0.0

“… and may we all be home before she’s done.”

I live in a very active town. Marathon runners, fat tire bike enthusiasts, dunes trail walkers, they are everywhere, all the time. And the city supports our habit by widening sidewalks into a network of run/bike pathways. Even breaks out the lawn tractor to plow them in winter.

(As an aside for my winter runner people, I ran across a promo for a winter triathlon today. Cross-country ski, fat bike ride, and a 5k run. It’s at the resort where we spent our honeymoon and ngl, that’s a little tempting).

Nobody loves winter like Up North people love winter

There’s a guy who used to live on the path, on the main north/south route through town, who parked his car in the driveway on the daily. His license plates read BACNATR and he had a 0.0 sticker in his window.

You know the one

Epic troll.

If you’re not familiar, it’s a riff on the mileage stickers/magnets runners affix to their cars (26.2 for a marathon, 13.1 for a half, 50k for an ultra, and so forth).

My car actually has two because I’m a doof – a generic 26.2 and one specific to the charity running group I used to train with.

I’m not offended by the 0.0 though, I think it’s kind of humorous. And I could stand to be a little less judgey in general. Especially since I’m less than 100 hours away from my first 0.0 calendar year in, how long? At least since we moved back here from Vegas.

I’m walking a lot (we brought two rescue dogs into our family this year, and they need the exercise), and that counts, but I’m not sure I’m living up to the “runner” title in my Twitter bio anymore.

It’s just that this year has required me to set priorities, and carving out time for running (separate from dog walking) has been bumped way down the list. These days I mostly just support my runner friends from a distance by liking their Facebook posts about running.

Bigger picture, that might be a sign of a transition into a different season of life. No shame in that. And yeah, I know I could run with my dogs (they are big enough and they’d probably love it) or set an alarm and get up for some pre-dawn miles in the neighborhood like I used to in my marathon training days. Right now I’m super-into “doing the things that need done, the best I can”.

That’s been the 2021-22 school year so far. None of it is perfect. Not even close. We’re settling for “as good as we can make it under the circumstances”. Things that used to be super-important, kind of aren’t.

Due to staffing issues a bunch of us sold our prep period on the “A” days, and we usually end up getting called to staff cover a class on “B” days, so pretty much everything I need to do outside of actual teaching, happens after school hours. No complaints, I did it willingly, but what it does mean is the “urgent/important” stuff gets done, and the rest, well, you got 12 amps to work with you guys. Figure it out.

If I have any New Year’s Resolutions (and that’s a very large if), those are them. To stay focused on the things that are important and let the rest slide.

So we’ll make sure we’re planned for every day, and keep up with parent contact, and our PLN meetings usually happen in a 3-minute brainstorm in the hallway, or on our group text. We share stuff we make with the team to help save everybody a little time. Everything else is gravy.


So, 2022. Graduation year for our baby. It seemed like a million years away when he was born. Now it’s here. Graduation tickets will show up in the mail in a couple of months, and the grow-ups in the house will stifle tears. Tempus fugit, baby. Tempus fugit. He’s still figuring out his post-grad plans, so we’ll give some guidance there. On the positive, no pressure, no deadlines. Maybe use that as an excuse to sneak away for a long summer weekend Up North if Mrs. Dull can take a couple days. I know just the place.

I’ve got a sort-of Round Number Birthday this year, and I’ll start my 20th year of teaching. Unless we win a multi-million dollar lottery drawing, in which case we’re going to Michigan and never coming back. Other than that, the new year is an open book.

There’s a playlist, of course, because that’s what we do around here ever since stumbling across this Allyson Apsey blog post lo those many years ago.

(Prior years here: 2018 2019 2020 2021)

This year’s version dropped early. I had the makings of a really solid list probably back in June or July and I didn’t feel like waiting. Because I’m getting a little old to wait for things. So I just made the list and listened on the back porch and in the front room all year long.

Lots of input from ‘XRT and Austin City Limits and Haymarket Brewing (whoever is in charge of their playlist deserves a raise) and Rock The Bells Radio and a couple of other SiriusXM channels. Because we’re kind of eclectic like that. My students dig it (“Mr. Dull, you made this playlist? I see you!”) The people who know me will listen to this list and nod knowingly. There’s a lot of “getting older” and “being cool with who you are” and “days gone by were pretty damn cool” mixed with a little of “how you like me now?” and “good for you”.

In other words, kind of perfect for 2022.

Like just about every teacher in my circle, in this house we spent most of Christmas Break in separate rooms, trying not to breathe on each other. I’ve got a series of negative tests, got my paper trail built for going back to work on 1/3, but I don’t suspect the Covid situation is going to improve anytime soon, especially in schools. We haven’t had measurable snow yet in Chicago, which is super-unusual and really just convinces me that the January-February portion of the winter is going to be extra-wintery and miserable. The Cubs are going to suck this year. The fancy hand-trimmed boneless skinless chicken breasts at my local market (which used to seem to me like an unimaginably indulgent luxury) are now the most affordable protein you can buy there. Gas is ridiculously expensive, especially for a guy who commutes 300 miles a week. There are a million reasons for pessimism.

But I’ve got the 2022 portion of the IDOE’s Teacher Leader Bootcamp to look forward to, the money part where we keep learning and then in May meet in person to share our action research findings, and that is a powerhouse group.

We reached a relatively amicable agreement on a new contract, and there’s a substantial raise for teachers in Hammond. That’s good.

Our dogs are playful and goofy and love to go for walks and play fetch with their Kongs. And Arizona Dog will probably love to frolic in the snow.

My district’s DEI czar is starting a book club (Culturally Responsive Teaching And The Brain by Zaretta Lynn Hammond) in January, and I’ve heard from some of the people who have joined. There’s a desire to learn how to adjust our practices to the needs of our students. That’s reason enough for optimism.

And in the first couple months of the year, when optimism is a rare commodity, maybe that’s enough to get me out of bed and on the Borman and into my classroom. Because we got work to do.

Plus I love my kids to death and being a high school math teacher beats the hell out of anything else I could think to do for a living.

“Here’s to the new year. May it be a damn sight better than the old one. And may we all be home before it’s done.”

Amen, Col. Potter. Amen.

Take My Hand

Team on 3… Source

I covered a class on my prep earlier this week (evergreen tweet, amirite?). It was a freshmen Power Hour class, kind of a college/career readiness/study skills class. They mostly got down to business, but there was a liberal sprinkling of typical freshmen silliness. One guy grabbed up a girl’s phone (freshmen are so cute when they flirt) and ended up laying on the floor between two desks.

I headed over to defuse the situation and immediately offered him my hand. “Can I help you up?” He’s a football player so he knew what that gesture meant. There’s respect there, even if you are nominally on opposite teams. Poof. Phone returned. And things settled back down.

Daily reminder to self: reaching out smooths over a lot of rough spots.

Our geometry team has been generous with sharing materials and plans and quizzes this year. It’s a small thing, but a big thing. When you are making everything you use, a set of notes and practice problems is like finding a little gold nugget. My instructional coach (who is picking up a couple of sections of geometry, and filling in on her prep as well) shared out her CPCTC package with us this week. It was perfect timing. Saved me an after-school of work, for real.

Then last week Cathy Yenca (Queen Desmos Creator) shared a cool review shell tool. With semester finals coming up after break it looked like something I definitely wanted to use with my geometry classes.

You know what happened next. A pairing like chocolate and peanut butter.

Took my coach’s pencil/paper problems, used the first half for a bellringer and uploaded the second half (paired problems, so each one mapped back to something we had done for the warmup) into the Spinner review.

Magic. At least in my mind. Angel choirs sing and everything.

Reality: messy and cool. Learning occurred. We took probably 15 minutes all told to recap CPCTC, work the bellringer, and check answers. Then 20 minutes for them to work the eight exercise problem set. I had ample time to be able to move around the room, sit with students, help get them unstuck, check in. That was a powerhouse segment. I need to make more time for that every day.

Then students logged into the Desmos activity, spun to select their problem, and entered their work into their slide. It was our first go-round with the Desmos math type update to the sketch tool, and that won converts across my seven classes.

Then the big money payoff: Student presos. I had classes full of prospective actors who hammed it up, and shy kids who tried to sneak back to their seats, and kids who preferred to present from their desk. But all flavors of student got to talk math to their friends and that was a good day.

All told a really appropriate way to close out the 2021 calendar year portion of the school year. We had just quizzed and I dreaded a day of “regular” math on the next-to-last meeting before break probably as much as they did. My team bailed me out. Wouldn’t have thought of the lesson design on my own, that is for sure. That’s the ethos of the group I’m connected with, both online and IRL: make stuff and share stuff and remix to fit your needs. All the good things happen when you’ve built your team.

#Together (As my principal would say).


It happened again today. Tomorrow’s an Amnesty Day in my class, given over to students to retake quizzes and make up missing assignments. But students are also going to inquire about extra credit around this time of year, and they did. I’m not opposed to offering points, especially since I’ve seen how hard they work on make-ups to earn back points. I wanted something triangle-y and digital and independent, and I couldn’t find anything that I was excited about. I started digging back through last year’s Classroom pages and stumbled across something I borrowed from somebody (name lost to history unfortunately) that ended up being called “Best. Thing. Ever.

Long story short, kids make a two-slide presentation of something that is important to them outside of school. Lots of pictures and color. That’s it. That’s the extra credit. Whoever made it originally: thanks. Just what the doctor ordered. Then we can all head out for a couple of weeks off.

We haven’t had much of a winter around here yet. Lots of monochrome late fall days. A White Christmas is a longshot at best according to the weather folks around here. Which is fine. It’s been a rough year. It’s almost time to rest.

Morton Courtyard, late fall. Photo cred: me.

Plot Twist

Source

Either we’re doing that “frog in a pot” thing, or the school year is starting to settle down into something resembling normalcy. I mean Pandemic-Era normalcy, not normal normalcy, but at this point we’ll take it.

It’s normal enough that my district is ready to resume walk-throughs and evaluations, which obviously looked a little different during remote teaching.

Our instructional coaches put together a series of weekly PDs early in the year focusing on the pieces of our evaluation tool, making sure everyone was on the same page and expectations were clear, which is a great starting point. Also, looking at it from a teacher POV, a great model for lesson design.

The next step is the coaches doing walk-throughs and providing feedback, a useful formative assessment. My coach stopped by to see me this week. I’ll never not be that guy who gets a little nervous when someone watches me teach. The Nuke LaLoosh dream never really goes away.

As background, this was my last block class, and the seventh time I had presented this lesson over a period of two days. So in theory, I had plenty of time to work the bugs out. But conversely, like a band in the middle of a tour, by version 7.0 I typically have to psyche myself up a little bit so it doesn’t come off like a song I’m sick of playing.

And I could feel this one landing with a thud right from jump. I couldn’t get my kids to engage with the bellringer. The first part of the presentation involved note-taking from a Quizizz lesson on triangle congruence, all five combinations, kind of dry and repetitive. Afterwards I planned an opportunity for kids to get hands-on with a Geogebra investigation I found online. Finally we would finish up with some pencil-paper practice so I could check for understanding.

We powered through the bellringer, I walked them through the notes, me making several loops through the room trying to get students on board. My coach saw what she needed to see and headed out. I was fairly sure that I kind of sucked at teaching that day but there was no time to wallow in it because we had a lesson to finish.

And then: Plot Twist!

I mostly was interested in using the applets to let my students see why angle-angle-angle and side-side-angle don’t work for triangle congruence. And it was magical. My kids ended up leading the conversation, walking just up to the edge of a classic “math fight“, but more in the style of students talking through their reasoning (SMP 3 if you’re scoring at home).

Even better, by any standard they got it. Both based on my observations of their work as we finished up the last segment of class, and by their self-reporting. In fact, probably moreso than any of my other classes. What started off looking like an epic train wreck turned into a really really great way to finish a day. Maybe I’m OK at this job after all…


As I processed the class, I found a handful of things to be really happy with.

  • Even as I felt like I was talking to the wall, I stayed cool (outwardly). Which is important. Students can smell desperation. And if I give up on a lesson, why should they care about it? Plus there were more opportunities as the 80 minutes went on for kids to engage. If I can’t hook them in the first time, change bait and cast again. One of my colleagues in Teacher Leader Bootcamp prides herself on “wait time” – we were talking through in-class strategies at the in-person session back in October, and I realized that after a year and a half of remote teaching I was a little out of practice. Patience really is a virtue.
  • I’m a long-time Desmos guy but I have close to no experience with Geogebra. I should probably start looking into it a little bit. The package that Caroline Psutka put together lit a fire under my kids, for real. Turns out she has a whole suite of them, and you can bet that I bookmarked it.
  • And it turns out that I got some positive feedback on the lesson from my coach. It was planned well, checked the boxes on the evaluation rubric, and my students’ reluctance to jump in gave me an opportunity to use a variety of teacher moves to try to engage them. We also got a chance to email back and forth about some of the tools I had used in the presentation, which is good. Two brains are better than one.

If I ever write a book it will probably be called “The More I Learn, The More I Find Out I Don’t Know“. Instant best-seller. But in all seriousness, that’s the essence of this job, right? Learn every day, every class period. Be open to new things. Let those new things influence your teaching. But don’t be afraid to pull out something old and comfortable when needed. Be flexible. Be patient. Be cool. Give students a chance to be awesome and they will come through. Every single time.

I’m grooving to a Soulful Christmas playlist on Spotify as I write this. The Temptations version of “Silent Night” kicks it off. Which reminded me of an article I saw this week. The Tempts are getting ready to drop a 60th anniversary album early next year. And they are doing anything but resting on their laurels. It’s brand-new stuff drawing on a variety of influences.

“Temptations 60” will open with what Williams calls “a surprise attack” — a dose of lean hip-hop-jazz titled “Let it Reign,” featuring New York rapper K. Sparks. It’s the second Temptations recording to feature a rap segment, following the group’s 1991 remake of “Get Ready” with MC Misa.

“Most of the time with a Tempts album, either we’re going to start off with a luscious ballad or something funky. I decided no: We’re going to open with what I call rap-jazz,” Williams said, humming the song’s opening horn melody. “It’s that old jazz I used to listen to growing up in Detroit.”

And then there’s “Time for the People,” a stormy social-justice song cowritten by Tempts tenor Ron Tyson and harking back to message music like “Ball of Confusion” and “Cloud Nine.”

https://www.freep.com/story/entertainment/music/brian-mccollum/2021/12/03/temptations-60-anniversary-album-has-otis-williams-energized/8821821002/

Did I ever tell you I saw the David Ruffin-Eddie Kendricks Temptations back in my college days? That was a hell of a show. Then a few years ago I got a chance to stand in Studio A when I chaperoned a church choir trip to the Motown Museum.

I love that Otis Williams is still making art. And I love that some tracks on this album are going to sound like old Motown and that some are going to sound unbelievably fresh and 2022.

Sounds like a pretty good teacher role model to me.