this could become a completely obsessive habit.  There have been times when I have worked from 19:00 – 24:00 every night.  And that is not balanced.  

My 2014 resolution was to break that habit and I have! 

How do you keep balance in your life?  Add your comments below.

Resources:

(1) http://www.greatlearning.com/imyc/the-imyc/units-of-work

(2) http://youtu.be/ysa5OBhXz-Q

(3)  http://www.ibo.org/myib/digitaltoolkit/files/pdfs/learner-profile-en.pdf

(4) http://amsterdamwriting.com/

Teaching for the Future

Just got back from a roller blading tour with my 12-year old (a luxury of being on Spring Break). 

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The garden that spawned this post.

He examines the cute Dutch gardens as we skate by.  We pass many typical yards but at one he observes, “Those blue pillows look futuristic <pause> light blue just looks futuristic.”

I listen and he continues.

“My future company will have all blue furniture” 

“What will your future company be about?

“I don’t know but it will have all blue furniture”

“What are you interested in these days?”

“I don’t know.  Maybe that furniture thing.”

“Furniture thing?”

“Yeah, making all blue furniture.  Or maybe I’ll join Majong or Google….maybe I’ll give Google the idea for a Google car.  Imagine having Wi-Fi wherever you went, courtesy of Google.”

We laugh.  He continues to expound on a myriad of ideas.  We skate.  We enjoy the warm breeze together.

I realize that most of what he’s talking about wasn't available 10 years ago.  I comprehend that as his Mom and teacher, my most important job is helping prepare him for the great unknown of the future, to ready him for the unexpected.  After all, he might be employed in a job that doesn’t even exist yet! 

I am cognizant of the fact that, as parents and teachers, we are attempting to prepare children for a world that we aren't able to comprehend right now.

Part of me thinks, “Who cares about cell structure, food chains or DNA replication?”  What are we doing to equip our students with the skills they need to face the unexpected scenarios of the future they will certainly encounter?

Don't Be Afraid of Your Own Ignorance

This past week a student required assistance with an article from his science fair project.  He had taken some notes and I was helping him construct a paragraph for his blog post. 

In conjunction with the Going Green initiative at the school, this student has selected a specific aspect relating to the causes of global warming: meat consumption.

Some of the information in his notes left me slightly skeptical, “Really?” I queried, pointing to some statistics on his page.  His face brightened and he nodded with conviction and articulated the gist of the article, as he understood it.  I insisted, however, that he show me the original piece.  Sure enough, he had comprehended the information correctly: According to the Food and Agricultural Organization of the United Nations (FAO), the livestock industry contributes 65% of nitrous oxide and 36% of methane related to human activity as well as 9% of human-related carbon dioxide production (1).  This student continued to expound on the detrimental factors of the livestock industry, convincing me to reconsider even my own modest intake of meat.

It was such a pleasure to see this student in the “driver’s seat” as he taught me all he knew.  He was empowered and it gave him needed confidence to continue on with his attempt to put his knowledge into the written word. 

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Sometimes we just don't know, and that's OK, especially if we are genuinely interested in learning.

I can think of at least two scenarios in which a teacher finds him/herself in a position of admitting ignorance.  First, as in this example, in which a student has actually attained more expertise in a specific area and is willing to share.  Second, when a student asks a question in class that the teacher actually doesn’t know the answer to.  The latter happens to me, especially in my more advanced classes, and I relish these opportunities.  If I sense the answer is readily found I’ll model how to find the answer right on the spot.  If I suspect the answer might require a bit more time on my part then I promise to look it up and get back to the students.  They appreciate that.  It seems to foster mutual respect.

In any case, I think teachers should never fear showing their own ignorance to a student.

Allowing students to see our ignorance...

• Potentially instills student confidence.
• Allows students to see that learning never ceases. 
• Sends a message of value in learning. 
• Provides an opportunity to teach how to find reliable answers.
• Fosters respect.

The same is true for any adult in the position of interacting with youth.  Don’t be afraid to claim, “I don’t know”.  Use it as an opportunity to bond with the younger person in finding an answer together.  You will find it a rewarding, and constructive experience for all involved.

(1) "Livestock a major threat to environment." Livestock a major threat to environment. N.p., n.d. Web. 18 Apr. 2014. <http://www.fao.org/newsroom/en/News/2006/1000448/index.html>.

What motivates Students? - Real Purpose

A scene from last year's science fair, which was a more traditional event in which students presented data and results from self-conducted experiments.

This year we are trying a new idea for the Science Fair.  In conjunction with the Going Green initiative at the school, students will be presenting an evening on the topic of Global Warming.  Each student has selected a specific aspect related to one of the following subtopics: evidence for, causes of, results of, or solutions for global warming and/or climate change

This week I probed whether the middle school students understood a “big idea” of their own topic as well as the overall theme of the Science Fair.  I was pleased to hear that most of them (not all) did, indeed, understand their own topic and how it fit into the bigger picture of the science fair theme.

Furthermore, I surveyed the middle school students in different classes to determine what they thought the purpose of the actual science far was. To my surprise the following three purposes repeated themselves in each class:

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Last year students also presented to the greater school community.

• “I want to “Wow” them with my  knowledge”

• “I want to inform them”

•  “I want to inspire them to live green.”

Wow.  Seriously?  Could I ask for any better self-defined purposes from a set of 11 – 14-year old students?  I think this explains the scene during my last middle school class on the last school day before the break:

It was gorgeous and sunny outside. The students entered my classroom directly after lunch during which they had been playing wall ball and running around out of doors.  Their flushed faces exuded joy and anticipation of the upcoming Spring Break.  I immediately regretted not having an experiment for them to do.  How would they ever settle down and become focused on their science fair blog?  I debated a last minute change in plans but knew we needed to press forward with the projects.  Minimally my plan was to determine the progress of each student  before the 10-day hiatus from anything remotely academic. 

To my surprise, these little 6th graders whipped out their computers and immediately accessed their blogs.  First came the exuberance over the statistics, “I’ve had seventy-five page views!” “I’ve had over a hundred!” and so on until everyone had shared.   Then, to work they went.  By the end of the class every single student was current with our science fair timeline and had worked ahead, nearly completing the research required for the blog due three days after our return from the break!  Not only that, but the blog posts actually look pretty good!  I was thrilled.  Literally thrilled.

The last two weeks before the science fair will still be a crunch, especially helping them to get all their information into poster form, however, as of now it seems manageable! 

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We will have judges this year like we did last year.  Bringing in experts from "the outside" raises the bar.

I attribute the momentum to their intrinsic motivation to “Wow people with knowledge”, “inform”, and “inspire”.  Where does this come from?  I think it has to do with the fact that they have truly been swept into the reality of global warming and perceive it as an actual problem that relates to them.  They sense that they can potentially make a difference in the world.   Additionally, they were allowed to choose the specific topic they will focus on for the science fair.  Finally, they feel responsibility in anticipating their roles as teachers of the greater school community at the science fair.   This project has real-world application and their presentations on the night of May 13th will be real-time with real people (other than their teachers) resulting in the process being a bona fide learning experience in every way.  

How much choice should students have in their own learning?

“Don’t you think you should let us make the decision?”

“He’s right”, I think.  But, I’m hesitant.

Normally, I send my second year IB students into the spring break with a regimented plan of review.  This year, however, I was stymied by the fact that their needs were so diverse and I couldn’t hone in on a “one size fits all” method.  From their mock exams I knew that, at a minimum, they all needed to review photosynthesis, osmoregulation, and all of genetics.

Now, it’s somewhat common to include students in deciding the rules of a classroom to enhance classroom management or to include students in building rubrics for a specific assignment to increase engagement in learning as well as quality of product.  However, I’m not so sure about preparation for IB exams.

Within a 10-second period a mental battle rages within:  The control freak inside of me wants to give them a quiz, after the break, covering their areas of weakness so that I can ensure that they will study what they need to study.  However, my logical self agrees with my students’ perspective that they are motivated enough to learn the topics they need to learn.  Then, the IB teacher inside of me reminds me of my responsibility to give them every opportunity to succeed.  The individual within me argues back that the students do know what to do and I’ve already equipped them properly.

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10 of the graduating seniors are in my IB Bio class, 7 of them intent on passing the IB Biology exam.

I listen to their individual study plans that include practice papers, reviewing weaknesses, and studying as they determined best suited for themselves.  They are convincing.

So, in the end, I decide to let them self-regulate.  After all, in a few months time they will all be at college.   They should be able to handle this on their own, right?

Of course, I’ll be doing some formative assessment upon their return from the break.  After all, I need to collect data on this little experiment, right?  And, the reality is that we still have time to go into hyper-drive mode in the event that the experiment doesn’t work.  

Spring Break Lab Preparations

This afternoon the students scatter at 15:05.  No tutoring.  No afterschool activities.  Silence.  I glance down the abandoned hallway but slip back into my classroom and survey the scene.  Where to begin?

The Living Organisms

The fish tanks are first.  I siphon while cleaning the gravel (Thanks to a super-convenient hand-held device I found at the pet store in the fall), clear away algae, and deposit the vacation food.  “Mr. T” the turtle also receives a tank and gravel cleaning.  However, he finds himself in a plastic bowel in his emptied aquarium, prepared for travel to my house.  Finally, I make a round with the plastic pitcher to douse the plants.

Floors or Table Tops?

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A gloriously simple decision faces me: do I want my floors cleaned or the tabletops wiped?  Images of all those hands contacting the apical surface of the tables flash through my mind and visions of festering germs flourish, however, I opt for the floors.  The dispersed pencil shavings definitely influence that decision.

The Lab Area

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Really?  How did I miss that?

Next I tackle the lab area.  Oh my.  First to be sorted are the chemicals from a plant lab and the mealworms from the energy transfer lab.  I work my way through stranded beakers, heat protective gloves, test-tubes, pipettes, stirring rods, grease pencils, wire shields, and an assortment of other little “left-overs” from labs completed during the last few weeks.  My favorite is the pile of tape that had clearly at one time been a set of labels for an experiment but was now stuck to the counter top. The final step is to take down some old, frayed posters that students had completed months ago.  It is time for newer work to be displayed.

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I should have done a "before" and "after" picture.  

Celebrate!

It’s approaching 16:15 and the lab is nearly ready for the 10-day Spring Break.  Lastly, to ensure that my fish and the plant experiment survive the holiday, I place a “do not unplug” sign on the necessary outlets. My mind feels cleansed to have everything sorted.  It’s relaxing, even comforting.  I know it will feel great to enter the room again in 10 days.  

I gather my pile of things, including “Mr. T” and make my journey to the front of the school.  Admittedly, I’m tired.  Really tired.  Knowing that I will still be engaging in lesson planning, some grading, researching, work-related reading and activities doesn’t thwart the profound anticipation I feel for the Spring Break.  

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Just need to get it all home....

As I descend the stairs I hear music and laughter.  Our facility managing team has graciously thrown a little “Easter Party” for teachers and staff at the school.  How wonderful it is to take a moment and relax a bit and enjoy some refreshment with my colleagues.  Absolutely, it is a perfect way to end the week and begin a holiday. 

As I depart, I reflect on the great people I work with and the wonderful students I teach and I know that, indeed, it will be fabulous to see them all again in ten days. 

This weekend celebrate the positives in your life!

Small School Benefits

My son and I in front of the school.  The wonderful bike paths here in the Netherlands allow us to roller blade anywhere. However, he chose the school.  Partly, I think, because he really likes it there.  

Today we had a prospective student visit the school.  By the end of the day she had determined that she “was definitely coming”.  When students visit the school, they always choose our small, family-like environment over the larger international schools in the area (there are three within a one hour radius of us).  I wonder why they consistently forgo the impressive facades, extensive course offerings, and large social scene for our little school.  So, I’ve been thinking about it.  There are clearly some benefits to being in a class of ten students.  And when I say class, I mean the entire grade.  I think I can summarize as follows:

Participation in School Sports

Basically, everyone in middle and high school participates in all the sports.  Even if you’re not into athletics you are recruited to the teams because it’s part of the school culture to be a team member.  No one is excluded.  Of course, this also means that we aren’t the strongest teams on the courts and fields, however, true team spirit is developed as the students struggle for every win and fight hard in every loss.  The students bond and because everyone is playing, it creates a real sense of unity at the school.

Family Atmosphere

I’ve overheard our students explain to prospective students, “Well, we are a family here.  We all know each other and we all care about each other”.   There is amazing acceptance of differences, frequent offers and acts of students helping each other out, and genuine celebration of successes and sorrow for losses.  A couple of years ago we had a student, who has returned to his home country, who really struggled in science and then was absent due to an illness for a long period of time.  One student came up to me and said she’d be willing to stay after school and do all the labs with him that he had missed. Daily I see students reaching out to each other through little acts of kindness to long-term committed service to a friend in need.  It is really cool to see.  When I mention the words "family environment" to prospective parents they all nod vigorously adding, "Oh, I can feel that!"

Global Mindedness.

Many of the other bigger international schools still carry a very American cultural high school experience.  However, at our little school no one nationality dominates.  The students truly come from all over the world and are fairly represented.  It is so commonplace to have friends with entirely different family traditions, thus broadening acceptance of and appreciation of other cultures.  In the classroom this brings a vast diversity in perspective and approaches to learning.  As a teacher, I delight in the different mindsets and I see the world literally opening up to my students. 

Personalized Education.

For me as a teacher, this is one of my favorite aspects of the school.  First of all, there are almost no discipline issues.  And with such small class sizes, I can truly attend to the individual needs of each of my students. 

For example, today, in one class, a student was out for illness, a learning support teacher aided one student, and the rest of the students were working independently on their science fair project.  There was one student who had just not grasped the “big idea” of her project, was struggling to comprehend some of the research articles and generally needed some help.  I was basically able to sit down with her for the entire block and work 1:1 with her.  Afterwards she beamed and exclaimed, “Thank you so much.  Now I get it.  Now I really get it”.   And that feels good.

Equally, I am able to provide accelerated material for those students eager for more.

If a student wants a course not offered, we have a very structured access to online courses – some ridiculous amount of course offerings, like 50 or so.  I know of students taking IB Economics and IB Mandarin through the online program. 

An amazing accomplishment is that we have a 100% success pass rate for the IB diploma.  There are students who receive the diploma who probably wouldn’t have been admitted to other IB programs.  However, because of the individualized attention, they succeed at our school.

All of our students are accepted into colleges, universities and other programs of their choice. They move on to have productive and successful lives. 

Happiness.

Our school is a joyful place.  The students are upbeat and the teachers are cheerful.  The other day a new transfer student said, “I like it here because the teachers are so happy and they always smile at me”. 

Choosing A School

A small school environment is not necessarily the best decision for everyone.  However, if you’re moving to a new place and considering several schools, it might be worth your while to have your children visit the schools and allow them to be part of the decision making process.  It may take you on an unexpected and wonderful journey!

Even in a Small School, Students Cheat

Can we stop Cheating?

Pre-arrange the seating.  Spread the students out.  Collect all digital devices.  That was my agenda for the first five minutes of a class period in which I was proctoring a mock IB exam today.  Next, one pencil, one eraser, and one calculator allowed for each student.  I placed the digital devices on my table at the front of the room and distributed the exams. As I handed each student his/her individual exam I did a quick scan of any water bottle labels.  For the next two and a half hours I continued to monitor student behavior hoping not to observe “wandering eye syndrome” or other inappropriate conduct.

Later in the day, my head nearly implodes as I read through student blog posts plagued with “cut and paste” plagiarized sentences.  I suppress an irresistible, explosive urge to collect all the computers and just abort the entire blogging project.   However, after a moment of deliberation, my determination to educate overpowers the desire to take the easier route of abandonment.  I issue a mandate, “no cutting and pasting” which immediately results in a barrage of exceptions. 

“What if I’m cutting and pasting into the blog post and then editing it before I publish?”

“No”

 “What if I’m cutting and pasting into a word document and then editing and then pasting into my blog post?”    

“No”

“What if it’s just one sentence?”

“No”

“What about the url for the bibliography?”

I must admit, I was even tempted to say “no” to this one but agreed that only in the case of the website link was cutting and pasting OK.

Students were permitted to continue researching as I slowly made my way post-by-post through the class.  I interviewed each student discussing the problems with their specific post , especially any suspected plagiarized sections.  All were advised how and instructed to fix the errors.   To work they went, with increased understanding of plagiarism and hopefully better equipped to avoid it.

If you do an Internet search on academic dishonesty, you will discover a myriad of articles, essays and books on the topic.  There are tens of reasons why students cheat, hundreds of methods how to cheat, and several techniques to minimize cheating.  Jayme Gillen, an online learning examiner, argues, “Students who feel part of a school community are less likely to cheat” (1).  Thus, students at our school should be highly unlikely to cheat considering the family-like atmosphere and caring environment.  However, we, like bigger schools,  also deal with the issue of academic honesty ranging from the innocent middle school student still learning what it means to cheat to the high school student who knowingly stows answers in the pencil case or slyly accesses information on a digital device during an exam.

The article “Cheating in School: Why it happens and how to prevent it” (2) is an efficient summary of the many articles I have perused on the subject.  There are two particular points in this article that resonate with me.  The first one, “Provide personal, one-on-one feedback…it is important for students to feel like they are more than just a grade or a GPA” (2) addresses a practice I am trying more and more to implement in my classroom.  The practice of comments only grading (Click here for my post on this a few days ago) appears to not only increase student progress but will also reduce student cheating.  The second point indicates that when students are focused on mastery of standards rather than getting the grade, they are less likely to cheat (2).  I try to implement the practice of focusing on standards in grading my students in hopes of being more accurate in my assessment and reporting.  Apparently, this method of grading might also reduce academic dishonesty. 

Of course the idealist in me would like to inspire students in such a way that they simply have no desire to cheat or better yet, that the learning environment is such that they don’t even think about it. 

I do think that there is less deliberate cheating occurring in the middle school where the emphasis is less on grades.  It seems that once the pressure of grades descends upon the students in high school, the practice of academic dishonesty seems to increase.  Granted, there are other factors as well.  However, the scientist in me would like to pose the question, “How does the elimination of grades affect student cheating in high school students?”  If it could be done in a properly controlled scientific manner, wouldn’t that be a great study?

(1) Gillen, Jayme. "5 reasons why students cheat in school." Examiner.com. N.p., n.d. Web. 14 Apr. 2014. <http://www.examiner.com/article/5-reasons-why-students-cheat-school>.

(2) "Cheating in school: Why it happens and how to prevent it | AboutOurKids.org." Cheating in school: Why it happens and how to prevent it | AboutOurKids.org. N.p., n.d. Web. 14 Apr. 2014. <http://www.aboutourkids.org/articles/cheating_in_school_why_it_happens_how_prevent_it>.

Graduation Traditions - The Senior Class Gift

The seniors have commenced on the final leg of their journey towards graduation.  Last week they gathered on the SS Rotterdam for their senior group picture.  When there are only 12 graduates you can do things like that.  Just before departing, in their caps and gowns, for the photo shoot on the ship, two representatives appeared in our staff meeting to announce the senior class gift, a long-held tradition at our school.  The seniors, each year, select a gift to give to the school by which they will be remembered. Past gifts have included a large clock engraved with “For all the Good Times” in the entryway of the school and a tree planted in the playground.

On this day, two young representatives stand before us, flushed with excitement and glowing with pride.  With animated gesticulations they describe how they participated in the school’s garbage audit this year and that the audit experience prompted their senior gift.  They proceed to describe the purpose and results of the audit.

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An accounting of the plastic cups accumulated in just two days in the teacher’s lounge yields exclamations of shock and disbelief.  For the staff of 70 (some of whom are part-time), it is a bit embarrassing to consider that the paper cups from the teachers’ lounge alone represented 1.5% of the entire waste of the school (including cafeteria, classroom, and science waste). 

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Mug wall designed by Christian Ward for the ready made 100 contest.  Link to the site.

The seniors then announce that their senior gift would be to build a mug wall in the teachers' lounge, eliminating the use of plastic cups.  They are planning a “mug drive” to load the wall with donated mugs (rather than increase carbon footprint by purchasing new mugs).  Their gift, as it turns out, additionally includes an act of service.  Nods of approval and smiles of encouragement are seen sweeping across our group of teachers.  Clearly, this is a good idea. 

With confidence and purpose our vibrant seniors depart through the library doors; their shiny, blue, freshly pressed graduation gowns flowing behind. 

Moments like these make the teachers proud and leave evidence of how ready these young people are to go out and conquer the world.

What special senior gifts or traditions are common in your area, at your school or at the school your children attend?

An update on the journey towards SBG: The Report Cards

What happens when teachers see the report cards as parents see them

“I have never seen one of these” remarked a teacher.  “Me either” pipes in another.  Murmurs of agreement ripple through the room.  Our teachers are looking at sample report cards from elementary, middle, and high school that parents read regularly when similar papers arrive in their mailbox.  Since I am both a teacher and a parent I am struck with this reality: teachers are engaging in practices of reporting without realizing, through no fault of their own, what the final product looks like.  Then I realize that at my last school I never saw the report card that students were receiving!  It is strange, isn't it?

The teachers pour over the samples with great interest identifying differences, inconsistencies, and confusing information.  “This is really interesting” the theater teacher observes.  Again, murmurs of agreement.  She continues, “Imagine if you have a child in elementary, one in middle school, and one in high school.  This would be so confusing because those reporting systems differ”.  “Even if you had a first and third graders it would be confusing because even those reporting systems differ” adds a language teacher.  Everyone ponders this fact and a few people utter that probably the report cards should be rewritten to be clearer and more consistent.   A finger vote yields 100% agreement in giving our focus group the “go ahead” to rewrite the report cards.  Their intensity and genuine interest is evidence, again, for me of how much these teachers care.  They care about the students and they care about the parents.

Back in February we had actually received this very council from Ken O’Conner when we met with him during an ECIS conference on Assessment for Learning.  We were deliberating the approach we would need to take to gradually move ourselves to a standards-based reporting system.  “The first thing you need to do, “ he advised, “is to rewrite your report cards|.  So, we now have 100% support from the staff to proceed with step #1.

We met this past week as a focus group to evaluate the changes necessary for the report cards.  In addition to the overall look of the report card, we discussed the “citizenship” grade that teachers currently record at the end of each quarter.  It is one grade that encompasses the idea of effort.  Our first task was to better define this grade and break it down into the pieces that it represents. After researching and considering several report cards from other schools we came up with a list of ideas.  We think that these four areas can adequately assess a student’s “Approaches to Learning”

1.   Works cooperatively
2.   Works independently
3.   Turns in completed assignments on time
4.   Comes on time and prepared to class

Each teacher would assess each student in each of these areas, determining whether the student consistently, often, sometimes, or rarely meets the expectations.  The next step for us, as a focus group,  is to write the descriptors for each area.  Can you think of an additional area we might need to consider or a component of any descriptor that you think should be included?

What do you think parents should/want to know regarding their child’s learning behaviors?

The question is, do parents care about a child’s learning behaviors or are they more concerned with “the grade”? After all, it’s not like colleges ask for an assessment on work ethic, honesty, and collaborative skills, etc.  Grades and test scores are primarily what get kids into universities.  So are grades more important than behavior? Or are learning behaviors just as important as grades?  This is a follow up to blogs posted March 28-30.

Speaking out in in a faculty meeting, a colleague challenged the group, “If we don’t emphasize learning behaviors then why are we here?  Otherwise the students can just sign up for Kahn Academy.  They don’t need school then”.  She has a point, right?  Part of our role as teachers is, indeed, to teach and foster good learning behaviors such as academic honesty, meeting deadlines, submitting work that not only demonstrates understanding but is neat and without technical errors, collaboration, working independently, and staying on task.  Simultaneous to fulfilling this role, we definitely need to teach skills and content, for example, in my case, the ability to carry out an investigation properly employing the scientific method and a knowledge of botany, genetics, human physiology, and ecology, to name a few. 

Ultimately, I personally believe that learning behaviors do count.  They are important. They might be indicative of the kind of university student the child will become and, if the behaviors remain consistent, they might hint at what type of employee this student might evolve into someday.  If learning behaviors are important, shouldn’t we be reporting on them to parents? Or should we only report on the achievement attained? 

If you think that behaviors should be reported on, then how do we report on it? 

I recall that when I took my babies to the doctor for growth check-ups and vaccinations, the doctor measured the head circumference, height, and weight of the child.  Additionally, assessments on reflexes and motor development were performed.  Questions were posed about cognitive advances.  We discussed all of these developmental elements separately.  It’s not like the doctor gave me one number to indicate my child’s physical maturation and mental progress.

Similarly, it makes sense to me that teachers should assess and report on learning behaviors and accomplishments of students separately.  When we include behavior in the grade (such as turning in assignments on time, neatness, collaborating, staying focused in class), we end up knowing nothing about either the learning behaviors or the actual achievements of the student.  For example, in the accompanying picture, the student submitted a beautiful piece of work.  The student additionally demonstrated focus and working well independently.  However, the proper content was completely missing from the poster, indicating that the standards of achievement had not been met.  Shouldn't there be a grade for the appearance of the poster and a separate grade for mastery of the expected content?  If the grade was an average of the student's behavior (neatness, working independently, being focused) AND the content, then the parents would not know that their child was not understanding the content.  Either including behavior in a grade artificially inflates or deflates the reporting of what the students actually knows.  I’m quite confident that in classrooms where behavior is averaged into the grade, the goodie-two-shoes have inflated grades while the rambunctious, energetic students have deflated grades.  Is that a fair indication of what these students have actually achieved? Does anyone care?

I had a discussion with a parent about this the other day and she replied,  “You see my kids benefit from grade inflation due to their good behavior so I don’t mind it.”  In the end, is it really “the grade” that solely matters to parents?  Do they have any interest in what their child understands and can do? 

Just this week I received emails from a set of parents in which they expressed concern about their child’s performance in classes.  However, the communications centered on the student’s learning behaviors.  One of the parents actually wrote the following, “One of my concerns is that John spends time doing his homework, but I’m not sure of the quality of the time spent.  To me this is all part of maturing as a student, and I’m not sure where John is on that journey yet…Please trust us when we say, that we do and will continue to hold John accountable for doing his work and developing the skills required for him to be successful as a student”.  PEFECT PARENT EMAIL.  I know these parents aren’t solely focused on the “grade”.  They really care about their child’s progress both in terms of mastering content and in terms of learning behavior.  Are there more of you out there?

How do you feel about assessing and reporting on learning behaviors separately from mastery of skills and content?

Making Biology Labs Happen

Yesterday after school I biked home, dropped off my bags, and immediately headed to the metro.  It was imperative that I make it to Pet Place before closing time.  I knew where to find the mealworms and found them easily.  After debating between one or two containers, I settled on two.  As I left the pet store I stopped at Blokker and Zena to additionally pick up fertilizer, antifreeze, and patio algae remover.  I couldn’t find a bag of soil before the stores closed so I made a plan to take my own bag from the bike shed, despite it’s large size.

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At seven in the morning I haul the 50 kg bag of soil along with the mealworms and chemicals up to my classroom on the 3rd floor.   I set up the chemicals and soil on one side of the lab with an assortment of glassware, beakers, foam cups, stirring rods, and graduated cylinders for the students to select from.  I am glad neither of the labs today requires making solutions or excessive preparations. Opposite the collection of soil and chemicals, on another lab bench,  I place the mealworms next to a box of corn flakes.  Colleagues passing through are often disgusted by the experimental contents in my classroom and the mealworms are no exception.  “I could never do Biology” is often the phrase I hear, “It’s just so gross”.   

The IB Environmental Systems and Societies (ESS) students tackle their lab by initially formulating their research question (How does plant fertilizer affect the height of wheat plants), hypothesis, and table of variables.  Next they outline their procedure and begin weighing out soil, counting wheat seeds, and preparing solutions with varying percentages of fertilizer.  They discuss the best method to calculate concentration of fertilizer, they debate the planting technique, and trouble shoot a method to allow drainage of water.  They analyze each step of their procedure seeking to identify whether there is a controlled variable they need to add their list, for example, the planting depth.  Finally, they place their carefully prepared experiment under the fluorescent lights.

Meanwhile (yes, these classes meet together) the IB Biology students read through their “Transfer of energy lab” procedure and immediately a ripple of “Eww”s  is heard. I hold up the containers of wriggling creatures and the  students crinkle their faces, “Do we have to touch them?”  Facing the inevitable, however, they are eventually overcome with curiosity and begin sorting their worms and weighing out the corn flakes.  Their i-phones, of course, document the entire procedure. Once the lab is set up, the students plead to be allowed to feed the turtle a mealworm.  The entire class crowds around the turtle tank with i-phones in position and a worm is dropped into the tank.  It’s as though they’re watching fire works: exclamations erupt as the turtle ingests the worm, then spits it out, and ingests it again.  After that excitement, the students settle down with the last few minutes of class to start writing up the experiment.

I delight in the experimental aspect of all my courses, as it is during those times that true wonder and discovery envelop the students.  It is when they actually grasp the scientific method and develop analytical skills.  It is worth all the unconventional things I need to find and bring into the school.  Indeed, being a Biology teacher does have its quirky side but I wouldn’t trade it for any other job!  How about you, what unusual aspect of your job do you enjoy?

Assume good intentions of the teacher (and others), please.

As a preamble to this post, I want to be clear that the majority of parents that we interact with are positive, supportive, and grateful for the work we do.  Furthermore, such parents teach their children responsibility and ownership in their learning. They do not blame the teacher for their child’s performance.  They consult, guide, and encourage their children and work with the teachers in partnership to foster best learning practices and a pathway of growth for their children.  So, before I proceed, THANK YOU parents!  Regrettably, it just takes one "Negative Nancy" to put a real damper on a day.

One of my four science colleagues came to me this morning to discuss the Science Fair Deadlines that we have carefully considered since the beginning of the semester when we established a timeline.  We divided the blog-based project into smaller, more manageable tasks giving the students a reasonable timeline in which they can complete a quality project by the science fair date.  The school calendar and the athletic calendar were consulted as we assembled the outline that specifies all the due dates spanning the 6-week project time.   We planned for the entire secondary school to be on the same schedule so we can better support the group as the students work towards the goals.  Thus, some of the blog post deadlines fall on days when students don’t have science class or when students might be out of town.  We discussed the situation with the students (and it is noted in the description of the project) and assured them that they could always publish their blog post earlier than the due dates.  Additionally, we are giving as much class time as possible to aid the students in meeting deadlines.  We are available before and after school for additional support.

Apparently this colleague had received a mildly condescending email in the morning requesting alternate due dates.  Additionally, within the same email was a request to inform him when grades would be posted for two assignments that had been handed in.  REALLY? 

There stood the science teacher, leaning with exasperation against the frame of the doorway. Sadly, she has previously received very condescending emails from said parent, this relatively mild one “breaking the camel’s back” so to speak.   A mile-long agenda confronted her.  First of all, today was a major IB deadline date so the entire IB team has been consumed with ensuring that everything was complete for our graduating IB students.  In addition to finalizing lesson plans and lab preps, there are learning support and EAL student-needs to plan for, there are IMYC exit and entry points to arrange, parent meetings to manage, unit plans to upload onto Atlas Rubicon (with a looming deadline), field trips, faculty meetings, student questions, make-up exams, IB higher level time, emails.  Oh, and what about that stack of papers waiting to be graded?  As with all IB teachers, that stack piled up as this teacher graded internal assessments, filled out PSOWs, and made sure all documentation was properly prepared for shipping.    She looked at that stack of paper wistfully imagining being able to tackle it, however, there was this email.  She consulted with the science department and then located the principal to determine if there was a school policy on the topic, only to discover that, indeed, our plan for the project was in tact.   Unfortunately, her precious time was consumed with addressing this seemingly petty email.

Tonight I’m thinking of the fact that any of us can turn into a pessimist when faced with an individual with whom we might not agree or whom we simply don’t like.  Perhaps we’ve felt wronged by someone?  My father always used to say, “People are just doing the best they can with the knowledge that they have”.  He always advised that it’s best practice to simply assume the best intentions in people.

In a recent workshop I attended, the presenter, Dylan Wiliam, advised administrators to “Assume that your teachers are good and they are doing their best”.  He advised the administrators to invest in supporting teachers to become better.  He noted that there are almost no teachers that intentionally participate in practices that inhibit learning.  It seems this advice can be addressed to parents as well.

I plead with parents everywhere, when interacting with the teachers of your children, to realize that

• The teacher has only the best of intentions
• More likely than not, the teacher is good
• The teacher is giving her best effort
• A thousand considerations were taken into making decisions and creating deadlines.
• The teacher has a big picture of his coursework, objectives, and projects.

Please realize that we have your child’s best interest at heart. We really do.  I definitely do not personally know a single teacher who ponders, “How can I make my students’ lives difficult today?”  We spend hours, and I mean HOURS planning and putting together lessons, projects that foster critical thinking and learning with accompanying rubrics to try to make things clear and defined for the students.  Yes, sometimes we fail.  And we know it.  We make it better for next time.  We reflect, reflect, and reflect again, always trying to improve.

We collaborate. We help each other to become better.  We care about our students.  My colleague questioned,  “Why would I want bad for their kid?  It is my job to do the best.”

All over the world people are doing their best with the knowledge that they have.  I personally am committing myself to assuming the best intentions in others no matter how they act or what they say. To begin with, I will assume that the aforementioned parent, in advocating for his daughter, does indeed, despite the style of his correspondence, respect the education, certification, and role of the teacher but that perhaps language or cultural differences are impeding communication.  In addition to assuming best intentions, I will also trust that I can have safe dialogues with others in order to promote progress.  Will you join me in this endeavor of establishing trusting interactions?

Are Test Retakes (Reassessments) Fair?

 I really hate when I hand back a test and a student asks, without even looking at the incorrect answers and without any real thought, “Can I retake it?”  However, I also think there is a place for reassessment.

Two weeks ago a class of mine took an exam.  The range of scores was from 21/50 to 46/50.  Despite formative assessments, labs requiring the students to apply knowledge, and various activities that ensured me that the students were ready for the test, the results suggested otherwise.  I was simply not satisfied to “let it slide” and move on, leaving students without having mastered the standards.  All students were required to make corrections.  Those receiving a score under 75% were required additionally to schedule an interview with me to review their corrections and then to schedule a reassessment outside of class.  Students with scores above 75% could also retake the test under the same stipulations.

 The interviews were fascinating.  I think the students were anticipating that I was just going to look for correct answers and send them on their way, however, I insisted they justify and explain all their answers and then I probed and questioned them further.  I could instantly discern the student who just tried to extract “the answers” from their peers.  One student actually said, “John told me this was the answer”.    Other students struggled with the content trying to understand, referring to their notes, the text, and some getting help from their parents,  doing what it took to achieve understanding.  The ones who struggled most with the content also made the most progress.

Students who sought after the quick answer required an interview of 30-45 minutes as they had to learn the concepts properly but still left my classroom with a need to “lock it in”.  However,  students who had struggled with the content required a much shorter interview and had several “Ah ha” moments as the lights “went on” through their own verbalization of the content.

 I had warned the students that the reassessment covered the same content but looked different.  Following the retake one student said, “That was tricky.  You changed the questions!”

 The results are in tonight.  Students who struggled with the content and made a real effort to understand all improved their score by at least 10%.  They clearly have made progress in their learning.  I think students should have every opportunity to show what they understand and what they can do and sometimes that necessitates a reassessment.

There are two issues here: student motivation and reassessment.  Tonight I'm focusing on reassessment.

 Here are my criteria for test retakes:

1. You must make corrections on the current exam
2. You must demonstrate or show evidence for practicing or learning the material (in this case, I used an interview instead)
3. You must come to me of your own initiative to reschedule the test outside of class.

What are your thoughts?  What are the pros and cons of reassessment?

(Image from article "Psychological impacts of grades on a student", a good read)

High School Expedition to South Africa!

http://opwall.com/

It all started over a year ago.  I was brainstorming some ideas on how I could organize some really cool field trips for more mature science students.  I desired them to participate in fieldwork and real research.  My ideas grew and I realized it would be an even more valuable experience if there was service and/or conservation involved.  My research led me to the Operation Wallacea group (http://opwall.com/) that conducts conservation research through academic partnerships.  Comparisons with a host of other organizations resulted in me selecting the Wallacea group with which to pursue an expedition.

A representative came to our school last April to speak with students and parents.  To my surprise there was enough interest expressed to warrant commencing the process of scheduling and planning an expedition.

Thus was my inauguration into arranging such a journey for a group.  Decisions regarding collecting, tracking, and distributing funds descended upon me.  Thankfully, even though this isn’t a school-sponsored trip, the school accountant has helped me with this process.  Next, expedition booking and flight arrangements were of precedence.  Then we had additional students and a chaperone join the group and I had to coordinate adding them in to the process mid-stream.  

Countless emails, discussions, and phone calls later, I reflect back on this past year and am amazed at how I managed to squeeze the time in outside of school hours to attend to the necessities for organizing this trip.  This afternoon I printed out the packing list for the expedition and documents for parents to sign in preparation for a parent/student informational meeting on the trip.  Upon placing these items in a folder for each student I felt a surge of excitement and realization settled into my mind: this trip (June 21 – July 4) is happening! 

http://opwall.com/

The students and parents filed into the classroom tonight eager for information.  During the course of the 2-hour meeting I see flickers of excitement from both students and parents.  Now I am consumed with a sense of adventure and thrilled to be accompanying these wonderful youth and my super colleague on an experience of a lifetime.  We will be collecting conservation data that will be submitted to the UN in an effort to seek funds for the community to establish conservation programs.  The work will benefit not only the organisms of that area but the local people as well since they will staff the conservation efforts.  The last part of the trip will be spent on the coast scuba diving and completing coral reef studies.

http://opwall.com/

We haven’t even departed yet and I am sensing that this will definitely be worth my efforts.  Here is the crazy thing; I emailed my contact at Wallacea tonight to find out about scheduling a 2015 expedition.  Anyone want to join?

Language Mayhem: One of the challenges at international schools

Today a new student started high school.  

He speaks no English. And I mean NO English.  No matter what I say or gesticulate, he just nods his head.  Not even “yes” or “no” at this point.  The instructions I received for today were to not “make” him speak and “just let him follow along”.

My students are in the middle of a lab that they started on Friday.  I feel desperate to give this new student some idea of what we are doing so I resort to Google Translate.  I formulate a series of simple sentences that I hope will translate reasonably well.  Of course, he only nods his head in response but it’s something, right?  He watches as the other students perform the lab.  His eyes are bloodshot.  He rubs his eyes, his face, trying to appear somewhat focused.  He’s clearly exhausted.  I know how tiring it can be to spend the entire day surrounded by a foreign language and that is even when I understand most of what is being said!  He has to pick up everything through visual clues.

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Despite its shortcomings, Google Translate is one of my favorite sites these days.  I’ve used it this year for students speaking French, Dutch, Portuguese, Turkish, and Japanese.  It allows us to communicate.  I ran one of the sentences I used today through a series of English to Japanese to Dutch to Hindi to Malay and back to English just to see what I got back. I figured if it was remotely close to my original phrase then my initial translation probably made sense to the new student.   I chose the languages represented by the student population in this particular class.  “We are doing a lab right now” transformed to “Now we have a laboratory” – that’s pretty good, right?  

I am incredibly impressed by the resilience of these students who arrive with no language skills. While a few shut down and refuse to move forward, thrusting themselves and those around them into a negative spiral of frustration, others tackle the challenge with vigor, engaging themselves and attempting to speak with the most rudimentary set of words and phrases.  It is incredible to watch them grow and develop becoming fluent and fully participatory both socially and academically.  I hope this new student falls into the latter category.

This relates to a previous post of mine pondering the value of providing an intensive language course for new students who are English language learners.  A friend responded on fb to my post suggesting some ideas, including tapping into the volunteer organization at the school or perhaps offering Saturday sessions for language learners.  She added, “you need a network, you can’t do it alone”.  It’s true, for the successful language learners I see they do have a network including themselves, their parents, their ESL teachers, their peers, and their classroom teachers. Oh, and Google Translate.

Does anyone have an experience of their own to share or a story of someone they know who successfully acquired a language in a short period of time?  What are the ingredients to success?

Flipped Role Models: Gender equality

This past week I heard a clip of an interview with Hilary Clinton.  She describes that as a young lawyer she was looking at advice column focusing on the work place.  A reader had posed a question on how to decorate a new office that was received following a promotion.  The columnist responding wrote that he couldn’t determine the gender of the reader due to the fact that the reader had signed the question with initials.  However, the advice was that if he was a man and pictures of his family he should put the pictures up because everyone would know that he was a responsible, reliable family man.  However, if she was a woman she should not put up any family photos as people would think she wouldn’t be able to concentrate on her work.  Hilary went on to comment that some of these attitudes still exist today, even in the Western world.

I hope that as teachers we are in a position to educate students away from these attitudes.  I am enjoying the fact that right now at my school we seem to be operating on a flipped role model system.  Our Science Department employs a 100% women staff while our Math Department has a 50/50 split of men and women and our English Department is filled primarily with men (75%).  My women colleagues are similar to me in that they have advanced degrees in their subject areas and have worked in the workplace as scientists.  They are educated, intelligent, strong, hard-working women.  To me they are great examples to both boys and girls.  Meanwhile our liberal arts male counterparts down the hallway are highly intelligent, thoughtful, and interesting individuals also providing good examples for boys and girls.  I feel like between us all we are showing, by example, a system of equality in which men and women work side-by-side collaboratively, respectfully and valuing one another regardless of gender.

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Here our team is playing in the cramped gym - you can see the bar on the right blocking parent view as we are seated in the storage area.

A couple of weeks ago our basketball teams played in a tournament in Antwerp.  I thought it was interesting that the girls’ team was consistently slotted to play on a smaller side court while the boys’ teams played in big, open courts.  Even the parents for the girls’ teams had to sit in a storage room to cheer their girls on.  I wonder now if, though surely unintentional, a subtle message of inequality was sent to the various girls teams that played on that court.

There is no excuse, in the Western world, for women and men to be viewed differently in the classroom or in the workforce simply because of gender.  I wonder if our example at the school is enough.  How can we, as educators and parents ensure that we pass on an attitude of equality such that it becomes part of the inner self and is no longer up for debate?