One-Man Book Club: Teach Like A Pirate

“Are we ready to start full speed?” Dave Burgess keynoting Day One of the South Shore e-Learning conference in Hammond, IN, June 6, 2018.

Yeah, I know. 2012 was a long time ago. Doing a One-Man Book Club post on Teach Like A Pirate is like live-tweeting an episode of The Office I’m watching on Netflix. But it’s what I’m reading right now and the thoughts are spilling out of my head onto my screen, and for many of my colleagues at the South Shore e-Learning Conference it was their first exposure to this loud, crazy SoCal guy. I wanted to watch the show through their prism, and the experience stirred up some memories.

Dave Burgess keynoted a conference I presented at last week. Leading up to the two-day event I went to the library and got his book. Even though I’d seen him outline his TLAP philosophy with Matt Miller on the 2016 Virtual Summit, I was pretty psyched to get the In-Person experience. I still wanted to read the words in black and white.

16226386
Image via Goodreads.

(Burgess runs at like 7000 rpm. My laid-back Vegas kids used to tell me I talked too fast. If they were in a room trying to listen to the Teach Like A Pirate keynote their heads would have exploded. Having read the book was like having built-in subtitles for the presentation. 10/10 would recommend.)


 

I just finished my 15th year of teaching. I was a pretty by-the-book guy at the beginning. Things have changed since those early years, thanks in part to a lot of reading, a lot of connecting, a lot of trial-and-error. And error. And error. Let’s just say I’ve been trying to get better for a while. Reading Teach Like A Pirate, my mind snapped. I recalled a long-ago online conversation I had with Matt Vaudrey, co-author of Classroom Chef.

If you’ve read the book or seen the TLAP preso, you know what started my reverie. The Six Words.

TLAP 2

“It’s Easy For You. You’re Creative.”

TLAP 3

I remember struggling with classes that weren’t buying what I was selling. I remember spending prep time and after-school time searching for activities and lessons that would get my students’ attention. I remember being amazed at what my fellow math teachers were rolling out to their students. Everything I found online was brilliant and clever and creative. I remember thinking, “there’s no way I could come up with stuff like that on my own.” I remember falling flat on my face many a time.

But I remember having success just often enough to keep trying. Which is good, because as one of my favorite UNLV professors used to say, teaching is like being a performer. And you have to nail 900 shows a year.

All these years down the line I should point out, she never told us how tough the audience would be for those 900 shows. Or that they’d be able to tune us out with a tiny little computer they’d all carry in their pockets.

As Burgess says: “Would your kids be there if they didn’t have to be? Do you have any lessons you could sell tickets to?” I felt like I had to work harder than anyone else because before I could teach my kids anything, I needed to make them want to show up for my class. I used to tell them, “someday I’ll be that old, bitter teacher who hands out a worksheet then goes to read the paper with my feet up on my desk. But today ain’t gonna be that day.”


 

 

 

I’m not a pirate. Not a good one, anyway. But I’m down with Lesson Design. Which, it turns out, once you get past the bandanna and earring, and the grilling analogies, is what “Teaching Like A Pirate” is all about. Intentional lesson design, every time.

I’ve got a certificate on my classroom wall from ETS. It’s a Certificate of Excellence for my score on the Math Praxis exam. Me and a couple of my UNLV classmates studied hard for that test. The semester of student teaching we met three times a week after school at a coffeeshop/bookstore near where we all taught in Vegas to work through problems from the study guide. But the State of Nevada also requires a passing score on the Pedagogy test for licensing. Ugh. That one is not as easy. My idea of lesson planning as a pre-service teacher was limited to:

  1. Check the section in the textbook
  2. Select example problems
  3. Select guided practice problems
  4. Select homework problems
  5. Rinse, repeat

That’s all. And on the Praxis or in the classroom, it wasn’t good enough.

I eventually stumbled across Dan Meyer and the greater MTBoS and started to get an idea of teaching with the end in mind. It’s a concept that Bill Hanlon of the Southern Nevada RPDP introduced to us. It was a unit design tactic he called BAM, but it applied equally to lesson design. Later on I was exposed to Desmos, and then Hyperdocs. All tools for designing lessons from the ground up, thinking deeply about what questions to ask, what I wanted my students to ponder, what tools and resources they would need.

I’ve claimed as a class motto for years, “You want better answers? Ask better questions.” Turns out I have common ground with Burgess there too.

TLAP 4

Then Burgess goes on to include a section with literally hundreds of questions a teacher can ask when planning a lesson, questions that can spark creativity and create hooks to student engagement. Pretty much everyone I know can take two or three or six of these questions and create something incredible in their classroom. Without a single trip to Goodwill.


 

This slideshow requires JavaScript.

It turns out that once you get past the pirate persona there is a seriously good teacher who is passionate about not just punching a clock, but in creating learning experiences for his students. And Teach Like A Pirate makes clear that there is no secret sauce, except for a willingness to take chances, to accept failure as part of learning, and to recognize that nothing great comes easy.

TLAP 1

I don’t know about greatness. I’m still trying, still learning. I doubt I’ll ever have a “guest speaker”. But we sing and dance a lot in my classes, get up and move around. Use visual hooks. Stick crazy memes and GIFs in my slide deck. Try new things. Shift on the fly when it’s called for.

Maybe I’m not such a bad pirate after all.

Leyahs Card

 

Advertisements

My Summer Vacation

Fight!

If you know anything about Twitter, you know you don’t have to spend much time there before stumbling into a spirited back-and-forth. Two conversations dominate my timeline these days:

  1. How I spent my summer“: reading a stack of teacher books vs. sitting on the beach
  2. What exactly are we doing here?“: the traditional math stack of Algebra through Calculus vs. Burn It Down. Like: Why Algebra II? Is Calculus every student’s Mt. Everest?

(Actually, those convos take place online every year at this time, but just like the first time the sunset inches past 8 pm, they catch my attention every time).

Futurist/marketer/author/blogger Seth Godin weighed in on the topic the other day on his blog:

“What would a year of hands-on truth-finding do for a class of freshman? What mathematical and vocational doors would it open?

Every day we spend teaching hand factoring of binomials to non-math majors is another day we raise mathematically illiterate kids. What are we waiting for?”

— Seth Godin, “More Better Math“, May 30, 2018

Since I changed schools and started teaching Algebra II to mostly non-college-bound students two years ago, well, I wonder if all my kids time is best spent on these topics. They vote with their brain cells and their focus of attention during most of the spring semester, that is for sure. My Algebra II finals sucked. Like, way worse than I expected. Nothing like anticipating the final day of school, then encountering a stack of tests that make you want to start a bonfire. In the middle of the classroom.

tenor
Via Tenor

My colleagues in Track 3 also had low scores overall, so I’m not alone, but still…

chart
Avg: 44%. There were two actual scores of 0/50.

Sometimes I have long thoughts about whether I’m doing this right. Which, well, thinking about that qualifies as a good use of reflective teacher time over the summer.


Buzz blinking
Source

Specifically, I have several questions:

  1. We’re detracking – what’s gonna happen to this group next year when everything gets faster and more in-depth?
  2. How do I hook the ones who were utterly disinterested?
  3. How do I hook the ones who don’t care if they fail because they’ll “just retake it in summer school or credit recovery”?
  4. How do I hook the ones with a really insufficient math foundation?
  5. How do I hook the ones who are used to playing the game of school and putting the right squiggles on a piece of paper for a letter grade?
  6. How do I get them to think….

 

I don’t have answers. I mean, if I did, I’d share, right?

I do have a lot of time to ponder the questions. Preferably while sitting on a beach or reading a book. Educational or otherwise.

Meanwhile, I’m just gonna hold on to a couple things from this year for a minute.

Because my summer vacation is here.

Hello, 2018!

I love it here in the future. I’ll never go back. And this morning I woke up one year farther into the 21st century.

Hello, 2018.

New Year's fireworks are seen along the Strip from the top of the Trump International, Monday, Jan. 1, 2018. (Richard Brian/Las Vegas Review-Journal)
Image via Las Vegas Review-Journal

One of the benefits of modern life is the support that comes from connectedness. When you scratch out that list of resolutions, you don’t have to look far for resources to help you along. You might still stumble and fall along the way, but you know someone’s got your back.

A few years ago the great Jen Fulwiler put together a Saint Name generator for folks who are looking to jump-start the search for a patron or intercessor. This year I got St. Francis de Sales (patron of writers and journalists).  He spent three years of his life going door-to-door throughout the French countryside trying to teach the faith. No one would listen. He had door after door slammed in his face.

I can relate. As Dan Meyer famously said, “I teach high school math. I sell a product that people don’t want, but are forced by law to buy.” At least in St. Francis I’ll have someone to commiserate with.

As an added bonus for 2017, Jen built a word generator. Perfect for those “One Word” or “word of the year” people who are everywhere today.

Of course, because Children Must Play™, some of Jen’s online connects mashed up their saint and word. Hilarity ensued:

I’m not that cool.

I’m Francis Presence. No editor or producer would take that character name seriously.

But, “presence.” Hmmm. Hold that thought….


spring break party GIF
Image via Giphy

A few weeks back I stumbled across a blog post by Allyson Apsey suggesting folks make a playlist for the new year, rather than making resolutions. I have the usual resolutions, yeah, but I also have a #2018Playlist. As I wrote when I first encountered Allyson’s post, I wanted a playlist in chunks that could be selected to fit a mood.

We’re at a place in the school year and just life in general where everything is a grind. Fitting that mood perfectly is a song I borrowed from one of my oldest son’s playlists, “Hurricane” by Band of Heathens (covering a Levon Helm tune)

Back that up with “All These Things I’ve Done” from the Killers, and a pair from Tenth Avenue North: “You Are More” and “Losing”, and we’re off to a low-key start to power through day-to-day frustrations.

The mid-section is designed to provide a power boost, or at least an upbeat accompaniment to housework or grading, anchored by Jet’s rave-up “Are You Gonna Be My Girl” (which is also my go-to running song when I need to dig deep):

Queens Of The Stone Age and Greta Van Fleet both deal in an updated 70s sound, providing a bridge from past to present before the Church and Lord Huron bring the thing in for a landing.


 

So, I’m self-aware enough to build a playlist that is in tune with my needs. What about when we turn the tables? Can I shift gears to meet my students’ needs? Can I be “present” for them? It should be part of the package, like a basketball coach adjusting his playbook to match his players’ talents.

The turn of calendar brings soul-searching and goal-setting in many areas; the classroom is no different. And  this year, my tribe has some backup in the form of Indiana Connected Educators. ICE Indiana is offering teachers here a chance to jump-start their 2018 with an “I will” sharing challenge:

I responded:

We’re at the point of the Algebra II curriculum where everything is new and challenging, and more theoretical. My track 3 students are not likely to move on to Pre-Calculus as seniors, almost all will take either probability & statistics or a college readiness bridge course that hits the power standards of Algebra I, Algebra II, and Geometry. They need more time in class to work through practice problems and get help. Looking back to last year, the opposite happened. We would spend almost the entire period on warm-up, homework questions (numerous, because they didn’t get enough time to practice and ask questions in class), and new notes. By April we were all miserable.

Image result for miserable gif
Image via Tenor

So what am I going to try in order to fix this issue?

I am already embedding a video of me working through my notes into the Canvas page for each lesson. My hope is that students who are absent or want to work ahead or need to see the examples worked again can refer back to the video, as often as they need.

What if…. I followed the lead of several teachers in my department who are flipping their instruction? Students watch the video on their own, take notes, and write a brief summary (picked that up from Pooja Agarwal‘s Ditch That Textbook Summit session with Matt Miller). Then the bellringer is a quick formative assessment to gauge their understanding and engage prior knowledge, and the bulk of class is spent on working through the practice set. As Matt Miller and Alice Keeler point out in their book Ditch That Homework, this gives them access to a trained professional teacher when they need help.

OK, so now we’re building in work time in class, but what about my kids who need extra help? There’s still one of me and 30 of them.

Divide and Conquer, baby. Divide and conquer.

I picked up a strategy about 10 years ago at a workshop. Two downstate Indiana teachers who paired up to share their two classes developed a differentiated instruction method they called “Island – Peninsula – Land”. Based on a quick formative assessment (walking around and peeking over shoulders, even), the teacher quickly sorts his students into three groups:

  • The Island group is completely self-sufficient. These are the “just give me the assignment so I can get it over with” students. They don’t need my help, so they can go off and do their thing.
  • The Peninsula group can mostly do the work, but might need a boost from time to time. They can send an envoy to the Island group to ask for help with a specific question.
  • The Land group does not know how or where to start. They need the most help, so I sit with that group for the session.

It’s been awhile since I’ve used this tactic. The last few years my classes were all “Land” – I really didn’t have anybody who could work through a set of problems on their own, so I shelved I-P-L. This seems like as good a time as any to resurrect it.

Image via Women In Product

Gonna run this by my department chair and get ready to roll on 1/8/18.

And don’t be bashful. Jump on the #ICEindiana hashtag on Mondays and Try, and Share, and Encourage, and Remember, and Learn.

Riding The Wave

 

What kind of day is it out there today? I’ll let the great Barry Butler do his thing:

Third Coast Surf Shop, too:

Surf Mackinaw
Photo via Third Coast Surf Shop IG

 

It’s also the first day of Christmas Break that I had nothing scheduled in the morning, aside from making coffee and breakfast for Mrs. Dull. Seemed like a really good morning to make a list:

Make a List
Because if I don’t write stuff down, I’ll forget. Especially while on break.

The great Colin Powell used to say: “never step on another man’s enthusiasm”. I’d add: never step on your own enthusiasm. Christmas Break will fly by in a heartbeat. Untold number of 911’s will pop up to make some simple task that should take 5 minutes last an hour. So when I’m motivated to knock out some housework, schoolwork, and some #WednesdayMorningPD, I’m gonna take advantage. Because To Everything There Is A Season:


 

I’ve been a long-time fan of Matt Miller. Reading his blog, borrowing ideas, hitting him up for “how-to” help when preparing to make a short G-Suite presentation to some teaching colleagues, reading his books, the whole schmeer. The last two years he’s called in some favors with fellow teacher leaders and organized a virtual summit over Christmas Break. The 2016 edition was fruitful, and when I heard he was planning on a new set of conversations this year, I signed up for email notifications right away.

Then of course, life got in the way. The #DitchSummit opened on December 15, and my district was in session until 12/22. Which the mathematically inclined amongst you will note, was 72 hours until Christmas Day. We cleaned house and made cookies and entertained and shopped and went to Mass (twice!) and met with family and and and and and…

Here it is, December 27, and I’m just now sitting down to check in on the Summit. I know better than to try to binge-watch them all in one day. Plus that would just sidetrack me from my list. So I made a ranking, by topic, ordering the sessions. They are obviously all talented presenters and brilliant people, but somebody has to be first. And last, for that matter.

There are 3 or 4 presentations that I think will directly impact my teaching the second half of the year. I’m pretty psyched to hear from Don Wettrick and Jon Corippo and Pooja Agarwal, but since self-care is kind of a thing these days (for good reason), I opted for Kim Strobel first. I’m a little wary of the “motivational speaker” tag, but her topic, “The Science Of Happiness For Teachers And Students” hooked me in.

The short version is a riff on the flight attendant instructions to secure your own oxygen mask before trying to help others. A burned-out, unhappy teacher is not going to create a very conducive learning environment for his students.

As a guy who broke the “highly effective” scale last year but only graded out as “effective” this year, much to the detriment of my ego, she definitely caught my attention when she talked about the cost of that incremental gain:

Which is at least partly why I took part of the morning to put together my #2018Playlist. And then let it play while folding clothes and doing dishes and whatnot. Which was of course the whole idea behind the playlist in the first place.

 

There’s more to do today. And every day. I’m just gonna ride the wave and keep getting done what needs to be done, interspersed with some opportunities to just sit and chill.

And maybe take a walk on a frozen beach if I’m lucky.

Note To Self

Sunday Night Sunset
The First Sunday of Advent goes out in a blaze of glory.  I’ve kinda got a thing for sunsets. Photo cred: me

Amateur Psychologists, start your engines.

I’ve almost certainly already lived more than half my life. Vegas oddsmakers would consider it a lock.

I turned 50 late last summer. About the same time, one of my favorite twitter follows, a former-atheist-now-Catholic-nun Sr. Theresa Aletheia, placed a skull on her desk. And began to tweet about it using the hashtag #mementomori.

Memento mori is a Latin phrase literally translated as “remember that you will die”. More importantly, it is an ancient Christian practice, as Sr. Theresa writes:

“A long-standing Christian tradition recognizes the powerful spiritual value in remembering one’s death in order to live well. The Rule of Saint Benedict, written in the 6th century, includes the imperative to “keep death daily before one’s eyes.” As the Catechism points out, both Scripture and the teachings of the Church remind us of “the responsibility incumbent upon man to make use of his freedom in view of his eternal destiny” (1036, emphasis mine).”

— Sr. Theresa Aletheia, “Memento Mori: How A Skull On Your Desk Will Change Your Life“, aleteia.org, September 12, 2017

All I want for Christmas now is a skull for my desk.

(Look, if you’re wierded out by this, or think all this Catholic stuff is medieval superstition, that’s fine. There’s lots of stuff out there on the interwebs more suited to your interests and beliefs. I’m not offended if you click away. But if you are intrigued: bear with me.)

I’m not dying. Although as my sainted mother, a school nurse, used to say, “from the day we are born, we begin to die”. She and Sr. Theresa would have got along fine. But I definitely believe in preparing for death. And for other things.

Everyone above the age of reason knows intellectually they are going to die someday. And then they go about their business, not giving it another thought. I see the value in keeping death before me always. Especially if how I live my life now determines my address for eternity.

I wear glasses because I can’t see very well without them. I make lists because I forget things sometimes if they are not written down. It’s good to be reminded of important things, even things that seem obvious.


 

high school running GIF

I’ve said many times I wouldn’t go back to high school right now if you paid me a million bucks. Kids have it rough, man. And I’m not sure the adults in a building make things any easier sometimes.

We try. The good ones recognize kids have off days, get distracted, have talents in other areas. In case we forget, there’s always teacher evaluations to remind us what being a student can be like.

Had my evaluation last month. Met my administrator for a post-conference last week. As a former colleague of mine used to say, I’m too old and have been teaching too long to stress out over evaluations. Except this time, I did stress.

I could have graded out better. If I said I wasn’t disappointed, I’d be lying. The biggest takeaway came out of some feedback late in our meeting. My new principal suggested I take more chances, try new things, don’t be afraid to fail, and be reflective about my practice.

james franco what GIF

My heart sank. All that stuff… it’s literally what I do. Like, if I have a “teacher brand”, that’s it. I left the meeting thinking, “she doesn’t know me.”

And that’s partly my fault. She’s got 100 teachers on staff, and she moved over an office this year, from associate principal to principal. I just got here last year. I’m not that big into self-promotion, despite what you might see from me on Twitter. I’ve shared with my department a lot of the new tactics I’ve picked up from my online PLN, even presented on how to build a PLN at a conference last summer. But I find myself backing off sometimes, just because I don’t want to be that guy who won’t shut up about Desmos and speed dating and Which One Doesn’t Belong.

So of course, I spent some time pondering the situation.


“No significant learning can occur without a significant relationship.”

— Dr. James Comer

If there’s one piece of advice every veteran teacher offers to every new teacher, it’s: “build relationships”. That nothing happens until an adult builds a rapport with a student, as East Chicago’s Dr. James Comer said. We know this intuitively. It’s not the kind of thing we need to remind ourselves of every day.

Or do we?

I was reminded this week how it feels when someone who you work with, who you rely on for a “grade”, doesn’t really know you. I don’t need to be the Golden Child. She’s my principal, I’m a teacher, let’s roll. But it’s always nice to feel like someone’s been paying attention.

So… how do my students feel about me? I know who plays basketball and who’s a dancer and who’s into computers and who roots for Michigan and who’s a photographer and who’s a runner and who hates school and who moved here from Chicago and who draws and who skates and who goes to the career center and who waits tables nights and weekends and who plays guitar and who likes cats and who’s been coding since they were 7 and, and, and, and, and.

But do they all feel like I know them? I could do better. I guarantee it. It feels like something important enough to remind myself about. Often.

Now, to get that skull…

Sr. Theresa Aleteia, SFP: “And if anyone asks questions, tell them a nun made you do it.”

One Man Book Club – It Won’t Be Easy

Bookshelf
These are just the books I’ve spent cash on. Include my Valpo Library selections and the shelf is five times as wide. I probably read too much.

“When all you have is a hammer, every problem is a nail. And when you are a teacher, every book is a ‘teacher book'”.

-Me

There are a lot of Teacher Books out there. I know, “a lot” is a precise technical term. But I teach, and I read, and I follow a lot of teachers on Twitter who read, and who post about what they are reading. So my sample is a little skewed, I admit. But as each summer begins I see a parade of posts featuring photos of stacks of books, captioned “my summer reading!” or some variation thereof.

Which is cool. A lot of us are trying to get better year by year, to meet the challenges of a career that will eat you alive if you are standing still. And there are a lot of excellent teachers out there willing to share what they know. If that advice comes from a trusted source (A woman I saw keynote a conference, a guy I interact with on Twitter), all the better. And, truth be told, a lot of us are searching for “that thing” that will turn everything around next year. Make us awesome.

A tweet rolled through my TL not long ago, boosted by Michelle Baldwin. It reminded me of a story I heard about Lance Armstrong. After retiring from competitive cycling, he entered the 2006 New York Marathon. Already the fittest endurance athlete on the planet, he figured he could conquer this challenge without specialized training. The story goes that 3-time NYC Marathon winner Alberto Salazar was part of a team pacing Armstrong and warned him to set a reasonable goal pace, that 26.2 miles would tax him in completely new ways. Armstrong took this under advisement, and went on to just do his thing. He finished in an impressive 2:59:36. And suffered a stress fracture in his leg.

Here’s a thread detailing the teacher-summer equivalent advice:

I can dig that. The Happy Medium is a glorious place. With that in mind, here’s my summer reading (so far):

 

 


 

Especially now that we are all connected, I am trying to be ever more aware of how much time I spend scrolling my timeline. When I see it becoming a giant time suck, I disconnect, close my laptop, put my phone somewhere across the room where I won’t be tempted to check it every 6 minutes, and grab a book.

I’ve been known to get lost in a book. In a good way. Mrs. Dull is always amazed (and not always in a good way) when I power thru 250 pages in a day.

You Just Got It Yesterday
See?

So upon multiple Twitter recommendations I’ve been reading “It Won’t Be Easy” by Tom Rademacher. And, true to form, it showed up on a Sunday during Mass, and by Sunday night I was on like page 105. Not because it was filled with trite motivational phrases, but because it was filled with what teaching is really like.

It Wont Be Easy Page
“You might suck at this”. But for real, this page is teaching in a nutshell.

“Mr. Rad”, as he’s known to his kids, is up front about his ups and downs. The time his students taunted him over his phone being stolen from his desk (“You’re not getting your phone back. Nobody cares about your $h!t!”) and the times his students dazzled him with the awesomeness that only high school students have.

He’s honest about the fact that he is occasionally an insufferable jerk and that he is not always really very good at this whole teaching thing, despite being named Minnesota’s 2014 Teacher Of The Year.

And Rademacher confesses some unpopular opinions:

  • We actually aren’t underpaid, comparatively.
  • Summers off are part of the deal, and it’s OK to admit that you dig that.
  • Even if you actually work during the summer.
  • Teachers knew how to play “The Game Of School” when they were students, too.
  • God help us all if his book ever becomes “assigned reading” in some college course.

And one opinion that is easy to nod your head to when you’re sitting in the sun with a cold drink, reading a teacher book… and really hard to actually do once you are standing in a room with 25 teenagers:

  • How we treat our students matters. A lot. If we would just shut up and listen, especially when they are telling us something we don’t know about, we just might learn something.

I cringed a lot reading “It Won’t Be Easy”. I said over and over to myself, “What an ass!”

About myself.

I think I’ve done every ignorant thing Rademacher rats himself out for. And those things were not any cooler when I dd them. I’m glad a Teacher Of The Year sucks at this job as bad as I do sometimes.

He tells of squelching his students’ voice in class, when he had claimed that his room was a safe space for them. Of treating his Black and White kids differently. Of calling students out in class in front of their peers. Of using his power over kids to get compliance. Of selectively enforcing rules. All the stuff I’ve done. That we’ve all done. Except…

Except Rademacher goes into great detail how he learned from every one of these situations. Usually because he caught himself being a jerk. Often because his students felt comfortable enough to call him out on it. And because his students were smart enough and brave enough to be able to school him on it.

And how he humbled himself enough to shut up and listen.

Oooooh, that part is hard.

Over time, I knew I got better at handling myself in challenging classroom situations. I know the PBIS Team at Gavit worked hard to create a climate where we all supported our students, where we didn’t seek to exert power over them but to get them to seek ownership over their own behavior in the building. Sometimes with awesome results.

I know I eventually reached the point where I silently checked myself before interacting with a student: “This thing I’m about to say, would I say the same thing if I was addressing a white student?” “Is this kid’s skin color affecting my perception of what actually happened?” “Would I treat a male student the same as the female student in front of me?” “What if somebody said these words I’m about to say to my kid?”

Is that good? It’s required in the places where I taught for the first 13 years of my career. Is it enough? No. Is it a good start? Yeah. Truth be told, I think every teacher in the School City of Hammond should read this book. Every teacher in the Valparaiso Community Schools, too.

I’m not perfect at it. Give me 20 more years and I still won’t be. I won’t grow out of my smart-assery before I retire. But I think I’ve made some strides. Rademacher’s book serves as a timely reminder that it’s important to keep working. It Won’t Be Easy. But as he says, our kids deserve it.

What We Learned

14 years, in the books.

As the years go on, the last day of school is always a bit anti-climactic. It is melancholy, for sure. But that’s true everywhere. You might have seen this one floating around a few years ago from up in The Mitten:

Gonna miss my kids, and those moments of awesomeness when a lesson all comes together or they discover something cool and get excited about math. I’m not gonna miss setting my alarm and programming the coffeemaker for the next 10 weeks or so. But the “woohoo” of turning in my keys and walking out the door is gone. Compared to the first few years, it is less an “event” and more a “point in time”.

Either way, it is a moment ripe with opportunities for reflection. Especially now that I’ve just finished my first year at a new school.


 

After school, waiting for my ride, I bumped into my department chair, who is leaving the classroom to go into administration. We had an opportunity for small talk, and he hit the bullseye with the first question:

“So, how did it go here during Year One?”

My stock answer to every who has asked that question since August is: Smooth.

But Nick is a good guy, and deserves more than a stock answer.

“It was good. Pretty much what I expected. Getting used to everything new. Building out a course in Canvas ate up a lot of time, but that will pay off next year and beyond”.

Then: “the department is a powerhouse, man”.

He said: “Yeah, we push each other pretty hard.”

And I said: “Yeah, I felt that. In a good way.”

I ate lunch every day with a group of four other math teachers. I heard them collaborate and troubleshoot on the fly between bites of brown-bag sandwiches. I heard a 25-year veteran asking for help from her subject area teaching partner. I saw a young teacher ask to come in and observe his colleagues in the department. I heard teachers gently push a colleague who could do better.

Everybody’s got everybody’s back. But nobody lets anybody else slack off, either.


So, Mr. Reflective Teacher, what did you learn this year?

  1. City or suburbs, kids are pretty much kids.
  2. They got kids that hate math in the green leafy suburbs too.
  3. If math class is just about math, those kids will hate it intensely.
  4. So, children must play.
  5. Living where you teach and seeing your kids outside of school is cool.
  6. Changing the culture is not a one-day process.
  7. The kids that don’t want to change will fight you for 180 days if they have to.
  8. I’m still more stubborn than they are.
  9. There’s only 30 hours in a day.
  10. Perfection is an unattainable goal.
  11. Having a planning partner is a gift.
  12. Having an hour a week to plan with your team is like finding a little gold nugget.
  13. Having a Lunch Bunch to ask questions/bounce ideas off/talk elections with is imperative to mental health.
  14. Having a copier that staples automatically saved me probably 24 full hours of my life over the course of the year.
  15. Having six classes in four classrooms on two floors, never the same room for back-to-back classes meant I got my steps in for sure every day.
  16. I got fat anyway.
  17. We’re going 1:1 next year.
  18. I’m thinking of a million ways my kids can use Web tools to knock down walls, or at least to look at and think about math in a different way.
  19. Like this guy.
  20. I’m also trying to find a way to use MyMathLab to support my students who need extra practice.
  21. I know that makes their laptop a $300 worksheet, at least for that night. Sue me.
  22. Give kids a chance to do incredible things and they will. Or at least they’ll try.
  23. Give kids a chance to jump thru the right hoops and put the right squiggles on a piece of paper for a letter that will keeps their parents off their back or get them in the right school, and they’ll do that too.
  24. I can retire in 10 years.
  25. I don’t want to.
  26. I won’t be able to, anyway.
  27. Teachers report back to school in 63 days.
  28. I’ll be ready.
  29. But first, sunsets.
  30. This is really, really, really true:
teacher13-itokpjmqqzvn
Image via takepart.com.

Probably.

Do You See The Real Me?

Image via: http://linguistics.ohio.edu/opie/wp-content/uploads/2013/10/respect-your-readers.jpg

I read. A lot. Some might say too much. I’ll snap up a few pages of whatever I’m reading in morning while brushing my teeth, or as a nightcap before turning in for good. And if find something I really like, I’ll return to it again and again. I must have read Jim Bouton’s “Ball Four” fifty times, Gerry Faust’s memoir “The Golden Dream” half that many, and I can pretty much recite “Pierced By A Sword” by Bud MacFarlane Jr. word-for-word. (It’s OK if you’ve never heard of that last one. It’s Catholic fiction, and for a book written 20 years ago, a lot of seems “ripped from the headlines” these days.)

In a note regarding the second edition of “Pierced”, McFarlane states: “I’m a Catholic (and a guy, and a Notre Dame grad, and a New Jersey native) and this book reflects that.” This week I spent a good amount of time wondering how much of my work reflects me – who I am.

Kids can smell fake a mile away. And that’s a relationship killer. I don’t think I could stand in a classroom 180 days a year, 5 classes a day, and be something I’m not. And truth be told, why would I want to put up a front all day, every day?  What’s the gain? Too much work, not enough benefit. So I find myself checking myself often – to make sure I don’t have to worry about somebody pulling back the curtain.

There is a Purdue University regional campus a few blocks from my school, so each school year we host a new class of pre-service teachers for observations. I know there is supposed to be a sharp decline in the number of students in teacher formation programs in Indiana these days, but you couldn’t tell from seeing all the PUC students in our hallways. Seriously: dozens. I’m hosting two students this semester. I told them when they came to see my Algebra 1A classes for students who have previously failed the course (some multiple times), that what they would see wouldn’t be pretty, but it would be real.

I found out a long time ago if I was going to teach that class, I’d have to teach different. I still don’t have it figured out (believe me, when I do, I’m writing a book, getting a web site, going on the speaking tour, the whole schmeer. And maybe hiring some of my teaching besties as consultants.)

So I’ve been on a quest for a while. Last week one of my observers saw Speed Dating as a review for a chapter quiz. Both guys were scheduled to come in on Friday, which I reminded my students would consist of the usual Friday Fun. “What’s Friday Fun?” you ask?

Well, let’s start here:

Guaranteed two or three of them will be going “That’s my jam!” and be up out of their seat dancing for a minute on that second one. Makes my day, every damn time.

Follow that up with a self-reflective activity, via @approx_normal.

Self Assessment EC

So we did the music, and the dancing, and the reflecting, and then we needed to hook ’em for a month-long journey through the joy of linearity. On a Friday. After Hammertime. So I eased my way into an activity lifted from Dan Meyer.

Alg 1A 5.2 Opener – pairs that add to 6

We backed that up Monday with my maiden voyage into the land of Desmos Activity Builder.

I Got Your 6 Screenshot

I’ve been dying to try it out. Gonna have to write about what I saw, I imagine.

Now look. None of this is a screaming cry for attention. I’m not sitting in my upstairs computer lab plotting ways to get my fellow teachers to notice me and think I’m tech-y and cool. Everything I’ve rolled out is designed to make learning happen. Still, my observers… did they see the real me, or am I putting on a dog and pony show? And my students… they’ve got to think this is all pretty bizarre, right? (At least I’m not alone in that regard.)

Personally, I feel like I should be ready and willing to have anyone walk through the door at any time, on any day, and not feel like “Oh God. Busted.”

Image via: http://www.houseofbombini.com/wp-content/uploads/2015/02/Busted.jpg

Regardless: Nothing strikes fear in my heart like the term “unannounced evaluation”. Even though I know what I’m doing is good, even though I’ve been through it all a million times, even though I get in the zone when I’m in the midst of one of those 900 performances a year, I’m still that guy that gets nervous when he gets called to the principal’s office.

Then one day I read this. Yep, a teacher who told her administrator “Come see my craziest class.”

That takes cajones.

So yeah, I don’t worry too much that they (observers of any stripe) might feel like I’m putting on a show. Here I am…